Standards For Social Work Practice Research Articles

The Impact of the NeuroAffective Relational Model (NARM) on Client Agency

ABSTRACT The NeuroAffective Relational Model (NARM) is a therapeutic model designed to treat Complex Post-Traumatic Stress Disorder (C-PTSD) integrating top-down (cognitive) and bottom-up (somatic) methods. Reinforcing client agency is one of the four pillars of the NARM model. This Interpretative Phenomenological Analysis investigated how NARM impacts client agency from the perspective of NARM Therapists. Fourteen NARM Therapists participated in a focus group to describe their work as a NARM trained trauma therapist treating clients who have experienced C-PTSD. The study revealed four themes that represent the phenomenon of client agency supported by the NARM model from the perspective of NARM Therapists. The emergent themes that support client agency include Connecting to Present Moment Awareness, Reflecting and Reinforcing Client Choices, Acknowledging Client Insight, and Contracting with the Client. Social workers can support clients experiencing C-PTSD by reinforcing client agency and utilizing trauma-informed approaches such as NARM to advance NASW standards for clinical social work practice standards one, two, and eleven (i.e. values and ethics, specialized practice skills, and interventions and professional development).

Healthcare Social Workers' Scope of Practice during COVID-19.

The COVID-19 pandemic pushed the U.S. healthcare system to its limits, resulting in the need for flexibility in care delivery. This study aimed to describe healthcare social workers' scope of practice since the start of the pandemic. Semi-structured interviews for this qualitative study were conducted using the Zoom platform between July and August 2020. This study used a basic qualitative content analysis with integrated deductive and inductive coding to explore participant perspectives. Their scope was assessed based on healthcare social work practice standards. Four practice standards and eight themes that emerged from the data were knowledge and skills (care planning and intervention and social worker-patient relationship), workload sustainability (workload expansion and workload facilitators), interdisciplinary collaboration (collaborating beyond the scope of responsibilities and collaboration challenges), and cultural competency (institutional and societal). The findings add a deeper understanding of the roles social workers perform, how they think about these roles, how they want to be understood, and how they are best utilized in ways consistent with their training and expertise. Moving forward, healthcare systems may consider well-delineated roles and responsibilities for everyday practice and during pandemics.

아동청소년복지 종사자 역량에 관한 요구 분석

Objectives The purpose of this study was to provide basic data to explore the direction of practice of strengthen-ing the professional competency of child and youth welfare workers.
 Methods The subjects of the study were collected from 163 child and youth welfare workers from July 2022 to March 2023. The measurement tools were based on 14 standards of The NASW Standards for Social Work Practice in Child Welfare of the National Association of Social Workers.
 Results As a result of the study, according to the method of deriving the priorities of Borich need and The Locus for Focus model, the common high needs were ‘Administration’, ‘professional development’, ‘qualification’, and ‘collaboration’. And the next needs were ‘advocacy’ and ‘supervision’.
 Conclusions Based on the research results, strengthening qualification standards for professional development and reinforcement, preparing a systematic supervision system, institutional reorganization to improve excessive workload and caseload, opening of essential courses in conservative education to create an appropriate horizontal communication system and flexible organizational culture, active advocacy activities was suggested.

Fostering Information Literacy

Genuine collaboration between academic librarians and social work faculty in which information literacy is embedded in social work education is lacking. Drawing from the results of the authors’ 2016 quantitative study surveying academic social work librarians across the United States, this qualitative follow-up uses data from 27 semi-structured interviews concerning the prevalence and nature of information literacy instruction (ILI) in social work education, how ILI is introduced and sustained in social work curricula, and the alignment between ILI efforts with institutional goals, guidelines from accreditation authorities, and professional social work practice standards. The literature review engages the reader in a robust definition of “information literacy” as applied to social work practice and its connection to social justice and anti-oppressive pedagogy. The findings and subsequent discussion center on current systemic obstacles in ensuring social work graduates enter the profession with sufficient information literacy (IL) skills for an ethical, research-informed, data-driven practice and conclude with recommendations for the evolution of integrated ILI at a local level within social work curricula. Collaborative and sustainable partnerships among academic librarians and social work faculty are essential for educating information literate social work practitioners of tomorrow.

Xenotransplantation and the NASW Code of Ethics

ABSTRACT Purpose:As medical technology develops, the profession of social work will need to expand its boundaries to better define the role of the social worker in experimental medicine, such as xenotransplantation. The NASW Standards for Social Work Practice in Health Care Settings does not address how rapid growth in medical advances can challenge the traditional role that reflects a value-based ethical philosophy. Methods: This commentary explores experimental medicine in reference to NASW’s Code of Ethics. Results:We define the social worker’s role in experimental medicine, identify areas of research to prove social work efficacy in experimental medicine, and address ethical concerns proactively. Discussion: The results of our analysis demonstrate that professional social work societies may be unprepared for the changes caused by experimental medicine. Conclusion: The findings suggest that social work may need to flex to meet the demands of experimental medicine.

‘Does my Haltung look big in this?’: The use of social pedagogical theory for the development of ethical and value-led practice

The aim of this article is to set out how the use of social pedagogical Haltung can support the exploration of values and how this informs and shapes a practitioner’s direct work. Haltung is a German concept that has no direct English translation but means ‘mindset’, ‘ethos’ or ‘attitude’ (Eichsteller, 2010) and relates to an individual’s value base. Mührel (2008, cited in Eichsteller, 2010) set out that a social pedagogical Haltung is based on the two concepts of empathic understanding and regard. This article argues that the use of a social pedagogical Haltung gives practitioners a philosophical framework to support the reflection of core values and ethics held on a personal level. It also supports an understanding of how these influence practitioners and students when using self in relationship-based practice. The understanding of Haltung is important, but for social pedagogical practice to be undertaken it also has to be demonstrated by actions. The reflective activity of ‘values alive in practice’, set out in this article, provides a tool for social workers, practitioners and students to critically explore their own values and practice and make more meaningful connections between their Haltung and the behaviours they demonstrate in their everyday work. In the United Kingdom, values and standards for social work practice are set out by the British Association of Social Work and Social Work England. Arguably these have, at times, been reduced to a checklist for students and practitioners and can lack more in-depth and explicit links to practice. The analysis of practice is more likely to focus on the skills and abilities of practitioners rather than the value base that underpins these. While the understanding and key application of core knowledge and skills is essential for competent social work practice (Forrester et al., 2019), this article argues that it must also be supported and shaped by ethical principles. It seeks to explore how social workers can be supported to adopt value-led approaches to complex work within an outcome-focused culture.

Factor structure of a standards-based inventory of competencies in social work with groups

ABSTRACTPurposes: This study extends previous findings on a measure of competencies based on Standards for Social Work Practice with Groups. The Inventory of Competencies in Social Work with Groups (ICSWG) measures confidence in performing the Standards. This study examines the latent structure of the Inventory, while illuminating the underlying structure of the Standards. Methods: A multinational sample of 586 persons completed the ICSWG. Exploratory factor analysis (EFA), reliability estimates, standard error of measurement estimates, and a range of validity tests were conducted. Results: The EFA yielded a six-factor solution consisting of core values, mutuality/connectivity, collaboration, and three phases of group development (planning, beginnings/middles, endings). The alphas were .98 for the scale and ranged from .85 to .95 for the subscales. Correlations between the subscales and validators supported evidence of construct validity. Discussion: The findings suggest key group work domains that should be taught and practiced in social work with groups.

The Implementation of Social Work Practice with Children in Indonesia


 
 
 This study aimed at examining the implementation of social work practice with children in Indonesia. The research used qualitative method with a case study on nine informants who were Social Workers carrying out the task of handling children cases in the city of Bandung, Indonesia. The results showed that Social Workers had started to implement social work practice with children in handling 44 cases of children, but, according to social work practice standards with children as defined by NASW (2013) and based on pragmatic perspectives of social work with children according to Petr.CG 2004), it was not optimal. The implementation of social work practice with children was seen from aspects of practice: 1) building relationships with children should had been done with a consideration to the children’s ages; 2) assessment with children should had already used 'tools' assessment; 3) preparation of intervention plans was less involving children and families; 4) interventions was less responding to the needs of children and less applying behavior change techniques; and 5) the evaluation had not been implemented and supervised. Based on the research findings it is recommended for: 1) Training Center to provide training on the perspective of social work practice with children for Child Social Workers; and 2) Directorate of Child Welfare of the Ministry of Social Affairs to facilitate the implementation of supervision on child social work practice by supervisors; 3) Child Study Center to conduct further study on child social work practice based on clusters of child problems.
 
 

The Tripod School Climate Index: An Invariant Measure of School Safety and Relationships.

Recently revised standards for social work practice in schools encourage data-informed school climate interventions that implicitly require invariant measures of school climate. Invariant measures have the same meaning, scale, and origin across different groups of respondents. Although noninvariant measures bias statistical analyses and can lead users to erroneous conclusions, most school climate measures have not been tested for invariance. This study examines the invariance of the Tripod School Climate Index. Exploratory, confirmatory, and multiple-group confirmatory factor analyses were conducted on data collected from 66,531 students across 222 schools. Results indicate that the index is an excellent fit for the data and invariant by student grade level, demographic background, prior achievement, and dropout risk. Results imply that student responses can be validly aggregated to create school-level scores. The index will not bias studies of school climate interventions or bivariate analyses comparing perceptions of school climate across subgroups of students attending the same school. Given the centrality of school climate interventions to social work practice in schools and the consequences of noninvariance, the development of an index with these properties is an important contribution to the field.

Improving Student Confidence in Using Group Work Standards

Objective: This is a replication of a study that examined the effects of teaching foundation competencies in group work to social work students and assessed their self-confidence in applying these skills. This study improves on the first by utilizing a controlled design. Method: Twenty-six master of social work students were taught group work competencies derived from the International Association for the Advancement of Social Work with Groups’ (IASWG) Standards for Social Work Practice with Groups using didactic activities and micro-skill exercises. Students were assessed 4 times on their confidence in group work competencies using a validated 70-item inventory. Group work skills were divided into three blocks and taught successively in an abbreviated multiple-baseline design. Results: The t-tests indicated significant increases in confidence ratings after training on the respective skills but not before skills training. Conclusion: The results provide additional support for the effectiveness of the teaching approach in building student confidence in using IASWG Standards.

A standards-based inventory of foundation competencies in social work with groups: An empirical test in Scotland

Abstract: This paper describes the application and testing in Scotland of a measure of foundation competencies in groupwork, derived from standards for social work practice with groups. Developed by the International Association for the Advancement of Social Work with Groups (IASWG), the IASWG Standards have not been widely used outside of Canada or the U.S.A. A 70-item inventory based on the Standards was developed to measure two domains, how important each item is for successful groupwork, and how confident the respondent is about demonstrating the skill in practice. The first study, with a mostly North American sample, reported excellent reliability and good validity. This paper reports new findings on the reliability and validity of the inventory from data collected from students and practitioners across Scotland (N = 161), and includes qualitative impressions from participants. The results indicated excellent internal consistency for both the importance and confidence subscales, with low standard errors of measurement. An item analysis revealed high respondent ratings, supporting content validity. Significant correlations between the subscales and validators supported the measure’s concurrent, construct-convergent, and criterion known-groups validity. The findings suggest the cross-national applicability of the inventory (and the Standards represented by the inventory), while also illuminating areas for refinement.

Creating a Standardised Teaching and Learning Framework for Social Work Field Placements

Mapping and evaluating a student's progress on placement is a core element of social work education but there has been scant attention to indicate how to effectively create and assess student learning and performance. This paper outlines a project undertaken by the Combined Schools of Social Work to develop a common learning and assessment tool that is being used by all social work schools in Victoria. The paper describes how the Common Assessment Tool (CAT) was developed, drawing on the Australian Association of Social Work Practice Standards, leading to seven key learning areas that form the basis of the assessment of a student's readiness for practice. An evaluation of the usefulness of the CAT was completed by field educators, liaison staff, and students, which confirmed that the CAT was a useful framework for evaluating students' learning goals. The feedback also identified a number of problematic features that were addressed in a revised CAT and rating scale.

Group Work Education Today: A Content Analysis of MSW Group Work Course Syllabi

This article presents the results of a content analysis of MSW group work course syllabi in an effort to better understand the extent to which social group work education shows consistency with guidelines articulated in the Standards for Social Work Practice with Groups. This study aims to provide a current depiction and in-depth account of the state of group work education today through the lens of course syllabi.

End-of-Life and Palliative Care Curricula in U.S. Social Work Graduate Programs

Social workers have a high probability of relating to clients with terminal illnesses and their families. Yet, end-of-life education in U.S. graduate programs of social work has been somewhat limited. A recent guideline by the National Association of Social Workers (NASW) sets standards for social work practice in palliative and end-of-life care. This article presents the results of a 2012 survey of U.S. social work graduate programs to determine curricula offerings in end-of-life and palliative care. Results suggest that the majority of graduate social work programs are addressing the NASW guidelines; however, less than half of students participate in the offering(s).

The Use of IASWG Standards for Social Work Practice with Groups in Supervision of Group Work Practitioners

This article describes a model for supervision for practicing group leaders. The content and process of the model is participant driven, with the International Association for Social Work with Groups Standards for Social Work Practice with Groups used as a core element to guide development of the model as well as the support offered by the supervisor and participants.

IASWG Standards for Social Work Practice with Groups: Development, Application, and Evolution

This article focuses on the International Association for Social Work with Groups' Standards for Social Work Practice with Groups. It begins with an overview of the Standards and their significance. It reports on three integrated studies conducted by the authors. First is a review of the literature that examines how human service organizations approach the construction of standards. Second is a 2009 study of how the Standards are known, used, and assessed by respondents to an online survey. The findings of this survey inspired the third study, conducted in 2010 utilizing a focus group approach to explore how the Standards could be more applicable in a global context. The article concludes with implications and recommendations for future evolution and dissemination of the Standards.

Assessing Use of the Standards for Social Work Practice with Groups by School Social Workers: A National Study

The International Association for Social Work with Groups Standards for Social Work Practice with Groups specify the core knowledge, skills, and values needed for effective professional practice. These Standards are intended to serve as a guide to group work practice. The extent to which the Standards inform and are employed in practice, however, remains a question. This article focuses on the extent to which the Standards are utilized by social workers employed within primary and secondary schools. Focus is placed on how the Standards are perceived, understood, and practiced by school social workers.

Exploring Autonomy in Group Work Practice with Persons with Intellectual Disabilities

Preserving the autonomy of individuals with intellectual disabilities in group work is challenging. Group workers often experience inadequate guidance about autonomy—an individual's capability to act independently without influence by others. Group workers can enhance autonomy through group activities that promote self-efficacy, empowerment, and the ability to make decisions. Fostering autonomy requires that the group workers be knowledgeable and aware of personal biases, analyzing their expectations and actions. To promote the autonomy of persons with intellectual disabilities in group work practice, the authors make recommendations to strengthen the IASWG Standards for Social Work Practice with Groups in this area.

IASWG Standards for Social Work Practice with Groups: The Case of Quebec Practices

The International Association for Social Work with Groups (IASWG) proposes Standards of social group work that are intended to act as minimum standards that can be applied internationally. The aim of this article is to examine group work practices in Quebec in the light of IASWG Standards. To address this question, secondary analysis of existing data from a study undertaken in Quebec is presented. Results indicate that group work practices in Quebec tend to be rather structured (e.g., selection criteria, norms). The discussion shows that the IASWG Standards are useful for critically examining Quebec practices but also provides information that could contribute to the improvement of these Standards.

Challenges in Rural Social Work Practice: When Support Groups Contain Your Neighbors, Church Members, and the PTA

Rural social work occurs in unique practice environments with challenges and rare opportunities. Strong social ties, commonly found in rural communities and often missing in urban areas, can serve as sources of resilience for group members facing adverse life circumstances. Therapeutic formal and informal support groups, bolstered by this support and led by social workers in rural communities, can face numerous challenges due to locale, lack of transportation, and potential worker burnout. This article highlights ethical considerations rooted in a theme of rural group work while providing helpful hints based on the IASWG Standards for Social Work Practice with Groups.