Pub Date : 2023-12-12DOI: 10.1080/10437797.2023.2274742
Norma A. Alcantar, Courtney Cronley, Noelle Fields, Sondra J. Fogel, Stephen Mattingly, Anne Nordberg
Published in Journal of Social Work Education (Vol. 59, No. sup1, 2023)
发表于《社会工作教育杂志》（第 59 卷，第 sup1 期，2023 年）
{"title":"Preparing Students to Address the Grand Challenges for Social Work: Researching, Teaching, and Practicing Interdisciplinary Collaboration","authors":"Norma A. Alcantar, Courtney Cronley, Noelle Fields, Sondra J. Fogel, Stephen Mattingly, Anne Nordberg","doi":"10.1080/10437797.2023.2274742","DOIUrl":"https://doi.org/10.1080/10437797.2023.2274742","url":null,"abstract":"Published in Journal of Social Work Education (Vol. 59, No. sup1, 2023)","PeriodicalId":17012,"journal":{"name":"Journal of Social Work Education","volume":"44 3 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138575249","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-04DOI: 10.1080/10437797.2023.2282983
Danielle E. Parrish
Published in Journal of Social Work Education (Vol. 59, No. 4, 2023)
发表于《社会工作教育杂志》（第 59 卷第 4 期，2023 年）
{"title":"From the Editor—Teaching and Modeling Social Work Activism: A Nod to Dr. Bernice A. King","authors":"Danielle E. Parrish","doi":"10.1080/10437797.2023.2282983","DOIUrl":"https://doi.org/10.1080/10437797.2023.2282983","url":null,"abstract":"Published in Journal of Social Work Education (Vol. 59, No. 4, 2023)","PeriodicalId":17012,"journal":{"name":"Journal of Social Work Education","volume":"11 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138546022","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-06DOI: 10.1080/10437797.2023.2263511
Nicholas Lanzieri, Stephen Maher, Michelle R. Munson
ABSTRACTSocial work has a proliferation of online courses. Both nursing and medicine have been using online technology for years with noted success within a variety of subjects. The current scoping review examined empirical research of online learning and satisfaction outcomes in social work, while also comparing results with nursing and medicine. Results showed that most social work studies that examined learning outcomes between online and traditional courses found differences, whereas approximately half of the studies in nursing and medicine reported no differences. Satisfaction results were more varied in each discipline. Taken together, both learning and satisfaction outcomes remain inconclusive due to documented limitations related to study designs. Implications for social work education are discussed and recommendations are provided. Disclosure statementNo potential conflict of interest was reported by the authors.Additional informationNotes on contributorsNicholas LanzieriNicholas Lanzieri is a Clinical Associate Professor of Social Work at New York University Silver School of Social Work.Stephen MaherStephen Maher is Librarian for Social Work & Psychology at New York University.Michelle R. MunsonMichelle R. Munson is Professor of Social Work at New York University Silver School of Social Work.
社会工作在线课程越来越多。多年来，护理和医学一直在使用在线技术，在各种学科中取得了显著的成功。当前的范围审查审查了在线学习和社会工作满意度结果的实证研究，同时还将结果与护理和医学进行了比较。结果显示，大多数社会工作研究都发现了在线课程和传统课程之间的差异，而大约一半的护理和医学研究没有发现差异。每个学科的满意度结果差异更大。综上所述，由于与研究设计相关的文献限制，学习和满意度结果仍然不确定。对社会工作教育的启示进行了讨论，并提出了建议。披露声明作者未报告潜在的利益冲突。作者简介nicholas Lanzieri是纽约大学Silver社会工作学院的社会工作临床副教授。Stephen Maher是纽约大学社会工作与心理学图书馆馆长。Michelle R. Munson是纽约大学Silver社会工作学院的社会工作教授。
{"title":"Online Education: A Scoping Review Examining Learning and Satisfaction Outcomes in Social Work, Medicine, and Nursing","authors":"Nicholas Lanzieri, Stephen Maher, Michelle R. Munson","doi":"10.1080/10437797.2023.2263511","DOIUrl":"https://doi.org/10.1080/10437797.2023.2263511","url":null,"abstract":"ABSTRACTSocial work has a proliferation of online courses. Both nursing and medicine have been using online technology for years with noted success within a variety of subjects. The current scoping review examined empirical research of online learning and satisfaction outcomes in social work, while also comparing results with nursing and medicine. Results showed that most social work studies that examined learning outcomes between online and traditional courses found differences, whereas approximately half of the studies in nursing and medicine reported no differences. Satisfaction results were more varied in each discipline. Taken together, both learning and satisfaction outcomes remain inconclusive due to documented limitations related to study designs. Implications for social work education are discussed and recommendations are provided. Disclosure statementNo potential conflict of interest was reported by the authors.Additional informationNotes on contributorsNicholas LanzieriNicholas Lanzieri is a Clinical Associate Professor of Social Work at New York University Silver School of Social Work.Stephen MaherStephen Maher is Librarian for Social Work & Psychology at New York University.Michelle R. MunsonMichelle R. Munson is Professor of Social Work at New York University Silver School of Social Work.","PeriodicalId":17012,"journal":{"name":"Journal of Social Work Education","volume":"14 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135589109","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
ABSTRACTThe COVID-19 pandemic introduced an unforeseen challenge to social work field education and drastically changed the landscape of social work direct practice. In March 2021, University of Toronto’s Factor-Inwentash Faculty of Social Work launched the Talk It Out Counseling Clinic (the Clinic), training MSW students to provide short-term counseling and wellness workshops to residents in the Greater Toronto Area. Based on a community partnership model with an antiracism and trauma-informed service orientation, the Clinic provides services targeting those who face multiple barriers to health and equity and those who belong to Black and other racialized communities. In this paper, we introduce the Clinic, including its staffing and structure, partnership model, and training curriculum, present operation updates, and discuss future directions. Disclosure statementNo potential conflict of interest was reported by the authors.Additional informationFundingThe authors thank the donors and sponsors for their generosity to the Clinic’s mission and services.Notes on contributorsLin FangLin Fang is Associate Professor, Factor-Inwentash Chair in Children’s Mental Health and Founder and Director of the Talk It Out Counseling Clinic at University of Toronto.Catherine SchmidtCatherine Schmidt is a PhD Candidate at University of Toronto and served as an MSW Student Supervisor for the Clinic.Yu LungYu Lung is a PhD Candidate at University of Toronto and the Clinic’s MSW Student Supervisor.Lynn NguyenLynn Nguyen is an MSW student and a Research Assistant at University of Toronto.Gilda HuiGilda Hui is a Research Assistant at University of Toronto.Sylvia DelgadoSylvia Delgado was Clinic Manager for the Clinic at University of Toronto.
{"title":"Field Note—Talk It Out Counseling Clinic: A Field Education Innovation","authors":"Lin Fang, Catherine Schmidt, Yu Lung, Lynn Nguyen, Gilda Hui, Sylvia Delgado","doi":"10.1080/10437797.2023.2260850","DOIUrl":"https://doi.org/10.1080/10437797.2023.2260850","url":null,"abstract":"ABSTRACTThe COVID-19 pandemic introduced an unforeseen challenge to social work field education and drastically changed the landscape of social work direct practice. In March 2021, University of Toronto’s Factor-Inwentash Faculty of Social Work launched the Talk It Out Counseling Clinic (the Clinic), training MSW students to provide short-term counseling and wellness workshops to residents in the Greater Toronto Area. Based on a community partnership model with an antiracism and trauma-informed service orientation, the Clinic provides services targeting those who face multiple barriers to health and equity and those who belong to Black and other racialized communities. In this paper, we introduce the Clinic, including its staffing and structure, partnership model, and training curriculum, present operation updates, and discuss future directions. Disclosure statementNo potential conflict of interest was reported by the authors.Additional informationFundingThe authors thank the donors and sponsors for their generosity to the Clinic’s mission and services.Notes on contributorsLin FangLin Fang is Associate Professor, Factor-Inwentash Chair in Children’s Mental Health and Founder and Director of the Talk It Out Counseling Clinic at University of Toronto.Catherine SchmidtCatherine Schmidt is a PhD Candidate at University of Toronto and served as an MSW Student Supervisor for the Clinic.Yu LungYu Lung is a PhD Candidate at University of Toronto and the Clinic’s MSW Student Supervisor.Lynn NguyenLynn Nguyen is an MSW student and a Research Assistant at University of Toronto.Gilda HuiGilda Hui is a Research Assistant at University of Toronto.Sylvia DelgadoSylvia Delgado was Clinic Manager for the Clinic at University of Toronto.","PeriodicalId":17012,"journal":{"name":"Journal of Social Work Education","volume":"19 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135366544","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-23DOI: 10.1080/10437797.2023.2260841
Othelia EunKyoung Lee, Jyotsana Parajuli
ABSTRACTVia an asynchronous online discussion forum, 186 college students narrated a life history, as one of their grandparents, making “I” statements. The aim of this mixed method study was to further examine the intersectionality of race and gender revealed in these narratives. Thematic analyses were conducted to identify themes related to lived experiences of the grandparents, and how experiences were interpreted by students in their narratives. Differential vulnerability was reported based on gender and race. More women than men, and more persons of color than white narrators, reported greater life challenges and hardships in all major themes that emerged from the narratives. The intersectionality of race and gender and double jeopardy hypothesis were supported by the study findings. Data availability statementThe data that support the findings of this study are available on request from the corresponding author. The data are not publicly available due to privacy or ethical restrictions.Disclosure statementNo potential conflict of interest was reported by the authors.Ethics approval statementThis research proposal was approved by the Institutional Review Board for Research With Human Subjects at the University of North Carolina at Charlotte.Permission to reproduce material from other sourcesThere are no reproducible materials from other sources in this article.Additional informationNotes on contributorsOthelia EunKyoung LeeOthelia EunKyoung Lee is Professor at University of North Carolina at Charlotte.Jyotsana ParajuliJyotsana Parajuli is Assistant Professor at University of North Carolina at Charlotte.
{"title":"Incorporating Intersectionality of Gender and Race Into an Assignment: Students Interviewing Their Grandparents","authors":"Othelia EunKyoung Lee, Jyotsana Parajuli","doi":"10.1080/10437797.2023.2260841","DOIUrl":"https://doi.org/10.1080/10437797.2023.2260841","url":null,"abstract":"ABSTRACTVia an asynchronous online discussion forum, 186 college students narrated a life history, as one of their grandparents, making “I” statements. The aim of this mixed method study was to further examine the intersectionality of race and gender revealed in these narratives. Thematic analyses were conducted to identify themes related to lived experiences of the grandparents, and how experiences were interpreted by students in their narratives. Differential vulnerability was reported based on gender and race. More women than men, and more persons of color than white narrators, reported greater life challenges and hardships in all major themes that emerged from the narratives. The intersectionality of race and gender and double jeopardy hypothesis were supported by the study findings. Data availability statementThe data that support the findings of this study are available on request from the corresponding author. The data are not publicly available due to privacy or ethical restrictions.Disclosure statementNo potential conflict of interest was reported by the authors.Ethics approval statementThis research proposal was approved by the Institutional Review Board for Research With Human Subjects at the University of North Carolina at Charlotte.Permission to reproduce material from other sourcesThere are no reproducible materials from other sources in this article.Additional informationNotes on contributorsOthelia EunKyoung LeeOthelia EunKyoung Lee is Professor at University of North Carolina at Charlotte.Jyotsana ParajuliJyotsana Parajuli is Assistant Professor at University of North Carolina at Charlotte.","PeriodicalId":17012,"journal":{"name":"Journal of Social Work Education","volume":"22 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135366414","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-23DOI: 10.1080/10437797.2023.2260837
Adrienne Baldwin-White
ABSTRACTSocial work research has adopted the scientific method rooted in the hard sciences as the gold standard for understanding human behavior and creating interventions and policies for both individual and systemic change. Current methodologies are rooted in White supremacy that lack the subjectivity needed to provide space for the effects of racism and oppression to be included in studies and evidence-based practice. Social work cannot be antiracist and anti-oppressive unless it creates an inclusive research methods class that is critical of what is considered scientific rigor. This teaching note presents the current evolution of a social work research methods class to promote critical thinking around what is believed to be the gold standard of scientific research. Disclosure statementNo potential conflict of interest was reported by the author.Additional informationNotes on contributorsAdrienne Baldwin-WhiteDr. Adrienne Baldwin-White, PhD, is an Assistant Professor in the School of Social Work at Virginia Commonwealth University.
{"title":"Teaching Note—Working Toward an Inclusive, Antiracist, and Antioppressive Research Methods Pedagogy","authors":"Adrienne Baldwin-White","doi":"10.1080/10437797.2023.2260837","DOIUrl":"https://doi.org/10.1080/10437797.2023.2260837","url":null,"abstract":"ABSTRACTSocial work research has adopted the scientific method rooted in the hard sciences as the gold standard for understanding human behavior and creating interventions and policies for both individual and systemic change. Current methodologies are rooted in White supremacy that lack the subjectivity needed to provide space for the effects of racism and oppression to be included in studies and evidence-based practice. Social work cannot be antiracist and anti-oppressive unless it creates an inclusive research methods class that is critical of what is considered scientific rigor. This teaching note presents the current evolution of a social work research methods class to promote critical thinking around what is believed to be the gold standard of scientific research. Disclosure statementNo potential conflict of interest was reported by the author.Additional informationNotes on contributorsAdrienne Baldwin-WhiteDr. Adrienne Baldwin-White, PhD, is an Assistant Professor in the School of Social Work at Virginia Commonwealth University.","PeriodicalId":17012,"journal":{"name":"Journal of Social Work Education","volume":"50 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135366564","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-23DOI: 10.1080/10437797.2023.2260873
Ami Goulden, Rose C. B. Singh, Tracy Smith-Carrier
ABSTRACTUniversal instructional design (UID) is a framework that promotes a shift from individual remedial interventions to holistic learning models that are student-centered, accessible, and inclusive. Students with disabilities frequently report barriers that make educational experiences difficult, and recent studies report that students with disabilities experience ableism in their social work programs. UID strategies can decrease the need for students to make difficult self-disclosures to obtain academic accommodations, as learner diversity and accessibility are incorporated into all aspects of the course design and delivery. In this teaching note, we apply a UID framework adopted in social work education, illustrating how social work instructors can successfully implement UID principles into their teaching repertoires to enrich the social work education of all learners. Disclosure statementNo potential conflict of interest was reported by the authors.Additional informationNotes on contributorsAmi GouldenAmi Goulden is Assistant Professor at Memorial University.Rose C. B. SinghRose C. B. Singh is a PhD candidate at Memorial University.Tracy Smith-CarrierRose C. B. Singh is a PhD candidate at Memorial University.Tracy Smith-Carrier is Associate Professor and Canada Research Chair (Tier 2) at Royal Roads University.
摘要通用教学设计(UID)是一个框架，它促进了从个体补救干预到以学生为中心、可获取和包容的整体学习模式的转变。残疾学生经常报告说，这些障碍使他们的教育经历变得困难，最近的研究报告说，残疾学生在他们的社会工作项目中经历了残疾歧视。UID策略可以减少学生为获得学术住宿而进行艰难的自我披露的需要，因为学习者的多样性和可访问性被纳入课程设计和交付的各个方面。在这篇教学笔记中，我们应用了社会工作教育中采用的UID框架，说明社会工作教师如何成功地将UID原则应用到他们的教学中，以丰富所有学习者的社会工作教育。披露声明作者未报告潜在的利益冲突。作者简介:ami Goulden是纪念大学的助理教授。Rose C. B. Singh是纪念大学的博士候选人。rose C. B. Singh是纪念大学的博士候选人。特雷西·史密斯-卡里尔是皇家道路大学副教授和加拿大研究主席(Tier 2)。
{"title":"Teaching Note—Incorporating Universal Instructional Design in Social Work Education: A Practical Application","authors":"Ami Goulden, Rose C. B. Singh, Tracy Smith-Carrier","doi":"10.1080/10437797.2023.2260873","DOIUrl":"https://doi.org/10.1080/10437797.2023.2260873","url":null,"abstract":"ABSTRACTUniversal instructional design (UID) is a framework that promotes a shift from individual remedial interventions to holistic learning models that are student-centered, accessible, and inclusive. Students with disabilities frequently report barriers that make educational experiences difficult, and recent studies report that students with disabilities experience ableism in their social work programs. UID strategies can decrease the need for students to make difficult self-disclosures to obtain academic accommodations, as learner diversity and accessibility are incorporated into all aspects of the course design and delivery. In this teaching note, we apply a UID framework adopted in social work education, illustrating how social work instructors can successfully implement UID principles into their teaching repertoires to enrich the social work education of all learners. Disclosure statementNo potential conflict of interest was reported by the authors.Additional informationNotes on contributorsAmi GouldenAmi Goulden is Assistant Professor at Memorial University.Rose C. B. SinghRose C. B. Singh is a PhD candidate at Memorial University.Tracy Smith-CarrierRose C. B. Singh is a PhD candidate at Memorial University.Tracy Smith-Carrier is Associate Professor and Canada Research Chair (Tier 2) at Royal Roads University.","PeriodicalId":17012,"journal":{"name":"Journal of Social Work Education","volume":"68 7","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135413132","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-23DOI: 10.1080/10437797.2023.2260866
Heidi P. Breaux, Veronica L. Timbers, Bruce A. Thyer
ABSTRACTField practicum is known as the “signature pedagogy” for social work. Though the Council of Social Work Education’s accreditation standards guide the placement processes, research on the experiences of lesbian, gay, bisexual, transgender, queer, intersex, asexual, and other sexual and gender minorities (LGBTQIA+) students shows that this population continues to face discrimination in practicum placements. In this point-of-view article, we present conflicts that can arise when programs do not have explicit conversations with agencies about LGBTQIA+ inclusivity. We discuss current accreditation standards and relevant points from the Code of Ethics that support implementation of specific protections for LGBTQIA+ students and clients in practicum placements. Recommendations are made for addressing barriers of equity now and in future iterations of the EPAS. Disclosure statementNo potential conflict of interest was reported by the authors.Notes1 The authors recognize the term ‘field’ is historically related to enslavement, indentured servitude, and other forms of labor injustice. As such, the authors support a change in this terminology as part of social work’s explicit intention to promote anti-racism and equity in our profession. The term ‘field’ is used in this article because it is the current language of the educational policies and accreditation standards, which is referenced and quoted throughout the article.Additional informationNotes on contributorsHeidi P. BreauxHeidi P. Breaux is a social worker and Assistant Professor at Louisiana State University.Veronica L. TimbersVeronica L. Timbers is Clinical Assistant Professor and MSW Online Program Assistant Program Coordinator at Boise State University.Bruce A. ThyerBruce A. Thyer is a Professor and former dean at the College of Social Work at Florida State University.
摘要实习教学被誉为社会工作的“标志性教学法”。尽管社会工作教育委员会(Council of Social Work Education)的认证标准指导了实习过程，但对女同性恋、男同性恋、双性恋、变性人、酷儿、双性人、无性恋和其他性少数群体(LGBTQIA+)学生的经历进行的研究表明，这一群体在实习实习中仍然面临歧视。在这篇观点文章中，我们提出了当项目没有与机构就LGBTQIA+包容性进行明确对话时可能出现的冲突。我们将讨论当前的认证标准和《道德准则》中的相关要点，这些要点支持在实习实习中对LGBTQIA+学生和客户实施具体保护。提出建议，以解决当前和未来环境评价体系的公平障碍。披露声明作者未报告潜在的利益冲突。注1:作者认识到，“田地”一词在历史上与奴役、契约奴役和其他形式的劳动不公正有关。因此，作者支持改变这一术语，作为社会工作明确意图的一部分，以促进我们职业中的反种族主义和公平。在本文中使用术语“领域”，因为它是教育政策和认证标准的当前语言，在整个文章中被引用和引用。作者简介heidi P. Breaux是路易斯安那州立大学的一名社会工作者和助理教授。Veronica L. TimbersVeronica L. Timbers是博伊西州立大学的临床助理教授和城市垃圾在线项目助理项目协调员。Bruce a . Thyer是佛罗里达州立大学社会工作学院的教授和前院长。
{"title":"Prohibiting Harmful Practices Against LGBTQIA+ Individuals and Students in Field Placement: Recommendations","authors":"Heidi P. Breaux, Veronica L. Timbers, Bruce A. Thyer","doi":"10.1080/10437797.2023.2260866","DOIUrl":"https://doi.org/10.1080/10437797.2023.2260866","url":null,"abstract":"ABSTRACTField practicum is known as the “signature pedagogy” for social work. Though the Council of Social Work Education’s accreditation standards guide the placement processes, research on the experiences of lesbian, gay, bisexual, transgender, queer, intersex, asexual, and other sexual and gender minorities (LGBTQIA+) students shows that this population continues to face discrimination in practicum placements. In this point-of-view article, we present conflicts that can arise when programs do not have explicit conversations with agencies about LGBTQIA+ inclusivity. We discuss current accreditation standards and relevant points from the Code of Ethics that support implementation of specific protections for LGBTQIA+ students and clients in practicum placements. Recommendations are made for addressing barriers of equity now and in future iterations of the EPAS. Disclosure statementNo potential conflict of interest was reported by the authors.Notes1 The authors recognize the term ‘field’ is historically related to enslavement, indentured servitude, and other forms of labor injustice. As such, the authors support a change in this terminology as part of social work’s explicit intention to promote anti-racism and equity in our profession. The term ‘field’ is used in this article because it is the current language of the educational policies and accreditation standards, which is referenced and quoted throughout the article.Additional informationNotes on contributorsHeidi P. BreauxHeidi P. Breaux is a social worker and Assistant Professor at Louisiana State University.Veronica L. TimbersVeronica L. Timbers is Clinical Assistant Professor and MSW Online Program Assistant Program Coordinator at Boise State University.Bruce A. ThyerBruce A. Thyer is a Professor and former dean at the College of Social Work at Florida State University.","PeriodicalId":17012,"journal":{"name":"Journal of Social Work Education","volume":"19 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135366276","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-23DOI: 10.1080/10437797.2023.2260843
Rebekah S. Halmo, Jennifer M. Putney, Cali-Ryan R. Collin
ABSTRACTSocial workers can help advance public health through increased acceptability of harm reduction principles and practices. This study evaluated Master of Social Work students’ attitudes towards harm reduction before and after a substance use and social work practice course and assessed differences in students’ attitude outcomes across multiple course instructors. Harm reduction attitudes were assessed using the Harm Reduction Acceptability Scale (HRAS). Results indicated that students exhibited more favorable attitudes towards harm reduction after course completion and experienced consistent learning about harm reduction across multiple sections/instructors. This has implications for integrating standardized health-related content within social work curricula to improve attitudes towards harm reduction and to encourage more widespread adoption of public health approaches for substance use. Disclosure statementNo potential conflict of interest was reported by the authors.Additional informationNotes on contributorsRebekah S. HalmoRebekah S. Halmo is a PhD student and Senior Research Manager at Simmons University.Jennifer M. PutneyJennifer M. Putney is Associate Professor at the University of Vermont and Affiliate Associate Research Professor at Simmons University.Cali-Ryan R. CollinCali-Ryan R. Collin is Assistant Professor and Associate Director of Clinical Training at Simmons University.
社会工作者可以通过提高人们对减少伤害原则和实践的接受度来促进公共卫生。本研究评估了社会工作硕士学生在物质使用和社会工作实践课程前后对减少伤害的态度，并评估了不同课程教师对学生态度结果的差异。使用减害可接受度量表(HRAS)评估减害态度。结果表明，学生在完成课程后对减少伤害表现出更有利的态度，并且在多个部门/教师中经历了一致的减少伤害学习。这对在社会工作课程中纳入标准化的与健康有关的内容产生了影响，以改善对减少伤害的态度，并鼓励更广泛地采用药物使用的公共卫生办法。披露声明作者未报告潜在的利益冲突。作者简介丽贝卡·s·哈尔莫(rebekah S. Halmo)是西蒙斯大学的博士生和高级研究经理。Jennifer M. Putney，佛蒙特大学副教授，西蒙斯大学附属副教授。Cali-Ryan R. Collin是西蒙斯大学临床培训的助理教授和副主任。
{"title":"Teaching Note—Substance Use Education to Improve Harm Reduction Attitudes: Preparing Social Workers to Advance Public Health","authors":"Rebekah S. Halmo, Jennifer M. Putney, Cali-Ryan R. Collin","doi":"10.1080/10437797.2023.2260843","DOIUrl":"https://doi.org/10.1080/10437797.2023.2260843","url":null,"abstract":"ABSTRACTSocial workers can help advance public health through increased acceptability of harm reduction principles and practices. This study evaluated Master of Social Work students’ attitudes towards harm reduction before and after a substance use and social work practice course and assessed differences in students’ attitude outcomes across multiple course instructors. Harm reduction attitudes were assessed using the Harm Reduction Acceptability Scale (HRAS). Results indicated that students exhibited more favorable attitudes towards harm reduction after course completion and experienced consistent learning about harm reduction across multiple sections/instructors. This has implications for integrating standardized health-related content within social work curricula to improve attitudes towards harm reduction and to encourage more widespread adoption of public health approaches for substance use. Disclosure statementNo potential conflict of interest was reported by the authors.Additional informationNotes on contributorsRebekah S. HalmoRebekah S. Halmo is a PhD student and Senior Research Manager at Simmons University.Jennifer M. PutneyJennifer M. Putney is Associate Professor at the University of Vermont and Affiliate Associate Research Professor at Simmons University.Cali-Ryan R. CollinCali-Ryan R. Collin is Assistant Professor and Associate Director of Clinical Training at Simmons University.","PeriodicalId":17012,"journal":{"name":"Journal of Social Work Education","volume":"17 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135413717","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-17DOI: 10.1080/10437797.2023.2258168
Stephanie A. Saulnier, Natasha Walker
ABSTRACTCertain student populations including youth formerly in foster care, first-generation college students, those with mental illness and substance abuse issues, and racial and ethnic minority students, face persistent challenges to their pursuit of college education, contributing to low graduation rates compared to their peers. This article details one university’s pilot program using social work practicum placements in multiple departments providing direct interventions with vulnerable students to increase retention and graduation rates with a focus on identifying barriers to success and connecting students to supports. Efforts were interprofessional, incorporating student support services, and social and emotional support. Placement in academic support services provided an interprofessional practice setting to intervene with students at risk of leaving college and continue to shape ongoing interventions. Implications for collaborative field education are explored, with the aim of describing the program’s successful interventions with vulnerable students and how they provided social work practicum students with crucial interprofessional settings to practice and refine their social work skills. Disclosure statementNo potential conflict of interest was reported by the authors.Additional informationNotes on contributorsStephanie A. SaulnierStephanie A. Saulnier is the MSW Program Director at Eastern Kentucky University.Natasha WalkerNatasha Walker is a graduate of the MSW Program at Eastern Kentucky University.
某些学生群体，包括曾经被寄养的青少年、第一代大学生、有精神疾病和药物滥用问题的学生以及少数种族和民族学生，在追求大学教育方面面临着持续的挑战，导致毕业率低于同龄人。本文详细介绍了一所大学的试点计划，该计划在多个部门使用社会工作实习，为弱势学生提供直接干预，以提高保留率和毕业率，重点是确定成功的障碍，并将学生与支持联系起来。这些努力是跨专业的，包括学生支持服务、社会和情感支持。在学术支持服务机构的安置提供了一个跨专业的实践环境，以干预有离开大学风险的学生，并继续形成正在进行的干预。探讨协作领域教育的意义，目的是描述该计划对弱势学生的成功干预，以及他们如何为社会工作实习学生提供重要的跨专业环境来实践和完善他们的社会工作技能。披露声明作者未报告潜在的利益冲突。作者简介stephanie A. Saulnier是东肯塔基大学城市生活垃圾项目主任。娜塔莎·沃克是东肯塔基大学城市生活垃圾项目的毕业生。
{"title":"Using Collaborative Field Education to Provide Better Outcomes for Students at Risk of Leaving Higher Education","authors":"Stephanie A. Saulnier, Natasha Walker","doi":"10.1080/10437797.2023.2258168","DOIUrl":"https://doi.org/10.1080/10437797.2023.2258168","url":null,"abstract":"ABSTRACTCertain student populations including youth formerly in foster care, first-generation college students, those with mental illness and substance abuse issues, and racial and ethnic minority students, face persistent challenges to their pursuit of college education, contributing to low graduation rates compared to their peers. This article details one university’s pilot program using social work practicum placements in multiple departments providing direct interventions with vulnerable students to increase retention and graduation rates with a focus on identifying barriers to success and connecting students to supports. Efforts were interprofessional, incorporating student support services, and social and emotional support. Placement in academic support services provided an interprofessional practice setting to intervene with students at risk of leaving college and continue to shape ongoing interventions. Implications for collaborative field education are explored, with the aim of describing the program’s successful interventions with vulnerable students and how they provided social work practicum students with crucial interprofessional settings to practice and refine their social work skills. Disclosure statementNo potential conflict of interest was reported by the authors.Additional informationNotes on contributorsStephanie A. SaulnierStephanie A. Saulnier is the MSW Program Director at Eastern Kentucky University.Natasha WalkerNatasha Walker is a graduate of the MSW Program at Eastern Kentucky University.","PeriodicalId":17012,"journal":{"name":"Journal of Social Work Education","volume":"127 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136032703","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：