Implicit Biases and Racial Microaggressions: Examining the Impact on Black Social Work Students' Well-Being.

This paper explores the concept of racial microaggressions, everyday slights and offensive behaviors experienced by people of color, particularly focusing on their manifestation within social work education programs. Black social work students, in particular, frequently encounter instances tied to stereotypes about their intellectual abilities, perpetuating historical prejudices and contributing to mental health challenges such as anxiety and impostor phenomenon (IP). The historical trauma endured by Black individuals adds a distinct layer to the struggles faced by Black, Indigenous, and People of Color (BIPOC) students in social work education. Despite the evident impact, there exists a significant gap in scholarship addressing these issues, emphasizing the urgent need for the social work profession to confront and comprehend how implicit biases and racial microaggressions impede the success of Black social work students. This theoretical exploration aims to spark vital dialogue on the manifestations of implicit biases and racial microaggressions, probing their link to feelings of IP and historical trauma. Central to this inquiry is the examination of the critical consciousness framework's efficacy in social work education, uncovering its role in raising awareness among professionals regarding their inadvertent perpetuation of oppressive systems. By leveraging this framework, the paper seeks to unearth structures of oppression and privilege, promoting awareness of unintentional complicity in upholding these structures. Recommendations align with the critical consciousness framework, advocating for future dialogues and the implementation of effective microaggression scales to incorporate and analyze frequencies and the impact of racism in social work research.

Perceived Readiness for Gerontological Social Work: Insights from Recent Graduates During COVID-19.

An online qualitative survey explored perceived training, readiness, and needs of recent SW graduates serving older adults. Over half (N = 14) held a master's in social work, with 70% having taken an introductory aging course. Nearly halfcompleted other aging-specific coursework, and 80% did fieldwork with older adults. Participants indicated moderate proficiency in assessing issues like lossestransitions (46.7%), and physical health (53.3%), and advanced expertise in cognitive assessments (60.0%) and caregiver stress management (53.3%). Training deficiencies were noted in disaster readiness, telehealth, and resource coordination. Findings underscore the need for educationfor early-career social workers, ensuring their effective support to older adults.

Connecting worlds: social work educators' perceptions on the role of lived experience in pedagogic practice.

This qualitative study explores social work educators' perceptions on the role of lived experience in teaching within undergraduate and postgraduate social work education programmes across universities in Britain. Thirty-five semi-structured online interviews were conducted with social work educators from 27 universities across Scotland, Wales and England. Findings were that educators indicated specific ways that people with lived experience (PwLE) can transform student learning. They give an opportunity to expose students to different perspectives, challenge stereotypes about people who access services, help students reflect on their own personal and professional values, demonstrate that the curriculum is connected to and grounded in the real world, and provide crucial preparation before practice. While the extant literature highlights the positive benefits of PwLE involvement in higher education programmes, ongoing work is required to support PwLE involvement consistently and sustainably, and to ensure more diverse representation of PwLE in order that students are exposed to a broader, real world understanding of practice.

Language in Nigerian Correctional Education: Incarcerated Persons Speak.

PURPOSE: Language, as an integral aspect of human interaction, plays a pivotal role in the reformation process within the correctional setting. Nigerian correctional centers consist of a diverse population of incarcerated individuals originating from various cultural backgrounds, each possessing distinct linguistic abilities and comprehension. However, a conspicuous gap in the literature remains concerning the language practices of instructors in Nigerian correctional education programs and the active participation of incarcerated individuals in shaping their own educational experiences. The present study investigates the complex dynamics of language utilization in the correctional education system, with a specific focus on the perspectives and experiences of convicted incarcerated individuals. MATERIALS AND METHODS: The study gathered data from a sample of 20 convicted incarcerated individuals who were actively participating in correctional education programs, using semi-structured interviews as the primary method of data collection. Information on the various forms of language utilization within correctional institutions, the impact of language on the learning experiences of incarcerated individuals, and linguistic obstacles encountered in accessing high-quality education were thematically analyzed. RESULTS: The study revealed that formal language, technical language and everyday language are the various forms of language used in correctional centers. However, the form of language used by the instructor can make or mar the incarcerated person's learning experience thereby defeating the main goal of correctional education. DISCUSSION AND CONCLUSION: Correctional educators should employ clear language to convey information. Insights into the influence of language on the rehabilitation of incarcerated individuals can inform the development of social work curricula.

A Call to Action: How Social Work Programs Can Respond to Student Food Insecurity.

The COVID-19 pandemic exacerbated student food insecurity on college campuses and exposed the vulnerability of institutions with no food emergency response. During the COVID-19 pandemic and for years to come, the need for social work to lead efforts on college campuses to address student food insecurity is even greater. The need will continue to be significant for social workers in higher education to support students with basic needs, including resources for food, housing, childcare, and transportation. As has been true after other pandemics and economic downturns, professionally trained social workers are critical to brokering resources for individuals in crisis. This article critically examines the role of social work education in addressing the issue of student food insecurity. Through a conceptual lens, it explores the many dimensions of this problem and highlights vital contributions that social work can make within a higher education setting to alleviate food insecurity, enhance student well-being, and promote equitable opportunities for academic success.

Training Master of Social Work Students in Brief Intervention for Unhealthy Alcohol Use: Results of a Validated Adherence Assessment.

BACKGROUND: Many social workers receive limited training in working with clients engaged in unhealthy substance use. As a result, national organizations and agencies such as the Council on Social Work Education and individual social work programs are beginning to address this need by incorporating training into higher education social work programs. The purpose of this study was to examine Master of Social Work (MSW) students' adherence to a brief intervention protocol for unhealthy alcohol use. METHODS: A total of 91 MSW students consented to the assessment of their digital, audio-recorded class assignment by independent raters. RESULTS: Although 90% of MSW student participants were found to be overall adherent to the protocol, gaps in training quality were also identified. CONCLUSIONS: Lessons learned for addressing the gaps are discussed, along with future directions for teaching and learning in social work related to substance use.

The Perceived Impact of Substance Use Education on Social Work Students' Knowledge, Attitudes, and Skills.

BACKGROUND: In 2021, the Substance Abuse and Mental Health Services Administration (SAMHSA) published a report revealing that over 46 million individuals in the United States had a substance use disorder (SUD). In the same year, a record number of drug-related overdose deaths were reported. Social workers play an important role in connecting with people who use substances and providing adequate care and treatment; yet, negative attitudes and lack of holistic knowledge about individuals who use substances create challenges in providing effective care. Social work curricula that integrates substance use content has been identified as one way to address this. METHODS: A 14-week course was introduced in one institution's Master of Social Work curriculum with the goal of providing students with a comprehensive education on SUDs. Foundational knowledge and practical skill development were covered. Seventeen trained instructors taught a total of 1204 students between May 2020 and January 2022. Quantitative and qualitative data were collected to explore changes in student's self-perceived knowledge, attitudes, and skills related to substance use. RESULTS: Among those who completed the survey (N = 553), the majority felt that the course would have a positive impact on their future work and professional development. Specifically, 96.4% reported being satisfied or very satisfied with the course overall. Among those who completed a 30-day follow-up survey (n = 69), data revealed an increase in students' self-perceived knowledge, accompanied by a shift in attitudes and positive changes in self-perceived client-centered care skills. CONCLUSIONS: Findings from this article support the development, implementation, and evaluation of evidence-based substance use content within social work curricula. This has implications for improving knowledge, attitudes, and skills among social workers who work with people who use substances.

Incentivizing Students to Learn More About Gerontological Practice.

Enticing students to expand their knowledge of aging-related issues and careers can be fraught with challenges. Intrinsic and curricula-related factors associated with pursuit of aging-related careers have been identified, but little evidence exists demonstrating the effectiveness of external factors at motivating students to learn more about gerontological practice. This brief report presents findings from a survey of 214 students enrolled in at a single university in the mid-west to assess how likely they would be motivated to learn more about aging by twelve possible incentives with additional opportunities to write in other thoughts. Credit toward required field work, financial incentives such as stipends, scholarships, tuition waivers, and raffles were the most frequently mentioned incentives. Some variation was noted based on race/ethnicity, age, and program of study. Themes emerging from other suggestions provided by students included curricula enhancements, employment incentives, and the suggestion that nothing could entice some students. Findings can be used by scholars in program development and funding requests.

Becoming Woke by the ASWB Pass Rates: A Closer Look at Racial Inequities in Social Work.

There has been widespread outrage within the social work profession regarding racial disparities in pass rates of licensing exams developed and administered by the Association of Social Work Boards (ASWB). The most supported remedy has been to eliminate testing for some categories of licensure with Connecticut, Illinois, and Rhode Island leading the way. Standardized testing has historically been a gatekeeping practice criticized for its exclusionary nature with no empirical evidence linking it to more competent mental health and other social work practice. Thus, the profession is correct in questioning an exam's relevance in social work regulation. However, the licensure test has become a lightning rod issue preventing more substantive analyses, debate, and antiracist reforms within the profession's policy, practice, and education arenas. This article uses the disparity in ASWB pass rates as the impetus for a more critical look at systemic issues in social work adversely impacting Black individuals entering the profession. The authors acknowledge that an anti-racist agenda in social work requires tackling long-standing problems that will not be as easily solved as eliminating multiple choice testing.

Practice Makes Perfect: MSW Students Reflect on Skill-Based Teaching Methods in Clinical Social Work Education.

In the current focus-group study, we consider student experiences with and perceptions of teaching methods that involve practice observation, demonstration, and performance assessment and feedback (i.e., skill-based teaching methods). Focus groups included masters of social work students (N = 40) from six universities in the United States. Students were, on average, 34 years of age (range 21 to 58) with 75% female, 20% male, and two non-binary students. Students identified as White (50%), Latinx/Latine (20%), Black (12.5%), and multi-racial (12.2%). A framework-guided content analysis was used, and revealed four broad themes: 1) classroom-based opportunities for practice observation and feedback, 2) field-based opportunities for practice observation and feedback, 3) other methods such as standardized patient simulations and computer simulations, and 4) attitudes about these methods. Experiences with these methods were quite diverse with classroom-based role plays being the most common. Attitudes were generally positive, though lack of authenticity and performance anxiety were perceived as drawbacks. Student reflections on their experiences yielded several teaching recommendations specific to preparation, the nature of the simulated client role, and feedback.

Social work research ethics in China: A scoping review of research involving human subjects during COVID-19.

As the first review to systematically explore the scope and application of Chinese social work research ethics, this study incorporated web-crawling technology in the scoping review process and identified 18 eligible studies from 1168 publications from January 2020 to July 2021. Findings suggest that social work scholars are aware of research ethics when conducting human subjects research in the Chinese population. Yet, many failed to fully demonstrate practical considerations of internationally accepted ethical principles (e.g. respect for persons). We discuss education on research ethics, new challenges of the digital age, and considerations of Chinese culture in developing ethical protocols for social work research in China.

Social Work Education & Support of Gender Expansive People: A Qualitative Analysis of MSW Student Experiences.

This study examined Master of Social Work (MSW) student experiences with social work education related to support of transgender, nonbinary, queer or other gender expansive people. Sixty-seven students from a sample of thirty-four MSW programs in the United States provided brief qualitative reflections on their educational experiences related to gender identity or expression. Thematic content analysis of these data revealed five primary emergent themes related to; MSW program capacity, persistent bias/tension, safety issues, emotional and academic burden, and lived-experiences external to social work education. Findings suggest there remains a disconnect between the stated intent of social work to support gender expansive communities and the reality of social work education. Specifically, although most students appear to want more from their schools of social work regarding trans-affirming education, most programs reflect persistent discomfort with this domain, or a hesitance or inability to address the topic appropriately and consistently. Examples of how social work education might work to improve its capacity to reflect support of gender expansive people and communities are discussed.

Sleep Health Education to Promote Public Health: Attitudes and Desired Learning Goals among Social Work Students.

Social workers are often front line behavioral health providers for underserved populations, many of whom experience sleep disturbances. Inadequate sleep presents a public health challenge and is associated with many adverse physical health and mental health consequences. Social workers are uniquely positioned to promote sleep health among individuals experiencing health inequities. However, sleep is rarely included as part of the curricula in social work programs in the U.S. We conducted qualitative formative research to investigate social work students' perceptions of sleep education and desired sleep learning objectives. Twenty-five social work students were recruited via a listserv e-mail to participate in one of three focus groups. Participants believed sleep education could be beneficial in promoting client health and well-being. Desired learning goals included: (1) the importance of sleep; (2) identify symptoms of sleep deprivation and sleep disorders; (3) environmental and lifestyle factors that impact sleep; (4) behaviors to promote optimal sleep; and (5) sleep health as it relates to special populations (e.g., homelessness, substance using). Social work students expressed a desire to aquire knowledge on sleep health promotion as part of the social work curricula. Sleep education could be of considerable relevance to social work students, practitioners, and the clients they serve.

MSW Students' Perspectives on Learning and Delivering a Protocolized, Low-Intensity Transdiagnostic Psychological Intervention: Implications for Experiential Learning.

Problem Management Plus (PM+) is a protocolized, low-intensity, transdiagnostic psychological intervention designed to be delivered by lay individuals. Faculty at the University of South Florida School of Social Work recognized PM + as a potential psychological intervention for master's students to learn to complement their clinical coursework and simultaneously provide an experiential learning experience to support their clinical skills. Before this pilot, the feasibility and acceptability of integrating PM + into a Master of Social Work (MSW) setting were unknown. Upon analyzing the students' feedback using inductive content analysis, it is evident that experiential learning using interventions is crucial to building the self-efficacy of MSW students. Students reported that PM + helped their personal mental health and client interactions, using the tools they learned even a year after the pilot. Future research should focus on integrating PM + into experiential learning experiences within social work and allied academic settings and professions.

Emerging social workers during COVID-19: Exploring perceived readiness and training needs.

Summary methods and approach: Social workers support clients' psychosocial and resource needs across care settings. Social workers are typically not, however, trained to engage in emergency response practices such as the ones that may be necessary to support needs brought on by the COVID-19 pandemic. This article reports findings from a cross-sectional survey of social work students and recent graduates entering the field of social work during COVID-19, exploring their preparation, perceived readiness, and training needs. Findings: The study sample (N = 94) included 70 students and 24 recent graduates. The sample was 52% White, 22% Hispanic, and 21% Black/African American. Respondents reported training needs in the areas of trauma-informed care (70%), behavioral health (57%), culturally competent practice (49%), telehealth (48%), loss and grief (44%), and emergency management (43%). No significant differences emerged in self-efficacy ratings of students and recent graduates; both groups reported low self-efficacy in their ability to apply advanced practice skills. After controlling for demographics, receiving training specific to the COVID-19 pandemic (ß = .271, p < .05), perceived readiness (ß = .779, p < .001), and satisfaction with training/preparation (ß = .4450, p < .001) significantly contribute to levels of perceived self-efficacy among SW students and recent graduates. Applications: Social work curricular developments, and continuing education, are needed to prepare and support emerging social workers for practice in the context of COVID-19 and its long-term implications. This includes enhancing social workers' readiness to engage in telehealth, trauma-informed practice, emergency management, policy interpretation, self-care, and grief support.

Impact of COVID-19 on social work field education: Perspectives of Canadian social work students.

Summary: Social work field education has experienced major disruptions due to the COVID-19 pandemic, while also embracing new opportunities to grow. The Transforming the Field Education Landscape research partnership developed a cross-sectional web-based survey with closed- and open-ended questions to understand student perceptions of COVID-19's impacts on social work field education. The survey opened during the first wave of the pandemic from July 8 to 29, 2020 and was completed by 367 Bachelor of Social Work (BSW) and Master of Social Work (MSW) students across Canada. Quantitative and qualitative data were analyzed using descriptive statistics and thematic analysis. Findings: Respondents experienced reduced practicum hours and placements terminating early or moving online. Students were concerned about gaining adequate experience for future job prospects. They were generally positive about academic institutional responses to COVID-19 but described financial challenges with tuition costs and a lack of paid practica. Respondents were mostly satisfied with practicum supervision. They experienced negative impacts of COVID-19 on mental health with isolation and remote learning and described a lack of institutional mental health support. Students were concerned with missing direct practice skills, while some students reported more flexible hours, access to online events beyond their region, and increased research experience. They expressed a need for practicum flexibility and accommodation. Applications: Recommendations include an increase in flexibility and accommodations for practicum students, exchanges of promising and wise field education practices, and accessible postsecondary mental health supports. Professional development opportunities should support graduates who missed learning opportunities in their practicum.

'It was kinda like D.I.Y closure'. Using Photovoice to capture the experiences of final year social work students graduating amidst the pandemic.

This article examines a recent research project that explored the lived experiences of 5 final year social work students in Scotland who graduated during the coronavirus pandemic. The project used Photovoice as the primary data collection method, followed by a 3 hour long online focus group where the participants and the researcher worked collaboratively to identify themes for further analysis. The findings demonstrated that while the data collected by participants through the photographs and captions were highly personal to each participant, there were recurring themes that connected all of them which were identified broadly as; (dis)connection, closure and identity - all of which were discussed in great detail in a virtual focus group after the data was collected. This article focusses predominantly on the Photovoice method adopted for the study and how this was an effective method for participatory research. This article also focusses on how the pandemic affected the transitionary period between the participants' identity shift from students to professionals. This study followed the principles of Participatory Action Research which meant that participants and the researcher worked together to cultivate and analyse the data collected and the findings that are discussed here reflect this collaborative process. As this report is being written, numerous new studies, reports and predictions as to the pandemics impact on our collective mental health emerge daily and so it is hoped that this project will serve as a small time stamp as to how the pandemic impacted this small group of students in Scotland and will honour their stories, creating a lasting space for them to be heard among the ever-increasing bombardment of news.

The teaching and learning of communication skills for social work students: a realist synthesis protocol.

BACKGROUND: Good interpersonal communication is the cornerstone of social work practice, enhancing the outcomes of people in receipt of its services. Social workers' communication skills are often identified as an area of concern. Communication skills can be developed and refined through training or education. The teaching and learning of communication skills is firmly embedded in many social work qualifying courses; however, considerable heterogeneity exists regarding such complex interventions and the theoretical underpinnings of which have not been made explicit. Realist synthesis can help explain how, why, for whom and in what circumstances an intervention might work, which is an important first step for helping educators to tailor courses to meet the needs of different learner groups and, where applicable, the employing agencies and government departments who fund them. METHODS: Realist synthesis is an interpretive, theory-driven and explanatory approach that aims to explain the interplay between the context, mechanisms and outcomes of interventions. This realist synthesis seeks to understand and explain to what extent, how, why, for whom and in what circumstances complex educational interventions aimed at teaching communication skills to social work students produces its effects. A five-step process will be followed iteratively. In step 1, the initial programme theory will be developed. Step 2 will involve searching for evidence. In step 3, selection and appraisal will take place. Step 4 requires data to be extracted and organised, and in step 5, data will be analysed and synthesised. DISCUSSION: The teaching and learning of communication skills in social work education is under theorised. The findings from this realist synthesis aim to help policymakers and educators make informed decisions about the design and delivery of complex educational interventions aimed at improving the communication skills of social work students. The realist synthesis will be conducted and reported in accordance with the RAMESES guidelines and standards. SYSTEMATIC REVIEW REGISTRATION: The review is registered with the Open Science Framework. https://doi.org/10.17605/OSF.IO/BYHC7.

Social Work and Social Justice: A Conceptual Review.

As a profession, social work has codified within its ethical guidance and educational policies a commitment to social justice. While a commitment to social justice is asserted in several of our profession's guiding documents, social work continues to lack consensus on both the meaning and merit of social justice, resulting is disparate and sometimes discriminatory practice even under a "social justice" label. This study examines how social justice has been operationalized in social work via a conceptual review of the literature. Findings show that social work leans heavily on John Rawls's definition of social justice, Martha Nussbaum's and Amartya Sen's capabilities approach, and the definition of social justice included in The Social Work Dictionary. Unfortunately, none of these adequately align with the National Association of Social Workers' Code of Ethics, which drives the profession. This conceptual review is a call to social workers to join together in defining the guiding principle of the profession.

Building Emergency Response Capacity: Multi-Career-Stage Social Workers' Engagement with Homeless Sector during the First Two Waves of COVID-19 in Halifax, Nova Scotia, Canada.

The dramatic increase of global extreme events (e.g., natural, technological, and willful hazards) propels social workers to be equipped with emergency response capacity, supporting affected individuals, families, and communities to prepare, respond, and recover from disasters. Although social workers have historically been engaged in emergency response, social work curriculum and professional training remain slow to adapt, jeopardizing their capacity to support the vulnerable and marginalized populations, who have always been disproportionately affected by extreme events. In response to this deficit, this article utilizes a critical reflection approach to examine three social workers' (a senior faculty, a junior faculty, and a social work student) interventions and challenges in their emergency response to persons experiencing homelessness (PEHs) during the first two waves of COVID-19 in Halifax, Nova Scotia, Canada (March 2020 to March 2021). The cross-career-stage reflections and analyses exhibit these three social workers' COVID-19-specific emergency response efforts: a top-down advocacy effort for social development and policy, a bottom-up cognitive effort to comprehend the community's dynamics, and a disaster-driven self-care effort. These three types of effort demonstrate a greater need for social work education and professional training, to develop more disaster-specific components to contribute to building the emergency response capacity of the next generation of social workers through in-classroom pedagogical enhancement and on-site field education training, better supporting PEHs and other vulnerable and marginalized groups living in the diverse context of extreme events in Canada and internationally.