Factors Associated with the Intention to Work with Older Adults Among First Year Social Work Students in Israel.

This study examined a model based on the Terror Management Theory and the Theory of Planned Behavior (TPB) to identify factors associated with social work students` intention to work with older adults. A cross-sectional study with a sample of 375 first-year Israeli social work students was undertaken. Attitudes, subjective norms and perceived behavioral control were directly associated with this intention. Contact with older adults was related to anxiety about older adults, which along with anxiety about self-aging, was related to the TPB constructs. The model explained 63% of the variance of the students` intention to work with older adults.

Exploring the Evidence-Based Practice Process with Social Work Practitioners.

PURPOSE: This study investigates social work practitioners' feasibility, attitudes, and familiarity with the Evidence Based Practice (EBP) process in their work and their ability to access and integrate research into their practice. MATERIALS AND METHODS: Social work practitioners (N = 256) were recruited through Reddit and Facebook and completed an online survey. Participants completed demographic questions (e.g. time in practice, degree type, practice role), research-seeking behaviors, and completed three subscales of the Rubin & Parish Evidence-Based Practice Process Assessment Scale. RESULTS: The three EBP process subscales assessed participants' familiarity, attitudes, and perceived feasibility of the EBP process. The familiarity subscale could range from zero to 40, and the mean in this sample was 26.75 (SD = 5.55). The attitudes subscale could range from 0 to 56, and the mean in this sample was 37.03 (SD = 5.49). Finally, the feasibility subscale could range from zero to 20, and the mean in this sample was 12.18 (SD = 2.81). A linear regression was run to predict familiarity, feasibility, and attitudes toward the EBP process. Those who reported seeking out research more often found the process more familiar and feasible. Those who were in practice longer found the EBP process less familiar and had more negative attitudes. DISCUSSION: Strategies to address research familiarity, feasibility, and attitudes toward the EBP process include continuing experiential learning in education, accessing research in social media, and the use of continuing education. CONCLUSION: Continuing to address the research-practice gaps is an essential step toward delivering EBP to clients.

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.

Educating Social Workers in Palliative and End-of-Life Care: Development and Implementation of a New National Training Program.

Background: Educating Social Workers in Palliative and End-of-Life Care (ESPEC) is a nationally scalable continuing education program designed to improve the knowledge and skills of frontline health social workers caring for patients with serious illness. Objectives: This article describes ESPEC's rationale, development, and initial implementation. Design: Following the creation of consensus-derived core primary palliative care competencies for health primary care social workers based on the eight domains of palliative care outlined in the National Consensus Project Guidelines for Quality Palliative Care, an evidence-based curriculum was developed. This was used to develop a hybrid training model with a self-study component, synchronous instructor-led skills-based training, leadership training, and mentorship. The interactive curriculum incorporates patient scenarios highlighting the health social work role. Training targets high-impact skills-the biopsychosocial-spiritual assessment, advance care planning, family meetings, and interprofessional communication-and professional development. Settings/Subjects: ESPEC was launched in the United States in collaboration with the National Association of Social Workers (NASW) and the Social Work Hospice and Palliative Care Network (SWHPN). Results: The preliminary launch demonstrated high user acceptability, positive ratings for content and format, and gains in knowledge and competence. Conclusions: Data suggest that ESPEC can increase health social workers' knowledge and confidence as providers of palliative care interventions. National dissemination is ongoing.

Sites of Possibilities: A Scoping Review to Investigate the Mentorship of Marginalized Social Work Doctoral Students.

PURPOSE: This scoping review investigates the state of mentorship for marginalized Social Work doctoral students. METHOD: A three member scoping review was performed to identify critical features and benefits of mentorship for marginalized Social Work doctoral students. RESULTS: A thorough review found eight articles discussing mentorship of marginalized Social Work doctoral students across different universities in the United States, with perspectives that prioritized comprehensive mentorship that addresses academic and personal goals. Themes were identified around the definitions of mentorship, applied theories of mentorship, and how mentorship is beneficial in the recruitment, retention, and success of Social Work doctoral students. DISCUSSION: There is limited research on the perspectives of Social Work doctoral students on their mentorship experiences and the capacity for faculty and institutions to provide positive mentoring experiences. Mentorship is crucial to the success of marginalized Social Work doctoral students. Marginalized doctoral students in Social Work, who may require additional support throughout the recruitment and retention processes, have limited opportunities for strong mentorship experiences. Further research and focus on mentorship for marginalized Social Work students is required.

High Interest in Pursuing Trauma-Informed Care in Nursing Home Social Services Directors.

This study explored nursing home social services directors' interest in pursuing trauma-informed care (TIC) training, and individual and organizational characteristics associated with their interest. Data from the 2019 National Nursing Home Social Services Directors Survey, a national cross-sectional survey, were used. Measures sought information on participants' interest in TIC training, sociodemographic characteristics, and characteristics of employing nursing homes. Descriptive statistics and multivariate binary logistic regression analyses were used. Of the 924 respondents, 880 (95.2%) were included in the analysis. Most (71.7%) expressed high interest in TIC training. Younger age, fewer years of nursing home social services experience, being degreed and licensed in social work, and being a person of color were associated with greater odds of high interest in TIC training. Neither nursing home ownership nor social services staffing ratio was significantly associated with interest in TIC training. As policy requires TIC in nursing homes, these findings present a first step towards understanding implementation.

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.

Mapeamento das pesquisas sobre o mercado de trabalho do serviço social brasileiro: características e contradições / Mapping of research on the Brazilian social service labor market: characteristics and contradictions

A proposta deste artigo consiste em apresentar resultados parciais de pesquisa sobre o mercado de trabalho do Serviço Social no Brasil. A pesquisa objetiva mapear e analisar a produção bibliográfica relativa ao tema, tendo como recorte temporal os anos de 2000 a 2019. Para tanto, recorre à metodologia estado da arte e à técnica de análise de conteúdo temática ou categorial das produções. Os resultados apontam a prevalência de pesquisas desenvolvidas nas regiões Sudeste, Sul e Nordeste do país, pelos Programas de Pós-Graduação da área, com destaque para a PUCSP, no Sudeste; a PUC-RS no Sul; e a UFRN e UFPB, no Nordeste; sendo que 81,2% das produções foram publicadas a partir de 2010. Além disso, a concentração das pesquisas, nessas regiões, não tem garantido a predominância de análises agregadas entre elas, ainda assim é possível identificar duas dimensões centrais e interligadas na análise do mercado de trabalho do Serviço Social: a) sua determinação estrutural, vinculada à sociedade do capital e configurada por transformações sócio-políticas e histórico-conjunturais; e b) suas manifestações objetivas, por meio das áreas de atuação, dos tipos de contrato, do vínculo de trabalho, do salário, da carga horária de trabalho e dos índices de desemprego, dentre outros

The purpose of this article is to present preliminary results of Brazil's Social Work labor market research. The research aims to map and analyze the bibliographic productions related to the theme, having as temporal cut the years from 2000 to 2019. For this purpose, we use state-of-art methodology and thematical or categorical content analysis technique. The results point towards the prevalence of researches developed in Southeast, South and Northeast regions of the country by Postgraduate programs in the area, with emphasis on PUCSP, in Southeast; PUC-RS, in South; UFRN and UFPB, in Northeast; albeit 81.2% of the productions were published from 2010 onward. Furthermore, the concentration of research in these regions has not ensured the predominance of aggregated analysis between them. Nonetheless, it is possible to identify two central and interconnected dimensions in the analysis of Social Work labor market: a) its structural determination, associated to the capitalist society and configured by sociopolitical and historical-contextual transformations; and b) its objectives expressions, through fields of action, type of contract, employment relationship(s), salary, working load, unemployment rates, among other things

The Nature of Social Work: An Ecocentered Analysis of Key Social Work Statements.

This article addresses references to people's natural environments in some of the central declarative statements that shape social work worldwide. Four types of documents were analyzed, including statements associated with the Global Definition of Social Work, the Global Standards for Social Work Education and Training, the Global Social Work Statement of Ethical Principles, and the Grand Challenges for Social Work initiative. The analysis was driven by a critical-interpretive approach, seeking explicit and possibly implied references to nature and the environment across documents, with special attention to themes concerning the relationship between micro and macro perspectives, disciplinarity and inter- or transdisciplinarity, and relations between humankind and nature. In general, direct references to social work's possible intersections with issues related to nature and the natural environment were scarce in the materials examined. That having been said, our analysis did find that ecocentered interpretations enable locating prospective "bridges" for the incorporation of deeper ecological perceptions of social work into statements. Such findings constitute a call to action, and the possible implications of continuing to broadly disregard ecological aspects of social work in core materials published by influential professional institutions are discussed.

Defining Core Competencies and a Call to Action: Dissecting and Embracing the Crucial and Multifaceted Social Work Role in Pediatric Palliative Care.

While social workers are a well-established, part of the pediatric palliative care team, this manuscript presents the first published definition of the core competencies of a pediatric palliative care social worker. National experts in the field, guided by the pediatric special interest group of the Social Work Hospice and Palliative Network (SWHPN), worked together to articulate, and define core competencies. As the field of pediatric palliative care (PPC) continues to grow and develop, these competencies will help to better delineate the specific skill base of social workers in PPC. Such competencies may also create clearer role definition for emerging PPC social workers, guide training, clinical supervision, and mentorship in the field. They can also support improved interdisciplinary practice by assisting interprofessional colleagues in understanding and articulating the critical role of social workers as part of the PPC team. Additionally, such competencies may contribute to the growing development of role descriptions necessary for the hiring of social workers onto growing PPC teams, while also providing a framework for the creation and support of curricula centered on the subspeciality education and training of the next generation of PPC social workers.

Current and Future Needs of Gerontological Social Work Practice in Alberta: Findings from the World Café at the Gerontological Symposium in Edmonton, Canada.

The growing aging population in Canada has multi-faceted psycho-social needs. Social workers are well-positioned to address these needs, despite many challenges. This paper reports findings from the World Café at the Gerontology Symposium in Alberta, Canada, held in 2018. The goal was to learn from social work practitioners, researchers, and educators (N = 49) about current and future needs of gerontological social work in Alberta. There were two research questions: 1) What strategies do social workers need on the micro, mezzo, and macro levels to help better serve the growing older adult population in Alberta? (R1) 2) How can social workers promote the value and contribution of gerontological social work within the interprofessional community? (R2) The data were analyzed using qualitative content analysis. Ten R1-related themes emerged: personal traits of a social worker; professional skills; bio-psycho-social needs of older adults; community connections; access to benefits; gerontological social work education; integrated healthcare; aging policy; ageism; and advocacy to strengthen the voice of older adults. The three R2-related themes include strengthening the status of the social work profession; building trust through demonstrated skills; and interprofessional education and practice.

La autoetnografía como estrategia de formación y autoconocimiento con estudiantes de trabajo social / Autoethnography as a training and self-knowledge strategy with social work students

Este artículo tiene por objetivo mostrar la utilidad didáctica de una herramienta de investiga-ción cualitativa, como es el relato autoetnográfico, en el proceso de formación y autoconoci-miento de futuros profesionales del Trabajo social. Para ello, se tomará como marco una expe-riencia docente que utiliza la autoetnografía como estrategia formativa en el aula. El análisis de dicha experiencia y de los propios relatos de los alumnos/as permitirá descubrir su valor como estrategia de autoconocimiento, así como la emergencia de algunos aprendizajes espe-cialmente relevantes surgidos del encuentro entre la reflexión personal y el aprendizaje aca-démico, como son: el saber que aporta la experiencia vivida como usuario/a del sistema de atención en salud; el que se genera a través del tránsito por los dispositivos sanitarios y sus formas de organización actual; el surgido del encuentro con la propia vulnerabilidad; y la expe-riencia corporeizada de ciertos fenómenos asociados a los procesos de sa-lud/enfermedad/atención. (AU)

The aim of this paper is to demonstrate the educational use of a qualitative research tool like autoethnographic stories in the process of training and building of self-awareness of future social work professionals. Our framework of analysis will be a teaching experiment of the au-thor in which autoethnography was used as training strategy in the classroom. Analyzing the students’ stories will allow us to discover the value of autoethnography as a strategy to raise self-awareness. Also, we show how some especially relevant learning comes out of the encoun-ter of personal reflection and academic training, namely: the knowledge stemmingfrom one’s own experience as a user of the health care system; the one from a person’s passing through healthcare institutions and the way they are presently organized; the one that emerging from the coming face to face with one’s own vulnerability; and the corporealized experience of cer-tain phenomena associated with health/disease/care processes. (AU)

Asistencia sanitaria y servicios sociales: enseñanza y aprendizaje significativo en talleres técnicos por el método de proyecto / Healthcare and social services: meaningful teaching and learning in technical workshops by the project method

Los derechos humanos, incluyendo la concreción del derecho a la salud, en Perú, contempla el mandato dirigido a los poderes públicos para que organicen la asistencia sanitaria, como elemento causal, específico y adopten el conjunto de medidas necesarias para lograr la prevención de las enfermedades o la mejora de las condiciones sanitarias generales, mediante el método de proyecto en el proceso enseñanza-aprendizaje se abordan los principios rectores de la política social y económica, contenidos del Estado social, y los mecanismos de justiciabilidad y exigibilidad. Se estudió el proceso enseñanza y aprendizaje significativo sobre asistencia sanitaria y servicios sociales en los talleres técnicos, en la Facultad de Derecho y Ciencias Políticas, de la Universidad Peruana Los Andes, durante el periodo lectivo 2019-II. En el egresado conlleva la interacción entre los conocimientos y la información nueva que recibe, en este proceso se construye un nuevo conocimiento o profundiza en los ya existentes. Este conocimiento es organizado y sistemático con conexiones interdisciplinarias entre ideas, se promueve desde el trabajo en equipo y colaborativo, capaz de vencer ambigüedades, complejidades y a lo impredecible; y aprovecha los recursos o herramientas de la vida real, por lo que el método de proyecto es una herramienta pedagógica aplicable a la formación del abogado(AU)

Human rights, including the realization of the right to health, in Peru, contemplates the mandate directed to the public powers to organize health care, as a causal, specific element and adopt the set of measures necessary to achieve the prevention of diseases or the improvement of general sanitary conditions, through the project method in the teaching-learning process, the guiding principles of social and economic policy, contents of the social State, and the mechanisms of justiciability and enforceability are addressed. The teaching and meaningful learning process on health care and social services was studied in technical workshops at the Faculty of Law and Political Sciences, Universidad Peruana Los Andes, during the 2019-II school period. In the graduate, it involves the interaction between knowledge and the new information received, in this process a new knowledge is built or deepens existing ones. This knowledge is organized and systematic with interdisciplinary connections between ideas, it is promoted from team and collaborative work, capable of overcoming ambiguities, complexities and the unpredictable; and it takes advantage of the resources or tools of the real life, reason why the project method is a pedagogical tool applicable to the training of the lawyer(AU)

Is It "Aging" or Immunosenescence? The COVID-19 Biopsychosocial Risk Factors Aggravating Immunosenescence as Another Risk Factor of the Morbus. A Developmental-clinical Social Work Perspective.

COVID-19 has proliferated ageism. The impetus of this article is to show that immunosenescence is a risk factor to COVID-19 and not aging per se. Based on the idea that some older people are also healthier than younger ones, the emphasis of this article is on immunosenescence and not aging as a risk factor of COVID-19 complications. The paper utilizes a biopsychosocial approach to expound on the link between immunosenescence and COVID-19 risk factors. The article explores biological factors such as malnutrition, comorbidities, substance abuse, and sex. It also expands on psychosocial factors such as mental health disorders, homelessness, unemployment, lack of physical exercises, stigma, and discrimination. The article calls for gerontological social work to assume a developmental-clinical social work perspective to prevent the early onset and progression of immunosenescence. It calls for gerontological social work to prevent factors that promote unhealthy aging. The article promotes a preventative stance to practice and not just curative approaches. Treatment involves primary prevention which emphasizes on avoiding the onset of unhealthy aging. It is this approach that gerontological social work should aim also to address in building resilience in the face of pandemics.

Racial Disparities in Healthcare: How COVID-19 Ravaged One of the Wealthiest African American Counties in the United States.

The COVID-19 pandemic swept the globe in January of 2020 causing mass panic and extreme hysteria. While pandemics are not new, COVID-19 is emerging as a public health crisis in nearly every household in America. In this paper, I discuss how COVID-19 has ravaged one of the wealthiest African American counties in the United States. Using Public Health Critical Race Praxis (PHCR) I seek to examine how disparities exist in health care and public funding is not equally distributed regardless of wealth and status for minoritized communities. Using PCHR's framework I highlight many of the disparities that exist in health care for people of color during this global health crisis and provide implications for improvement in federal, state, and local funding in communities of color. This article advances scholarship on the intersection between public health and social work particularly alluding to the need for increased advocacy for marginalized communities.

Child maltreatment online education for healthcare and social service providers: Implications for the COVID-19 context and beyond.

Evidence indicates that healthcare and social service providers (HSSPs) receive inadequate education related to recognizing and responding to child maltreatment. This is despite the fact HSSPs are identified as an important factor in the primary, secondary, and tertiary prevention of this childhood exposure. The need for online education for HSSPs' is highlighted during the COVID-19 pandemic restrictions and will continue to be relevant afterward. The objective of this commentary is to provide an overview of: (a) educational interventions for HSSPs' related to recognizing and responding to child maltreatment; (b) the development of VEGA (Violence, Evidence, Guidance, Action), which is an online platform of educational resources to support HSSPs to recognize and respond to child maltreatment; and (c) the RISE (Researching the Impact of Service provider Education) project, which is an ongoing multi-province evaluation of VEGA in Canada. It is important to consider ongoing ways that HSSPs can receive education related to recognizing and responding to child maltreatment. The virtual implementation of VEGA and the RISE Project provide a necessary opportunity to continue to increase the capacity of Canada's HSSPs to adequately and safely recognize and respond to child maltreatment, while simultaneously advancing education scholarship for the field of child maltreatment and which will have relevance for the COVID-19 context and beyond.

A Psychotherapy Private Practice Social Work Practicum: Expanding Our Boundaries of Field Education Placement.

Many social workers go into private practice, providing crucial mental health services; however, there is a dearth in the scholarship outlining the social work student training for these career options. It may be argued that social work students receive little or no clinical training on how to run a private practice providing psychotherapy services. To mend this pedagogical shortcoming, a private practice field education placement is a legitimate teaching opportunity to prepare social work students to meet the mental health needs of individuals, families, and the public. Authors drew on borderlands theory described by Gloria Anzaldua as a contested space that focuses on "both and" thinking, which resonated with a sense of navigating a border filled with cultural tension between private practice and social work. Five social workers explore their unique experiences of a private practice field education placement using borderlands theory as a lens. Qualitative analysis of autoethnography narratives resulted in six themes: (1) benefits to private practice site, (2) preparation for social work, (3) private practice is social work, (4) balanced picture, (5) practicum landscape, and (6) learning opportunities. The article concludes with recommendations for social work education and research.

O serviço social na universidade comunitária de Santa Cruz do Sul: aspectos históricos e atuais da formação / Social service at the community university of Santa Cruz do Sul: historicaland current aspects of formation

O presente artigo apresenta a história do Curso de Serviço Social da UNISC, que está completando vinte anos de existência, além de tecer articulações com a formação em Serviço Social na contemporaneidade. Entendemos que construir uma abordagem sobre a historicidade formativa do Serviço Social nesta instituição de ensino superior, implica realizar um aprofundamento daquilo que o Serviço Social possui de acúmulo, de trajetória, de experiência, tecendo articulações acerca da formação em Serviço Social. Para tanto, organizamos este itinerário em três momentos: primeiro, buscamos mobilizar a memória da qual o momento atual do Curso de Serviço Social da Unisc é herdeiro, enfatizando sua trajetória histórica, sua gênese, seus desafios, os profissionais formados pelo curso, as pesquisas de Trabalho de Conclusão de Curso realizadas, os docentes envolvidos neste percurso de praticamente duas décadas; em seguida, focalizamos na formação, nos Projetos Político Pedagógicos que fizeram parte desta história e nos campos de estágio; e, por fim, argumentamos acerca das contribuições do Curso de Serviço Social para o contexto regional, com base nos projetos de extensão e nas pesquisas realizadas. Como sintetizações, reiteramos as diferentes contribuições do Curso de Serviço Social, durante vinte anos, em âmbito local e regional, por intermédio da formação de inúmeros acadêmicos, de projetos interventivos, de pesquisas, de projetos de extensão que incidiram diretamente nas diferentes realidades sociais.(AU)

This article presents the history of the Social Work Course from Unisc, which is about to celebrate its twenty years of existence, on top of weaving articulations with the formation in Social Work in contemporary times. In this sense, to build an approach on the formative historicity of Social Work in this higher education institution, it implies a deepening of what Social Work has accumulated in trajectory, experience, weaving articulations about the formation in Social Work. To this end, we organized this itinerary into three moments: first, we seek to mobilize the memory from which the current moment of the Unisc's Social Work Course is heir, emphasizing its historical path, its genesis, its challenges, the professionals graduated from the course, the researches for the Completion of the course Essays, the teachers involved in this journey of almost two decades; as a second emphasis, we focused on training, on the Pedagogical Political Projects that were part of this history and the internship fields; and finally as a third element, we reasoning about the contributions of the Social Work. Course to the regional context in which it is inserted based on extension projects and researches made. As synthetizations, this article reiterates the different contributions from the Social Work Course during twenty years at local and regional level through the training in Social Work of innumerous academicians, intervention projects, researches, extension projects that directly affected the different social realities.(AU)