scholarly journals Harnessing Technology for Research During the COVID-19 Pandemic: A Mixed Methods Diary Study Protocol

2021 ◽  
Vol 20 ◽  
pp. 160940692098604
Author(s):  
L. Y. Saltzman ◽  
L. D. Terzis ◽  
T. C. Hansel ◽  
J. M. Blakey ◽  
D. Logan ◽  
...  
Keyword(s):  
Social Work ◽  
Mixed Methods ◽  
Phase 1 ◽  
Social Work Students ◽  
Diary Study ◽  
Cross Sectional ◽  
Master Of Social Work ◽  
Global Pandemic ◽  
Msw Students ◽  
Changes Over Time

Project Title: Psychosocial Reactions to a Global Pandemic: A Diary Study During COVID-19. Design: The study uses a mixed methods design that includes both a cross-sectional quantitative survey and qualitative diary entries submitted online eight times by student participants. Context of Study: The study timeline spans the full shutdown, phase 1 reopening, and phase 2 reopening of New Orleans Louisiana. Objectives: The study has three primary objectives: (1) To better understand the experiences of Social Work Students during the COVID-19 pandemic; (2) To explore risk and protective factors that influences Social Work Students’ ability to cope with stressors and changes associated with the COVID-19 pandemic; and (3) to track changes over time in coping among Social Work Students during the COVID-19 pandemic. Study Population: Current Master of Social Work (MSW) Students enrolled at Tulane University during the COVID-19 Pandemic will be invited to participate in this study.

scholarly journals Perinatal Depression Knowledge, Attitudes, and Beliefs Among Graduate Social Work Students

2019 ◽  
Vol 18 (4) ◽  
pp. 1135-1146
Author(s):  
Deepika Goyal ◽  
Meekyung Han
Keyword(s):  
Domestic Violence ◽  
Child Abuse ◽  
Social Work ◽  
Perinatal Depression ◽  
Demographic Data ◽  
Social Work Students ◽  
Well Being ◽  
Further Education ◽  
Cross Sectional ◽  
Msw Students

The purpose of this study was to identify the proportion of Master of Social Work (MSW) students who received perinatal depression (PD) training as part of their coursework. Additionally, we sought to identify differences in PD knowledge, attitudes, beliefs, and openness to further education between students who had received PD training compared to students without PD training. Using a cross-sectional design and convenience sampling, 177 largely female (91.0%), Hispanic (46%), and Caucasian (28.2%) MSW students from five public California universities electronically provided demographic data and completed the Depression in Women's Health Settings scale. Most MSW students reported health/mental health (38%) or children/youth/and families (47.5%) as their field of practice. Twenty-nine MSW students (16.4%) reported receiving PD training, 61% child abuse/neglect training, and 50% domestic violence training. Students with PD training were significantly more knowledgeable and reported having the skills to assess, screen, identify, and care for women with PD symptoms versus students without PD training. Given the well-documented association of PD with child abuse/neglect and domestic violence, early PD screening, identification, and referral information must be incorporated into MSW curricula and continuing education in order to promote maternal-infant well-being outcomes.

Where’s the roadmap? The transition from student to professional for new Master of Social Work graduates

2018 ◽  
Vol 19 (1) ◽  
pp. 142-158 ◽  
Author(s):  
Susan Lynn Glassburn
Keyword(s):  
Social Work ◽  
Social Work Students ◽  
School To Work ◽  
Stage Model ◽  
New Professionals ◽  
Master Of Social Work ◽  
Transition Experience ◽  
Work Transition ◽  
Msw Students ◽  
The Waves

In 2015, more than 25,000 Master of Social Work (MSW) students in the U.S. graduated and embarked on their career, and while some studies have discussed this transition for undergraduates, few studies have focused solely on the school to work transition for MSWs. This grounded theory study focused on the professional journey of 27 new MSWs employed for less than 18 months. A conceptual five-stage model called Riding the Waves is proposed, which captures the transition experience. Implications for social work students, educators, and employers are discussed, including better preparing students for the transition, improving orientation and supervision, and providing the support that these new professionals require and deserve.

Training Second-Year MSW Students to Improve Cultural and Linguistic Competence

2019 ◽  
Vol 30 (4) ◽  
pp. 392-398 ◽  
Author(s):  
Susan L. Neely-Barnes ◽  
Brittany G. Kirk ◽  
Susan Elizabeth Elswick ◽  
Laura C. Taylor ◽  
Elena Delavega ◽  
...  
Keyword(s):  
Social Work ◽  
Training Program ◽  
Health Resources ◽  
Linguistic Competence ◽  
Master Of Social Work ◽  
Field Placements ◽  
Msw Students ◽  
Second Year ◽  
Work Education ◽  
Cultural And Linguistic Competence

Purpose: Cultural competency is a critical construct in social work education. This study investigated whether a grant-funded training program completed in tandem with second-year field placement and second-year Master of Social Work (MSW) curriculum could improve the cultural competence of MSW students. Method: Ninety-nine trainees completed the program over the 3-year grant period funded by the Health Resources and Services Administration. Cultural and linguistic competence was measured at the beginning and end of the training program for each cohort using a preexperimental design. Results: Findings suggest that MSW students saw improvement in their communication, values, and attitudes with respect to cultural and linguistic competence. Trainees did not report improvement on the Physical Environment subscale portion of the measure. Discussion: Results suggest that training can improve knowledge, values, and skills on cultural and linguistic competence. However, trainees may not have adequate authority to make an impact on the environment of their field placements.

scholarly journals Video Intervention to Increase Knowledge About and Interest in Palliative Care Among MSW Students

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 70-70
Author(s):  
Cathy Berkman
Keyword(s):  
Palliative Care ◽  
Social Work ◽  
End Of Life ◽  
Social Workers ◽  
End Of Life Care ◽  
Social Work Students ◽  
Life Care ◽  
Video Intervention ◽  
Msw Students ◽  
The Mean

Abstract As the population ages and more people live longer with chronic and life-limiting illnesses, more healthcare professionals with palliative care skills are needed. Social workers are part of the palliative care team, but there is little, if any, content on palliative and end-of-life care in MSW programs. A 24-minute video featuring nine palliative and hospice social workers was produced with two goals: 1) increase knowledge of social work students about palliative and end-of-life care; and 2) interest social work students in a career in palliative social work. MSW students from three schools, in NY and Alabama, viewed the video. After viewing the video, 94 students participated in the mixed methods study, completing the brief, anonymous, online survey. The mean level of understanding about what palliative social workers do, rated from 1 (no understanding) to 5 (very good understanding), was 2.96 (SD=.99) before viewing the video and 4.31 (SD=.61) after, for an increase of 1.35 points (95% CI=1.14, 1.55) (p<.001). The mean level of interest in a career in palliative care social work and working with seriously ill persons and their family members, rated from 1 (Not at all interested) to 5 (Extremely interested), was 2.52 (SD=.99) before viewing the video and 3.45 SD=.80) after, for an increase of .91 points (95% CI=.79, 1.07) (p<.001). Qualitative data supporting the quantitative findings will be presented. This study suggests that a video intervention may be an effective tool to increase knowledge and interest in palliative and end-of-life care among social work students.

Recreational Drumming: A Creative Arts Intervention Strategy for Social Work Teaching and Practice

2010 ◽  
Vol 15 (1) ◽  
pp. 53-66 ◽  
Author(s):  
Tina Maschi ◽  
Carolyn Bradley
Keyword(s):  
Social Work ◽  
Intervention Strategy ◽  
Social Work Students ◽  
Well Being ◽  
Creative Arts ◽  
Stress Energy ◽  
Msw Students ◽  
Interpersonal Connectedness ◽  
Diverse Groups ◽  
The Impact

Recreational music-making has been shown to decrease stress and increase feelings of well-being and empowerment among diverse groups. This study examined the impact of recreational drumming among social work students on measures of well-being, empowerment, and connectedness. It used a pretest-posttest design to evaluate outcomes among a sample of 31 participants in the 2-hour I–We Rhythm Program for recreational drumming. Results of paired t-test analyses revealed significant differences in levels of stress, energy, and feelings of empowerment and community. Using this creative-arts intervention can be an effective self-care strategy for BSW and MSW students, practitioners, and/or clients in educational or agency-based settings to increase feelings of well-being and interpersonal connectedness, which, in turn, may help to increase effectiveness in practice.

scholarly journals Roles of Positive Psychology for Mental Health in UK Social Work Students: Self-Compassion as a Predictor of Better Mental Health

2019 ◽  
Vol 50 (7) ◽  
pp. 2002-2021 ◽  
Author(s):  
Y Kotera ◽  
P Green ◽  
D Sheffield
Keyword(s):  
Mental Health ◽  
Social Work ◽  
Social Work Students ◽  
Work Practice ◽  
Social Work Practice ◽  
Cross Sectional Study ◽  
Mental Health Symptoms ◽  
Cross Sectional ◽  
Health Symptoms ◽  
Self Compassion

Abstract Despite high shame about mental health symptoms among UK social work students, positive psychological approaches to their mental health have not been investigated in depth. Emotional resilience has been a core skill in social work practice; however, its relationship with mental health is still unclear. Therefore, the primary purposes of this cross-sectional study were to (i) examine the relationships between mental health and positive psychological constructs, namely resilience, self-compassion, motivation and engagement and (ii) determine predictors of mental health in UK social work students. An opportunity sampling of 116 UK social work students (102 females, 14 males; 96 undergraduates, 20 postgraduates) completed 5 measures about these constructs. Correlation and regression analyses were conducted. Mental health was associated with resilience, self-compassion and engagement. Self-compassion was a negative predictor, and intrinsic motivation was a positive predictor of mental health symptoms. Resilience did not predict mental health symptoms. The findings highlight the importance of self-compassion to the challenging mental health of UK social work students; they caution against the overuse and misunderstanding of resilience in the social work field.

Teaching for Transformation: Master of Social Work Students Identify Teaching Approaches That Made a Difference

2019 ◽  
pp. 154134461986594 ◽  
Author(s):  
Thecla Damianakis ◽  
Betty Barrett ◽  
Beth Archer-Kuhn ◽  
Patricia Samson ◽  
Sumaiya Matin ◽  
...  
Keyword(s):  
Social Work ◽  
Student Engagement ◽  
Transformative Learning ◽  
Focus Groups ◽  
Professional Practice ◽  
Qualitative Content Analysis ◽  
Learning Experience ◽  
Social Work Students ◽  
Master Of Social Work ◽  
Engagement Strategies

Transformative learning captures the process by which students engage in their learning, experience a change in perspective, of themselves or society, and then enact their new understanding. The purpose of this 4-year, four-cohort study was to identify the transformative learning experiences of Master of Social Work students and specific student engagement strategies they felt made a difference in preparing them for professional practice. Six focus groups ( n = 40) were conducted using established focus group methodology. All focus groups were audio recorded, professionally transcribed verbatim, and subject to qualitative content analysis. Students identified six themes in student engagement strategies that facilitated their transformative learning, including transformative aspects of the curriculum, experiences with peers, qualities in their relationships with faculty that fostered critical reflection, a sense of identity, and mentoring. This study will help educators better identify teaching strategies to engage students in their personal and professional transformative learning.

Predictors of Feminist Identity Utilizing an Intersectional Lens With a Focus on Non-Hispanic White, Hispanic, and African American MSW Students

Affilia ◽  
2020 ◽  
pp. 088610992096301
Author(s):  
Mollie Lazar Charter
Keyword(s):  
African American ◽  
Social Work ◽  
Social Work Students ◽  
Multiple Regression Model ◽  
Feminist Identity ◽  
Msw Students ◽  
Feminist Identification ◽  
Feminist Attitudes ◽  
Racial Ethnic ◽  
Hispanic White

A fundamental value of social work is social justice, which includes gender and racial/ethnic equality. Feminists address gender-based oppression and often work to address racial/ethnic inequalities as well as many other forms of oppression. However, most literature suggest that less than half of social work students identify as feminists. This study investigated factors that contribute to student feminist self-identification, focusing on how racial/ethnic identity may influence feminist identity. Four predicting constructs were identified: method of exposure to feminism, feminist knowledge, feminist attitudes and ideologies, and description of feminists. A multiple regression model was applied to the overall sample ( N = 660) and to each racial/ethnic group. Findings indicate that in the overall sample, all four constructs significantly contributed to predicting feminist identification, while in the non-Hispanic white sample ( n = 366), method of exposure, feminist attitudes and ideologies, and description of feminists made significant contributions; for the Hispanic sample ( n = 157), only feminist attitudes and ideologies made significant contributions to predicting feminist identification; and for the African American sample ( n = 137), method of exposure and description of feminists made significant contributions. These findings indicate differences among racial/ ethnic background in feminist identity and provide a comprehensive picture of feminist identity among Master’s of Social Work (MSW) students.

A Comparison of the Critical Thinking Skills of BSW and MSW Students

2002 ◽  
Vol 7 (2) ◽  
pp. 63-75 ◽  
Author(s):  
Hugh G. Clark
Keyword(s):  
Critical Thinking ◽  
Social Work ◽  
Social Work Students ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Skill Levels ◽  
Msw Students ◽  
Work Education

The Council on Social Work Education's standards requires the teaching and measurement of critical thinking skills at both the baccalaureate and masters level of social work education. How to measure those skills is a difficult question for educators. Equally difficult is determining whether the skills are being taught to social work students. This research is the result of a study begun in 1998 that compared scores on the California Critical Thinking Skills Test (CCTST) of recently graduated BSW students and MSW students who had completed their degree or were in their last semester. Surprisingly, little difference seems to exist between the critical thinking skill levels of BSW and MSW students.

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