SWSD 2024

#0106 | A Meta-Analysis on the Effectiveness of Digital Health Interventions in Reducing Bullying and Cyberbullying

Qiqi Chen ¹

1 - The Hong Kong Polytechnic University.

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Summary

• ObjectivesBullying and cyberbullying bring adverse physical and psychological impacts on individuals and an economic burden for society. Scholars have developed anti-bullying intervention programs to combat these problems. This meta-analysis aims to examine and compare the effectiveness of digital health interventions (DHIs) in reducing bullying and cyberbullying.• MethodA comprehensive search was conducted using databases (PsycINFO, Social Service Abstracts, Sociological Abstracts, MEDLINE, ERIC, and EMBASE). Quasi-experimental and randomized controlled trials (RCTs) published before 31 January 2021 that reported the effects of DHIs in reducing bullying or cyberbullying were included.• Results(1) The 16 studies included in the synthesis reported overall random effect sizes (Cohen’s d) for bullying and cyberbullying reduction were 0.41 and 0.19, respectively. (2) The overall random effect size was 0.28 at post-intervention, which was comparable to the effect sizes of traditional face-to-face interventions.(3) The subgroup analysis revealed that the critical components of effective DHIs include training on bystander and bully–victim dual roles, coping skills, and interactive serious games: The effect sizes on bullying bystander were significantly larger than the other groups (d=.51); The largest effect size was intervention on cyberbullying knowledge (d = 0.56);Digital interventions tended to be more effective in empathy improvement in cyberbullying interventions, and coping skills improvement in bullying interventions;The critical components of effective digital interventions include training on bystander and bully–victim dual roles, coping skills, interactive serious games and online forums, and one- to 6-month intervention duration• ConclusionsIt highlights the promising effects of digital health approaches in bullying and cyberbullying interventions. Our review identifies avenues for future research on the development of more effective DHIs to reduce bullying and cyberbullying.

Keywords (separate with commas)

Meta-Analysis, Bullying and Cyberbullying, Digital Health Interventions, Effectiveness

#0107 | Effectiveness of GISCC program on cyberbullying prevention among Chinese adolescents

Qiqi Chen ¹

1 - The Hong Kong Polytechnic University.

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#0588 | Conceptual Model of Digital Resilience for Youth

Laurel Hitchcock ¹ ;

Melanie Sage ² ;

Todd Sage ²

1 - University of Alabama at Birmingham. 2 - University at Buffalo.

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Summary

Emerging research about the impact of digital technologies on adolescents increasingly confirms that technology can pose both risks and benefits, and characteristics of the youth and environment mediate the outcomes. Moral panic about potential harms of technology often leads adults toward risk mitigation in the form of removing access to technology, especially for marginalized youth; however, resilience models suggest that youth must have an opportunity to experience and overcome digital risks to develop resilience in the face of future risky situations. According to resilience theory, risk and protective factors mediate disparate outcomes, which present at individual, family, and community levels. Some research suggests that youth who are resilient in other areas of their life also experience fewer stressors when using digital and social technologies such as social media and mobile devices. However, an emerging body of research suggests that resilience in the face of digital stressors requires additional technical and relational literacies.This poster draws from resilience literature, offering a first effort at applying a conceptual definition to the term “digital resilience,” and presents an applied case study to illustrate how adults can work to assess and mitigate digital risks so that youth can benefit from digital affordances. We extend the concept of youth resilience to digital settings and frame the need for future research. We define digital resilience as the ability to successfully adapt to and overcome significant stress, trauma, or tragedy that occurs in virtual, online, or digital spaces. We suggest that a digital resilience framework can help social work practitioners and other helping professionals think about and assess the risk and protective factors associated with a youth’s use of digital and social technologies.

Keywords (separate with commas)

digital resilience, youth, digital and social technology, social media

#0592 | Social Work’s Contributions to the Scholarship on Technology: A Scoping Review

Laurel Hitchcock ¹ ; Jonthan Singer ² ;

Melanie Sage ³

1 - University of Alabama at Birmingham. 2 - Loyola University. 3 - University at Buffalo.

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Summary

The Grand Challenges for Social Work (GCSW) is a 10-year initiative sponsored by the American Academy of Social Work and Social Welfare (AASWSW) based in the United States to address social problems using the science of social work. This poster will present the results of a scoping review that serves as a mid-point investigation for the GCSW’s challenge of using technology for social good and seeks to understand how social workers contribute to the literature on technology and identify gaps in the scholarship on technology and social work during the first five years of the GCSW Initiative. We mapped the breadth and depth of existing literature published by social workers about technology between 2015 and 2019. Overall, we found a clear pattern that social work researchers were contributing to the scholarship on technology-mediated interventions and found evidence that technology had positive or helpful outcomes on work with client systems. Most research contributions to the literature on technology by social work researchers were interdisciplinary, often using the lens of other professions to frame and assess the research. Research gaps identified included a lack of social work scholarship outside of North America; low levels of collaboration with computer sciences, engineering, product design, and human-computer interaction specialists; and high levels of observational research, which is less rigorous, possibly affecting the GCSW's goal of using technology to make a social impact. We will share details about the results of this review and offer several directions to explore for future work related to digital and social technologies in social work practice. While our findings demonstrate that research gives a promising outlook for harnessing technology for social good, we also see numerous opportunities for future research beyond addressing the gaps identified in this review.

Keywords (separate with commas)

social and digital technologies, technology, Grand Challenges for Social Work

#0620 | Educating students and social workers about productive and ethical uses of chatbots

Todd Sage ¹ ;

Melanie Sage ¹ ;

Laurel Iverson-Hitchcock ²

1 - University at Buffalo SUNY. 2 - University at Alabama Birmingham.

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Summary

This poster aims to examine the utilization of ChatGPT and other chatbots in the field of social work. We explore how these AI-powered conversational agents can serve as valuable tools for social work students and professionals when used appropriately, while also acknowledging the ethical dilemmas they can present when used inappropriately.As the demand for innovative technologies grows, social work must adapt to and leverage the benefits of AI, including chatbots. ChatGPT, one of the most commonly-used large language models, can support social workers by providing instant access to a vast repository of knowledge and resources. These chatbots can enhance understanding of theoretical frameworks, intervention strategies, and ethical considerations through interactive and engaging conversations, and can assist in clinical decision-making, and case formulation, thus improving the efficiency and effectiveness of social work practice.However, chatbot use in social work raises important ethical considerations. Chatbots sometimes “hallucinate,” making up “facts” that seem plausible but are not actually true. They can circumvent critical thinking when relied upon. They may be inappropriate when making practice decisions that rely on the substantive knowledge of the clinician. This poster highlights key questions that educators and social workers should ask to ensure ethical decision-making. We address questions such as: What are the appropriate uses of chatbots in social work?How can chatbots complement, rather than replace, the essential qualities of human connection and empathy?What measures can be implemented to ensure data privacy and security?How can we ensure that chatbots are inclusive and culturally sensitive to diverse populations?What are the potential biases and limitations of chatbots, and how can they be mitigated?Social work educators and professionals can navigate the ethical challenges to harness the potential benefits of chatbots in their practice, ultimately enhancing the delivery of social work services and improving client outcomes.

Keywords (separate with commas)

AI, chatbots, Chatgpt, technology, social work, innovation, futures, education, ethics

#0944 | Podcast + Curriculum: A Tool for Students to Recognize Their Privilege and Increase Respect for Diversity

Julia Kleinschmit ¹ ;

Yolanda Spears ¹

1 - University of Iowa School of Social Work.

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Summary

Social work faculty must prepare students to practice in a diverse and polarizing social and political environment. The US National Association of Social Workers’ Code of Ethics requires that social workers “… take action against oppression, racism, discrimination, and inequities and acknowledge personal privilege …\ engag(e) in critical self-reflection (understanding their own bias and engaging in self-correction), recogniz(e) clients as experts of their own culture, commit to lifelong learning, and hold institutions accountable for advancing cultural humility.”However, when white social work students are asked to examine their whiteness and privilege and learn about others’ lived experiences, they often feel and express personal guilt, uneasiness, and defensiveness, known as “white fragility.” White fragility manifests in the classroom as self-justifying, denial, deflection, and anger towards faculty members and BIPOC students. Two cisgender female social work educators, one Black and the other white, use the podcast “Seeing White,” and accompanying assignments as a powerful tool to help students to manage their fragility and sit in the uncomfortable space needed to grapple with their socialization as white persons. Seeing White is produced and narrated by John Biewen, who is white. With leading racial identity scholars and historians, Biewen engages, unpacks, and discovers the purposely untold history of race and the creation of whiteness in America. Throughout, Biewen talks with Chenjerai Kumanyika, a colleague of color and professor of critical cultural media studies who helps Beiwen unpack his whiteness.The poster will describe the courses, the podcast, accompanying assignments, student comments, and pre-work each faculty member did to explore their racial identities before working with students. It will also include an interactive space for people engaging with the poster to share and suggest teaching tools they have found effective in helping students unpack their privilege, respect diversity, and move past fragility to social action.\

Keywords (separate with commas)

podcast, social work education, whiteness, privilege, white fragility, Black, white, race, USA

#0746 | Transforming the field education landscape: A partnership on training and mentorship

Julie Drolet ¹ ;

Sheri McConnell ²

1 - University of Calgary. 2 - Memorial University.

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Summary

Practicum or field education, the signature pedagogy of social work education, is where students learn to integrate and apply the values, knowledge, complex practices, and skills of the social work profession.\ Despite its importance, field education is in crisis. Social work education programs are experiencing significant multi-layered challenges with delivering practicum experiences for students and with integrating research into field education. There is an urgent need to re-vision how the profession prepares the next generation of social workers.\ This presentation will discuss the TFEL partnership, the goal of which is to integrate research and practice in the preparation of social workers through partnered research training initiatives, within academia and across the public and not-for-profit sectors, to enhance student and trainee research practice knowledge and applied skill development.\ The team is comprised of researchers and partners from Canadian and foreign post-secondary institutions; provincial, national, and international social work associations; government departments; and private, public, and not-for-profit organizations. The partnership is built on an inquiry-based learning and transformational approach to create new opportunities for students and postdoctoral fellows to explore, identify, and develop promising practices for integrating research training into social work practice.\ Training and mentoring activities are organized into three streams: (1) Digital Storytelling, (2) Development of Sustainable Field Education Models, and (3) Applied Practice Research. The partnership is structured to meaningfully engage all partner organizations to design new training, mentorship, research, and field education opportunities of relevance for the current and future generation of social work scholars, practitioners, and policy makers. \ This approach intends to transform social work field education through multi-partner engagement to generate unique resources and innovation, and to transition from a crisis model to sustainable models.\ This partnership (2019-2025) is funded by a Social Sciences and Humanities Research Council of Canada (SSHRC) partnership grant.\

Keywords (separate with commas)

social work education, field education, practicum, research, applied practice research, sustainable field education models, innovative and promising practices, training and mentoring, digital storytelling, partnership

#0961 | The Time is Now: A Trauma-Informed Guide for Program Planning and Evaluation of Post-Pandemic Child Welfare Agencies

Carmen Rickman ¹

1 - Not applicable.

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Summary

Childhood trauma is a public health issue, and the effects of the COVID-19 pandemic continue to bring awareness to this public health challenge children and youth face\ (SAMHSA, n.d.). Globally, an increase in childhood hunger, isolation, abuse, and mental health challenges like anxiety and depression is becoming more apparent. Access to education and social services has been disrupted and severely impacted due to the pandemic. This workshop will briefly examine a systematic literature review on trauma-informed care in program planning and evaluation. This workshop will provide methods agencies may use to apply trauma-informed approaches to program planning and evaluation, including technology and the conceptualization of Relational Cultural Theory (RCT), a theory traditionally used in direct practice, and its adaptability to mezzo and macro social work practice.\ Six practice guidelines incorporating trauma-informed care, relational cultural theory, technology, and data science approaches will be discussed. By the end of the workshop, participants will be able to understand the importance of integrating trauma-informed practices into new or existing program planning and evaluation plans and develop trauma-informed questions in preparation for a new program or program evaluation. This workshop relates to two sub-themes: post-pandemic social work and social development and child/family welfare/child protection by bringing a call to action for more child welfare agencies to address trauma as a public health issue for our children and youth, who have been more exposed to trauma due to the pandemic but less likely to meet the criteria of post-traumatic stress disorder (PTSD), by incorporating trauma-informed practices into the program planning and evaluation of their programs.\

Keywords (separate with commas)

Trauma-informed care, program planning, program evaluation, child welfare, technology, data science, relational cultural theory

#1177 | Post pandamic impact on public health facilitie of Bihar india a social work approach to addres this challeng

Ajit kumar Singh ¹

1 - PATH.

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Summary

The COVID-19 pandemic has exposed the weaknesses and gaps in the public health system of Bihar, one of the most populous and underdeveloped states in India. The pandemic has also highlighted the need for social work interventions to address the health and social challenges faced by the vulnerable and marginalized communities in Bihar. In this context, Mission 60 is a novel initiative that aims to improve the quality and accessibility of public health facilities in 60 days \ by using social work techniques such as community mobilization, advocacy, capacity building, and monitoring. Mission 60 is based on the principles of participation, empowerment, accountability, and sustainability. The main objectives of Mission 60 are to:- Strengthen the public health infrastructure and human resources in Bihar by providing adequate equipment, supplies, training, and incentives.- Enhance the awareness and utilization of public health services among the people of Bihar by conducting health education campaigns, outreach activities, and feedback mechanisms.- Promote the integration and coordination of public health services with other sectors such as urban department, sanitation, electric, administration etc.\ - Foster the participation and ownership of the local communities and stakeholders in the planning, implementation, and evaluation of public health programs.- Create a culture of evidence-based practice and learning in the public health system by conducting research, documentation, and dissemination of best practices and innovations.Mission 60 is expected to have a positive impact on the public health outcomes and quality of life of the people of Bihar in the post-pandemic era. By using social work techniques, Mission 60 hopes to transform the public health system of Bihar into a more responsive, inclusive, and effective one that can meet the current and future needs of its population.

Keywords (separate with commas)

Mission 60 , Bihar, India, Public health Facilities, \ Social \ Work , participation, \ accountability\

#1355 | Social work doctoral education in North America: Are we preparing the next generation to be stewards of the profession?

Elizabeth Lightfoot ¹ ;

Cynthia Franklin ²

1 - Arizona State University. 2 - University of Texas, Austin.

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Summary

This study aimed to build on the current research on the PhD curriculum in social work in North America by examining types of courses that were offered in PhD curriculum across all Group for the Advancement of Doctoral Education in Social Work (GADE) member schools to gain a better understanding of the types and numbers of courses are being offered, and how diversity, equity and inclusion (DEI) were included in the curricula. GADE affiliated universities with PhD programs were studied (N= 85). Two graduate research assistants gathered data on each school by each school’s official website, including webpages and electronic student handbooks. Differences in coding were brought to a third coder for reconciliation. A fourth coder also independently checked the coding. The coding of the curriculum was further sent to the PhD director of the individual schools and directors were asked to check and verify the coding for their individual courses. Final coding was updated to reflect the changes indicated by the PhD director. The curriculum coding resulted in 1146 courses being coded under 28 categories, such as Research, History or Pedagogy. \ Programs offered an average of 6 research courses, while coursework in grant writing, measurement, literature reviews and meta-analysis, program evaluation, and intervention research were being offered in less than 20 percent of the programs. Only7% reported a dedicated course in DEI. \ There was a variability in courses that are offered across PhD curricula with a noticeable absence of specific research courses and noticeable gaps in courses in theory, social work profession and history, and policy. There is also a lack of course content on DEI, values and ethics as well as a lack of consistent education in pedagogy. Implications are that some graduates are not prepared with disciplinary knowledge to be stewards of the social work profession.\

Keywords (separate with commas)

social work education, doctoral education, social work profession, diversity equity and inclusion, PhD programs, research

#0669 | Prosocial Strategies to Address Socioemotional Response to Uncertainty

Larry Williams ¹

1 - NC Central University.

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Summary

\ The coronavirus pandemic we live through has consumed the news cycles, caused abrupt and drastic shifts in the rhythms of society worldwide, and presented a unique public health crisis unprecedented in most of our lifetimes. In addition to the physical health concerns of SARS-Cov-2, the novel coronavirus that causes Covid-19, the pandemic comes with several mental health concerns. The SARS pandemic of the early 2000s showed us a glimpse of the sort of mental health consequences that can occur in survivors: Post Traumatic Stress and other psychological symptoms have been well documented, and the impact continues for years. This pandemic, however, has reached magnitudes that evade living memory and has done so in the era of the 24-hour news cycle, widespread conspiracy theories, and accusations of fake news. The full psychological impact of this pandemic, like so many aspects of it, is still uncertain. Human civilization is arguably living through a period in which we trust our leaders less than ever. Our policymakers present self-serving wishful thinking as truth. Conspiracy theorists invoke names associated with power and prestige, alleging that the media, in cahoots with certain power players, is manufacturing hysteria, never mind the doctors and nurses sharing their harrowing experiences of watching death after death while fearing for their safety. Ultimately, it’s the individual’s responsibility to effectively control negative emotions. This paper will discuss proactive strategies to proactive respond to socioemotional responses to uncertainty, including 1) how to identify and reduce triggers;2) Tune into physical symptoms;3) monitor your self-talk;4)Engage in positive self-talk, and 5) Make choices about how to respond.\ \

Keywords (separate with commas)

Socioemotional, Pandemic, COVID, Mental Health

#0772 | Post Pandemic health communication - A case study in Mumbai housing Society

Rashmi Pandey ¹

1 - International Association of Schools of Social Work (IASSW).

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Summary

AbstractThe COVID-19 outbreak had caused substantial trauma in our lives, which possibly increased frustration, anxiety, and annoyed emotions. Managing stress is complex, but helps to alleviate negative psychological effects. During the COVID-19 pandemic, patients became more engaged with medical communication than\ ever. In addition to using digital mediums to communicate with their care teams, patients turned to the internet to learn more about the virus. They became comfortable performing research rather than waiting to hear what their doctor had to say, and they gained trust in the medical professionals who were providing them with frequent updates on the state of the virus.Medical professionals were using various online/digital platforms for providing prescriptions to the patients, checking patients’ report. Among all digital platforms “WhatsApp” was most popular and used, which still in use.So, the last two years have had a significant impact on the ways medical communication is read and distributed. This aspect of the pandemic is unlikely to change anytime soon.\ Design and Methods: Therefore, researcher conducted an online questionnaire-based survey. The study covers 40 household in Navi Mumbai to collect the data of health communication post pandemic.Results: Significantly it was found that majority of respondents still using an online option of consultation with their doctors. It saves time , money and energy. They visit hospital or doctor’s clinic in emergency or on unavoidable situations. It was also found that some organizations who pays medical benefits to their staff, they also started collecting medical prescriptions via WhatsApp.Conclusion: The study emphasizes the importance of time and health communication in post pandemic world. The trend has been changed now.

Keywords (separate with commas)

Health communication, Post Pandemic, Covid-19, communication, Social work, Social Development

#0787 | Moving beyond COVID-19: Utilizing the research-practice approach to promote social justice for vulnerable and marginalized people

Haorui Wu ¹

1 - Dalhousie University.

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Summary

Social work is a practice-based discipline, where the research-practice approach encourages social work professionals to apply evidence-based strategies from their research to enhance their practice interventions. During the COVID-19 pandemic, six faculty members from the School of Social Work at Dalhousie University, Halifax, Nova Scotia, Canada, collaborated with community-based agencies (e.g., shelters, community clinics, and community centers) in Halifax to conduct a series of community participatory research projects to explore diverse COVID-19-driven impacts on different vulnerable and marginalized groups. These research projects concentrated on people experiencing homelessness, older adults, immigrants and refugees, migrant workers, women who experienced gender-based violence, people with (dis)Abilities, African Nova Scotian children, and 2SLGBTQIA+, who have been centred on social work research, practice, and policymaking. These research efforts contribute to a nuanced understanding of diverse vulnerabilities among these vulnerable and marginalized individuals and portray a full spectrum of their unique requirements, further informing the development of related social work practices to support them during COVID-19 and beyond. The six faculty members will build a knowledge mobilization symposium to translate their research-practice outcomes with other social workers through individual presentations and group discussions. This knowledge mobilization event will support other social work professionals to develop the best research, practice, and policymaking strategies to better serve the vulnerable and marginalized co-inhabitants in their communities. This research-practice approach will eventually contribute to reducing vulnerability, building resilience, and promoting social justice, moving beyond the disaster settings.

Keywords (separate with commas)

Research-practice approach, vulnerable and marginalized people, COVID-19, Vulnerability reduction, Building resilience, Knowledge mobilization

Write here the title of the Symposium and the name of who coordinates it:

Title: Moving beyond COVID-19: Utilizing the research-practice approach to promote social justice for vulnerable and marginalized people\ Coordinator: Dr. Haorui Wu

#0850 | Re-Imagining Trauma-Informed and Culturally Responsive Schools of Social Work Post-COVID-19 Pandemic

Karen VanDeusen ¹ ;

Dee Sherwood ¹ ; Marian Tripplett ¹ ; Courtney Jones ²

1 - Western Michigan University. 2 - Michigan State University.

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#0130 | Experiential learning of cultures through virtual international collaboration

Baiju Vareed ¹

1 - MacEwan University.

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#0170 | Securing the Sustainable Development Goals: Post-Disaster Social Work Practice with Black Communities in Toronto

Shamette Hepburn ¹ ;

Mary Goitom ¹

1 - York University.

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Summary

Throughout the early stages of the COVID-19 pandemic the vulnerability of Black and other racialized communities in Canada emerged as a key concern for health and social services providers, policymakers and researchers. A compounding of structurally generated inequalities impacting income, employment, access to health and social services and susceptibility to contracting COVID-19, highlighted Black communities as a focal point evidencing the disproportionate impact of the pandemic. This paper presents findings of a constructivist grounded theory study of 20 frontline staff who provide social services at Toronto-based agency. The study agency provides on-site and mobile housing support services to adults who are homeless or at risk of homelessness. The study aimed to understand how social service provision to Black communities were understood and implemented and what the prospects are for future preparedness. Conceptually, a Sustainable Development Goal (SDG) logic and a systemic resilience lens were utilized to examine the agency’s capacity for developing sustainable partnerships with vulnerable communities as framed by SDG 11 - Sustainable Cities and (Inclusive and Resilient) Communities, and SDG 17 – Sustainable Partnerships). The framework allowed the researchers to examine agency responses to the pandemic in relation to Black communities and its ability to integrate its micro-level service goals, policies and outcomes with larger broader macro-level goals such as achieving country-level sustainability targets. Findings illustrate that supporting Black communities remains a sustainability challenge and that the application of a practical systems logic in social service agencies can result in meaningful interventions that support collaboration, inclusivity and resilience.

Keywords (separate with commas)

Post-Disaster Resilience, Sustainable Development Goals, Black Communities, Social Services, Canada

#0171 | Sustainable Development Goals and Post-Pandemic Social Work: Lessons from a Community-Based Agency

Mary Goitom ¹ ;

Shamette Hepburn ¹

1 - York University.

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Summary

Inter-linkages between the United Nations Sustainable Development Goals (SDGs) and pandemic-related vulnerabilities have not received adequate attention at the level of the community. The ability of vulnerable populations to navigate challenges associated with accessing good health, food security and safe, inclusive communities frame the local contexts of the SDGs to which Canada is a signatory. Thus, the efficacy of the SDGs is also hinged on what happens on the social services frontlines from which data is later funnelled to policymakers. This paper presents the findings of a grounded theory study of 20 social service providers and 20 service users at a community-based social service agency in Toronto. The study agency provides on-site and mobile housing support services to adults who are homeless or at risk of homelessness. Drawing on a systemic resilience lens, the study aimed to understand how the pandemic has and continues to impact how these populations negotiate their access to nutrition (SDG 2 - Zero Hunger) and to good health and well-being (SDG 3 - Good Health and Well-being). Findings illustrate that social service provision and utilization during the pandemic were framed by the social services agency’s broader social development goals and risk management strategies. The data also pointed to a need for explicit strategies that can enhance post-pandemic systemic resilience. The paper fosters an understanding of the integrated nature of risk management and systemic resilience strategies in social services agencies’ support of vulnerable populations and by extension, their advancing of sustainability goals at the community level.

Keywords (separate with commas)

UN Sustainable Development Goals (SDGs), Resilience, COVID-19, Community-Based Social Services, Canada

#1583 | Examining Treatment Effects of the FRIENDS Resilience Program Among Zambian Children: Results from a School-based Cluster Randomized Controlled Trial

Sherinah Saasa ¹ ; Kaitlin Ward ² ; Cleopas Sambo ³

1 - Brigham Young University. 2 - Google. 3 - University of Zambia.

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Summary

"BackgroundWhile 1 in 7 sub-Saharan African children faces significant psychological challenges, access to mental health services for children is limited. The My FRIENDS Youth Program, a universal cognitive-behavioural intervention for anxiety prevention and resilience enhancement, has demonstrated effectiveness across cultures in children and adolescents. This study explored whether the program’s effectiveness extends to Zambian children.MethodsParticipants were 71 children aged 10 to 15 attending schools in low-income communities in Zambia. Four schools were randomly assigned to an intervention (N = 41) or waitlist control group (N =30). Researchers, blind to condition, collected data at 3 waves for the treatment group: baseline (T0), immediately post-intervention (T1), and at 3-month follow-up (T2), and 4 waves for the control group, which included a second baseline (conducted simultaneously with the treatment group’s post-comparison assessment). Data were analyzed using longitudinal multilevel modeling and controlled for child and parent sociodemographic characteristics.ResultsWe found no statistically significant reduction in symptoms of the treatment group, compared to the control group (Anxiety: b = 0.45, p = .696; Depression: b = 0.15, p = .876). However, the treatment group showed a reduction in anxiety symptoms between post-treatment and 3-month follow-up (b = -2.14, p = .004), but not depression symptoms (b = 0.20, p = .785). The control group experienced a reduction in both anxiety and depression symptoms between post-treatment and 3-month follow-up (Anxiety: b = -1.89, p \< .001; Depression: b = -1.22, p = .010).ConclusionsResults from this rigorously designed trial suggest that the My FRIENDS Youth Program was not effective in reducing anxiety and depression symptoms between pre- and post-treatment. However, results do suggest potentially delayed effects of the intervention. Future research may need to further adapt this intervention to better meet the needs of children in Zambia."\

Keywords (separate with commas)

Anxiety, Depression, Children, Zambia, My FRIENDS Youth, sub-Saharan Africa, Resilience\

#0213 | The Usage and Impact of an Open Educational Resource (OER) Textbook Option in a Social Work Skills Course on Student Learning

Victoria Venable-Edwards ¹ ;

Becky Anthony ¹

1 - Salisbury University.

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Summary

The purpose of this paper presentation is to discuss a study that assesses the usage and effectiveness of a social work open educational resource (OER). The focus of the study is aligned with the United Nation’s Sustainable Development Goals of providing quality education and reduced inequalities. Educational costs, including the price of textbooks, have increased steadily over the years. Social Work OER can use open source technology to help reduce the cost associated with a college education and remove some of the financial barriers faced by students (Lindshield and Adhikari, 2013). Through the use of technology, OER provides greater access to learning materials for a wider array of students with varying income levels. This study involves the usage of a social work OER workbook created in Pressbooks, which is an open source project that provides new models for book publishing. Students who used the book in an undergraduate social work basic skills course were asked to complete an anonymous survey at the end of the semester and reflect on the impact of this type of technology on their educational experience. In addition, educators who accessed the workbook through the Pressbooks website were asked to complete an anonymous survey about their usage of the OER workbook and to gather feedback. This study stems from previous research we have conducted that shows alternative textbook options help to neutralize income disparities between students when purchasing textbooks and are more easily accessible. Data from this study are still being collected but initial analyses seem to support our previous research. More complete preliminary findings relating to this OER’s impact on students and educators will be shared during the session.

Keywords (separate with commas)

open educational resource, technology, alternative textbook, social work education

#0294 | THE SCOPE OF INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) IN SUPERVISION OF SOCIAL WORKERS: PRACTICES, ISSUES AND CHALLENGES

Lambert Engelbrecht ¹

1 - Stellenbosch University.

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Summary

Supervision of social workers has been defined throughout its evolution by supportive, administrative and educational functions to ensure that social workers render the best possible services to service users. The use of digital media and technologies in these services has been increasingly normalised to keep up with the latest inventions; and the Covid-19 pandemic enlarged the scope of ICTs in social work globally. In turn, this propelled the incorporation of new digital technology practices in supervision of social workers. However, research is globally chiefly focussed on ICTs in social work intervention, and findings are scant regarding the potential scope of ICTs in supervision of social workers. To bridge this gap, an exploratory qualitative study was initiated with 20 South African frontline social workers in diverse agencies and communities. Supervision of social workers in South Africa is aligned with supervision practices globally, as established by recent international collaborative studies in this field. Findings as reported in this paper, may thus be juxtaposed with other international contexts in the field. Key conclusions suggest that the way in which the functions of supervision were traditionally operationalised, changed drastically when the use of a myriad accessible and innovative ICT tools such as social media platforms, digital collaboration tools, software applications, cloud computing and chatbots (AI) were embraced. Recommendations focus on the creation of transformative learning environments in social work agencies, with all role players being predisposed towards venturing through the taxing, multiple cutting-edge digital inventions and novel professional complexities, engendered by the scope and incorporation of ICTs in the supervision dyad. The issues and challenges outlined in this paper may serve as guidelines to both supervisors and supervisees to determine whether the use of particular ICTs is potentially harmful or helpful in their supervision practices.

Keywords (separate with commas)

Social Work supervision; Information and Communication Technology

#0339 | The convergence between neoliberalism and digital technology: Awakening individual and societal consciousness for a sustainable, resilient and just post-pandemic world

Vishanthie Sewpaul ¹

1 - University of KwaZulu Natal.

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