Resumen

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.\ 

Palabras Clave (separar con comas)

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

Resumen

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.\ 

Palabras Clave (separar con comas)

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

Resumen

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.

Palabras Clave (separar con comas)

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

Resumen

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.\ 

Palabras Clave (separar con comas)

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