Clinical Social Work Practice and Technology: Personal, Practical, Regulatory, and Ethical Considerations for the Twenty-First Century

Dombo, Eileen A.; Kays, Lisa; Weller, Katelyn

doi:10.1080/00981389.2014.948585

Cited by 42 publications

(16 citation statements)

References 18 publications

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“…These reviews confirmed that BH professions lag other healthcare professions in identifying and applying the concept of competencies in their training and practice. Although there are examples of identifying and assessing competencies for each profession (Bienenfeld et al 2000;Blumer et al 2015;Dombo et al 2014;Hensley et al 2003;Hilty et al 2015;Kaslow et al 2009, Melnyk et al 2014Meyer-Adams et al 2011;Nelson et al 2007;Morris, & Lazenby, 2011;Rodolfa et al 2005;Swick et al 2006;Swank et al 2012;Tilley 2008) the uses of such competencies often are not apparent in practice once individuals have completed their training.…”

Section: Task Force Approach and Processmentioning

confidence: 99%

Correction to: An Interprofessional Framework for Telebehavioral Health Competencies

Maheu¹,

Drude

Hertlein

et al. 2019

J. technol. behav. sci.

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The Coalition for Technology in Behavioral Science (CTiBS) has developed an interprofessional, evidence-based, measurable framework for telebehavioral health (TBH) competencies. The paper presents the development of the CTiBS TBH framework, identifies the theoretical rationale and need for such competencies; outlines methods used; provides two detailed discussions of applications; presents a tabulized form of the framework, then discusses limitations and future research. In the CTiBS TBH competency framework, the term telebehavioral health is meant to include telemental health and e-therapy. The TBH competency framework is offered as an initial working document to identify and organize discreet, measurable telebehavioral practices derived from a review of the literature, technological advances and day-today clinical practice. It reflects core knowledge, skills and attitudes needed for competent telebehavioral health practice. The competency framework is directly applicable to psychiatry/medicine, psychology, social work, counseling, marriage/family, behavior analysis and other behavioral sciences. The CTiBS TBH framework organizes seven topic domains and five subdomains according to competency level i.e., Novice, Proficient or Authority. In turn, each competency level is categorized into 51 discrete telebehavioral objectives, which are then distinguished by 149 cumulative and measurable telebehavioral practices. The seven TBH competency domains identified by CTiBS include: 1) Clinical Evaluation & Care, with three subdomains addressing Assessment & Treatment, Cultural Competence & Diversity and Documentation & Administrative Procedures; 2) Virtual Environment & Telepresence; 3) Technology; 4) Legal & Regulatory Issues; 5) Evidence-Based & Ethical Practice, with two subdomains addressing Standards and Guidelines and Social Media; 6) Mobile Health and Apps and 7) Telepractice Development.

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Section: Task Force Approach and Processmentioning

confidence: 99%

Correction to: An Interprofessional Framework for Telebehavioral Health Competencies

Maheu¹,

Drude

Hertlein

et al. 2019

J. technol. behav. sci.

View full text Add to dashboard Cite

show abstract

Section: Task Force Approach and Processmentioning

confidence: 99%

Correction to: An Interprofessional Framework for Telebehavioral Health Competencies

Maheu¹,

Drude

Hertlein

et al. 2018

J. technol. behav. sci.

View full text Add to dashboard Cite

“…Concerns about social media use in social services have focused on access to the technology, confidentiality, privacy, boundaries, informed consent, documentation, and practitioner competence in the use of the technology (Dombo, Kays, & Weller, 2014). A 2012 study by the National Association of State Chief Information Officers (NASCIO, 2013) found that all reporting states use social media and rated the future use of social media as essential.…”

Section: Concerns About the Use Of Social Media In Social Service Delmentioning

confidence: 99%

Social Media and Child Welfare: Policy, Training, and the Risks and Benefits From the Administrator’s Perspective

Stott

MacEachron

Gustavsson

2017

ASW

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Keywords: Foster care; social media; technology; case managementSocial media and other digitally-based technologies are increasingly becoming commonplace platforms for both communication and connection. In the field of public child welfare, social media can pose a complex mix of risks and benefits. Its benefits include expediting such case management tasks as client contact and communication, keeping children and youth connected to siblings and family, mining for potential family and relative connections for children in out-of-home care, finding missing parents and/or runaway youth, and coordination among care-givers. Despite its many potential uses in supporting case management tasks, social media also has risks that include breached confidentiality, invasion of privacy, and inadequate protection of child, family, and worker information. Yet, there is little information in the empirical literature about either the employment of social media in public child welfare or its ethical, effective, and safe use. We undertook an exploratory study of state child welfare training administrators to examine the use, policy context, staff training, and perceived risks and benefits of social media in public child welfare.

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Clinical Social Work Practice and Technology: Personal, Practical, Regulatory, and Ethical Considerations for the Twenty-First Century

Cited by 42 publications

References 18 publications

Correction to: An Interprofessional Framework for Telebehavioral Health Competencies

Correction to: An Interprofessional Framework for Telebehavioral Health Competencies

Correction to: An Interprofessional Framework for Telebehavioral Health Competencies

Social Media and Child Welfare: Policy, Training, and the Risks and Benefits From the Administrator’s Perspective

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