Teaching Note—Virtual Practice Fridays: Responding to Disruptions Caused by the COVID-19 Pandemic in the Field and Classroom

Kourgiantakis, Toula; Hu, Ran; Ramsundarsingh, Susan; Lung, Yu; West, Keri J.

doi:10.1080/10437797.2021.1932651

Cited by 7 publications

(3 citation statements)

References 13 publications

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“…Apart from engaging in increased amounts of online communication, many faculty saw their work duties shift to a virtual format for several months during the COVID-19 pandemic. Because of the COVID-19 pandemic, various colleges and universities have shifted courses that had been conducted previously “in-person” in brick-and-mortar classrooms to an online format (Clemmons et al, 2022 ; Fogg et al, 2020 ; Kourgiantakis et al, 2021 ). Since the nature of communication, collaboration, and coursework has changed significantly in academia during the COVID-19 pandemic, the forms and amount of cyberbullying of college faculty may have, likewise, been transformed.…”

Section: Introductionmentioning

confidence: 99%

Cyberbullying and the Faculty Victim Experience: Perceptions and Outcomes

Yarbrough

Sell

Weiss

et al. 2023

Int Journal of Bullying Prevention

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Cyberbullying affects US youth, adolescents, and adults and can occur in various settings. Among the academic literature exploring cyberbullying, most discuss cyberbullying of youth and adolescents within the K-12 academic setting. While some studies address cyberbullying targeting adults, a limited amount of research has been conducted on the topic of cyberbullying among adults within the higher education context. Of the studies that explore cyberbullying in higher education, a considerable proportion focus on cyberbullying incidents between college students. Less discussed, however, are the experiences of university faculty who have been cyberbullied by either their students, fellow faculty, or administrators. Few, if any, studies address cyberbullying of faculty as the phenomenon relates to the COVID-19 pandemic. The following qualitative study aims to fill this gap through examining the lived experiences of faculty victims of cyberbullying. Utilizing the theoretical lens of disempowerment theory, researchers recruited a diverse population of twenty-five university faculty from across the USA who self-reported being victims of cyberbullying. The study analyzes participants’ interview responses to determine common experiences of faculty and overarching themes concerning cyberbullying in the academic workplace, particularly within the context of the COVID-19 pandemic. The research team applied disempowerment theory to support thematic analysis. In addition, the present article offers potential solutions for supporting faculty as they navigate virtual learning environments. The study’s findings hold practical implications for faculty, administrators, and stakeholders in institutions of higher education who seek to implement research-driven policies to address cyberbullying on their campuses.

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Section: Introductionmentioning

confidence: 99%

Cyberbullying and the Faculty Victim Experience: Perceptions and Outcomes

Yarbrough

Sell

Weiss

et al. 2023

Int Journal of Bullying Prevention

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“…Educational disruptions due to the global COVID-19 pandemic placed limitations on social work students' ability to learn and apply direct practice skills in traditional curriculum methods (Kourgiantakis et al, 2021;Menon et al, 2021). Of concern were the lost opportunities for skill development within field education learning experiences.…”

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confidence: 99%

“…Responses to the pandemic included taking measures to prevent the spread of the coronavirus, physical distancing measures and finding practicum opportunities for students that involve direct practice with clients. Some schools moved to Virtual Practice Fridays and utilized simulation-based learning (Kourgiantakis et al, 2021;Lee et al, 2020); Online simulation-based learning activities have positive preliminary findings and implications for social work education and practice, and can help fill the gap when there is a shortage of in-person practice opportunities in the field (Kourgiantakis et al, 2021). Additional research is needed to determine effectiveness of simulation-based learning specifically in the field of social work education.…”

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confidence: 99%

Social Work Students’ Self-Efficacy Toward Direct Practice Skills in Field Education Using Virtual Simulations and Scripted Role Plays

Keeney

Lee

Jayyousi

et al. 2022

ASW

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Simulations with professional actors and scripted role plays with peers are effective methods to increase direct practice skills. However, little is known about how simulations or scripted role plays conducted virtually can influence social work students' practice self-efficacy. MSW students enrolled in field seminar courses across two universities were invited to participate in an exploratory, repeated measures assessment utilizing the Counselor Activity Self-Efficacy Scales (CASES). One university (n=100) implemented the use of standardized clients, played by professional actors within field seminar; the other university (n=61) implemented scripted, peer-led role plays. Significant differences were found in pre/post scores among MSW students that participated in simulated client experiences within their field seminar. Simulations and scripted peer role plays may need to be more integrated into social work curricula when opportunities for in-person direct practice skill development are limited due to hybrid or fully remote field placements. Applied learning in social work education must be re-envisioned so programs can prepare MSW students to be effective practitioners in today’s rapidly changing environment.

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