What Clinical Social Workers Need to Know: Bio-psycho-social Knowledge and Skills for the Twenty First Century

Berzoff, Joan; Drisko, James W.

doi:10.1007/s10615-015-0544-3

Cited by 27 publications

(7 citation statements)

References 40 publications

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“…Faculty members play an important role in preparing students, implementing the simulation activity, debriefing, and evaluating the simulation-based learning activity. Many researchers discussed the importance of training faculty members to teach students about social work practice more effectively (Lundgren, Salas-Wright, Amodeo, Krull, & Alford, 2018; Minnick, 2019) and noting the value of faculty members with clinical practice experience (Berzoff & Drisko, 2015). Lundgren, Salas-Wright, Amodeo, Krull, and Alford (2018) argue that the workforce gap in areas such as addictions can be addressed strategically by training faculty members in these specialized areas.…”

Section: Discussion and Applications To Practicementioning

confidence: 99%

Simulation in Social Work Education: A Scoping Review

Kourgiantakis

Sewell

et al. 2019

Research on Social Work Practice

116

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Purpose: This article presents a scoping review that synthesized empirical studies on simulation in social work (SW) education. The review maps the research examining characteristics of simulation studies in SW education and emerging best practices. Method: Using Arksey and O’Malley’s scoping review framework to develop the methodology and following the PRISMA-ScR checklist, we selected 52 studies for this review. Results: Most studies were published in North America and included quantitative (37%), qualitative (31%), and mixed methods (33%). Simulation was used to teach generalist and specialized practice with interprofessional practice as the highest area of specialization. Simulation was also used for assessment purposes, and the Objective Structured Clinical Examination was a commonly reported method. We identified several facilitators and barriers to using simulation effectively for teaching and assessment. Conclusions: Our analysis permitted us to identify emerging best practices that can be used to guide teaching. Implications for SW research, teaching, and practice are discussed.

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Section: Discussion and Applications To Practicementioning

confidence: 99%

Simulation in Social Work Education: A Scoping Review

Kourgiantakis

Sewell

et al. 2019

Research on Social Work Practice

116

View full text Add to dashboard Cite

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“…Lack of access to technology could have hampered students' ability to access and maximize the online space; and to develop their social work skills. Limited access to online teaching is likely to have implications for future clinical practice due to limited opportunities to practice skills that need to be practiced face-to-face (Jones 2015 ; Berzoff and Drisko 2015 ; Vernon et al 2009 ).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Teaching Mental Health and Well-Being Online in a Crisis: Fostering Love and Self-compassion in Clinical Social Work Education

et al. 2021

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The coronavirus (COVID-19) pandemic has shifted clinical social work (CSW) and mental health education in Australia, and indeed throughout much of the globe, onto online delivery. The disruption caused by COVID-19 presents unexpected challenges in fostering the development of skill sets among social work educators in partnership with students. This article is a reflexive collaborative autoethnography written by four educators of different international and cultural backgrounds at a regional university in Queensland. Our university has experienced a shift from primarily a face-to-face delivery to online delivery due to social distancing. This article is grounded in an ethic of love, a values-based relationship-oriented practice promoting care, collaborative dialogue and solidarity between people, using self-compassion and reflexivity. We explore how COVID-19 has forced the authors to alter their teaching practice, cope with uncertainties, and respond with loving kindness to the shifting needs of students. We draw upon our experiences as educators of diverse cultural, linguistic, gender, and sexualities from Australia, the United States, the United Kingdom, and Nigeria and reflect upon how we have simultaneously turned inward and outward through technology. We draw upon person-centered, narrative, trauma informed and anti-oppressive clinical and educational approaches when exploring self-compassion and loving approaches with the students. We discuss the need for self-compassion and love of others as we respond to the current crisis by modeling selfcompassion and love for CSW students who are experiencing crises, including loss of employment, separation from family overseas and interstate, isolation from colleagues and loved ones, and healthcare issues.

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“…Over the past 20 years, the Group for the Advancement of Doctoral Education in Social Work (GADE) has focused on the education of researchers (Berzoff & Drisko, 2015). GADE describes research expertise as among the specific knowledge and skills that graduates should possess.…”

Section: Literature Reviewmentioning

confidence: 99%