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Evaluating learning outcomes and assessing social work skill development: comparing online vs. in-person education
- Authors:
- CANADA Kelli E, et al
- Journal article citation:
- Journal of Technology in Human Services, 40(1), 2022, pp.47-57.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
This article presents results from an evaluation of learning outcomes in a social work skills class between online and in-person students. Students were compared on background and academic factors, including grade point average prior to graduate school, time since completion of undergraduate education, undergraduate degree, and previous work and training in social services. Students also completed a skills self-assessment at the beginning of the class and upon completion. Data used to measure learning outcomes included total points earned and grades. Data were also collected from instructors' field notes and observations. Data were analyzed using descriptive statistics and bivariate analyses, including one way and repeated measure ANOVA. Online students perceived they entered the class with more skills but no differences existed at the post-assessment. Minimal differences existed in students' scores on major assignments except the bio-psycho-social assessment; in-person students scored higher. Instructors identified rapport building online as challenging. Results suggest parity of online and in-person learning. It is important to continue researching which students do best in--online and in-person coursework--in order to assist students in making the best choices for their learning preferences. (Edited publisher abstract)
Enhancing new media literacies of social work students through a participatory learning environment
- Authors:
- YOUNG J. A., RONQUILLO R.
- Journal article citation:
- Journal of Technology in Human Services, 40(1), 2022, pp.58-78.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Social workers must have the requisite new media literacies to engage in social work practice in the modern digital age and increase their digital competence. This article demonstrates how students can obtain the necessary digital competencies for their future social work practice through an enhanced participatory learning environment based on 12 specific new media literacies situated in a master's level macro social work practice course. A description of the learning assignments and participatory activities is provided along with results from a mixed-methods evaluation of the student's experiences. Findings indicate statistically significant results in increasing new media literacies among students and that participatory learning activities enhanced student knowledge and skills. Discussion and implications related to new media literacies and the future of social work education are also provided. (Edited publisher abstract)
Online social networking among clinically depressed young people: scoping review of potentially supportive or harmful behaviors
- Authors:
- ELIAS Carolyn L., GOREY Kevin M.
- Journal article citation:
- Journal of Technology in Human Services, 40(1), 2022, pp.79-96.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Online social networking sites are ubiquitous and prevalently used by young people. The COVID-19 pandemic demonstrated the potential for such sites to bring isolated people together to support their mental health. Virtual communications, however, are not without risks. Substantial knowledge exists on attendant risks and protections among the general population, but much less seems known about their effects among clinical populations. This scoping review mapped the novel knowledge and knowledge gaps related to online social networking experiences and perceptions of depressed young people, adolescents to emergent adults. It also explored moderators of their social networking supports versus harms. A broad search of published and gray research literature between 2010 and 2021 found seven intensive interview studies, three surveys and a brief prospective cohort. Their aggregate sample of 915 clinically depressed young people was most typically, outpatient adolescents in the USA. They also prevalently used online social networks, but their perceptions seemed more positive than those of their peers without a diagnosis of depression. In fact, their positive perceptions (60%; e.g., ease of access and communication with providers, support from positive peers) were nearly two-fold greater than their negative perceptions. (36%; e.g., self-denigrating comparisons with "friends," cyberbullies). Tentatively suggested moderators of risks versus protections were found at the intersection of gender, ethnicity and socioeconomic status. However, given this relatively new field's limits, these are probably best thought of as screened hypotheses for future full systematic review development and primary research testing. Clinical implications are discussed. (Edited publisher abstract)
Why are disabled people with learning difficulties being prevented from leading campaigns, projects and initiatives?
- Author:
- ASPIS Simone
- Journal article citation:
- Disability and Society, 37(1), 2022, pp.154-159.
- Publisher:
- Taylor and Francis
I am a disabled person with learning difficulties. This article describes my perspective on the involvement of disabled people in campaigns, projects and initiatives. I have noticed a gradual change, where LD people are less likely to be in decision-making roles, and more likely to be engaged in subordinate roles such as consultant, research participant, and co-producer of resources. I argue that this situation should be challenged, and that LD people should be supported to lead these activities in a way that contributes to their emancipation. (Edited publisher abstract)
Disabled and confined: using art therapy as a coping strategy during the COVID-19 pandemic
- Authors:
- HOUARI Amel Said, HADJOUI Ghouti
- Journal article citation:
- Disability and Society, 37(1), 2022, pp.22-37.
- Publisher:
- Taylor and Francis
The contemporary universal challenge of COVID-19 pandemic put more restrictions to disabled people's social interaction. This paper reports qualitative findings from a short-term art therapy intervention for a person with West Syndrome to examine how art therapy can be used as a coping strategy with the psychological impact of confinement. The data were analysed using Cathy Malchiodi's theory of 'art in therapy' and Edith Kramer's theory of 'art as therapy'. Findings from this study show that the use of art therapy as a coping strategy during the confinement period has clear benefits as it promotes emotional well-being and helps to reduce the mobility limitations caused by disability. The article concludes that art therapy can be used as an alternative way to cope with disability. It aims to positively impact parents and caregivers through highlighting new spots of action. (Edited publisher abstract)
A methodological reflection on investigating children's voice in qualitative research involving children with severe speech and physical impairments
- Authors:
- IBRAHIM Seray, et al
- Journal article citation:
- Disability and Society, 37(1), 2022, pp.63-88.
- Publisher:
- Taylor and Francis
Investigating voice in research that involves children with disabilities is highly challenging. Very few studies have problematised voice for the purposes of designing new technologies for and with children who have disabilities. We embarked on qualitative fieldwork with children who have severe speech and physical impairments with the view to motivate designers to consider new child-centred perspectives for conceptualising new communication technologies. In this article, we use reflexivity as a tool to critically examine how empowering our methodological decisions were for children with disabilities, in advancing child-centred accounts of their communication experiences. We propose four considerations that can be useful for researchers and practitioners when undertaking participatory work involving children with disabilities. These are: 1.Theoretical lenses guiding data collection, analysis and interpretation; 2. Developing credible accounts through strong and prominent ideas; 3. Children's ways of participating evidencing their voices, and; 4. Methods hindering the promotion of child centred accounts. (Edited publisher abstract)
Dementia enquirers: pioneering approaches to dementia research in UK
- Authors:
- DAVIES Teresa, et al
- Journal article citation:
- Disability and Society, 37(1), 2022, pp.129-147.
- Publisher:
- Taylor and Francis
This paper explores the Dementia Enquirers approach to dementia research, and the 10 local projects which have been funded in the first wave of the programme. The paper is written by six people with dementia with expertise by experience, supported by a traditional academic with expertise by research. This co-production enables the voices of people with dementia to be heard, and expands the field of disability studies. The authors discuss problems with traditional academic research, and the different ways that people with dementia go about research. Two examples of research projects led by people with dementia are discussed. The paper explores difficulties people with dementia have had with formal research ethics procedures and how they propose to do things differently. In conclusion, the authors challenge mainstream dementia research to do things differently, and to understand the potential contributions of people with dementia. (Edited publisher abstract)
Education for integrated working: a qualitative research study exploring and contextualizing how practitioners learn in practice
- Authors:
- CLOUDER Lynn, et al
- Journal article citation:
- Journal of Interprofessional Care, 36(1), 2022, pp.24-33.
- Publisher:
- Taylor and Francis
Integrated working can be a means of providing efficient and cost-effective care, which benefits both service users and health professionals. However, it does require readiness of practitioners to work in new and innovative ways to achieve integration. This paper describes the findings of a qualitative study exploring the nature of practice-based education and training underpinning successful integrated care teams using an ecological systems theory lens. Nine teams in the West Midlands region of the United Kingdom (UK) participated in this study. A total of 27 participants were involved in semi-structured interviews during which they shared their views and experiences of learning in practice. Thematic analysis of interview transcripts highlighted the shifting context of working in integrated teams impacting on learning, the influence of leadership on education and training, the nature of in-service training, and the knowledge-sharing culture. The findings highlight that the learning climate is highly dependent on the leadership ethos in the practice context, which influences the allocation of time and resources for training and clinical supervision. Whilst formal education and training has an important role to play in fostering integrated working, informal learning is pivotal to successful integration and potentially has greater impact making it worthy of further study. (Edited publisher abstract)
Measuring the effect of simulation experience on perceived self-efficacy for interprofessional collaboration among undergraduate nursing and social work students
- Authors:
- MACLEOD Carrie E., BRADY Destiny R., MAYNARD Sarah P.
- Journal article citation:
- Journal of Interprofessional Care, 36(1), 2022, pp.102-110.
- Publisher:
- Taylor and Francis
Barriers to effective interprofessional collaboration may include insufficient knowledge of other professional roles and inexperience using effective communication skills. Improving self-efficacy for interprofessional collaboration may enhance the ability to practice expertly within the interprofessional environment of healthcare. This article examines the results of a multiple methods pretest/posttest study that used the Self-Efficacy for Interprofessional Experiential Learning (SEIEL) scale to determine self-reported perceptions of self-efficacy development following participation in a trauma simulation. Participants included 74 undergraduate nursing students and nine undergraduate social work students. Findings included a significant increase in perceived self-efficacy from pretest to posttest for both groups. Nursing majors and participants who reported previous interaction with a member of another profession scored significantly higher on the posttest. Qualitative data were analyzed through thematic content analysis which produced three themes: an improved understanding of the importance of communication and the interconnection of interprofessional roles; a realistic simulation which challenged the students; and an increased appreciation for teamwork. These findings suggest that challenging simulations with pre-licensure students can increase undergraduate students’ perceived self-efficacy for interprofessional collaboration and contribute to an improved understanding of interprofessional team roles and communication. (Edited publisher abstract)
Validation of a conceptual framework aimed to standardize and compare care integration initiatives: the project INTEGRATE framework
- Authors:
- CALCIOLARI S, et al
- Journal article citation:
- Journal of Interprofessional Care, 36(1), 2022, pp.152-160.
- Publisher:
- Taylor and Francis
The development of integrated care initiatives to overcome service delivery fragmentation has become a global concern. Yet, the lack of guidance in their design and delivery has led to a high risk of project failure. Several authors have proposed driving ideas and strategies to foster care integration but a comprehensive conceptual framework building on the evidence and different perspectives of scientific contributions is still needed. The objective of this article is to explain the process of development and validation of a comprehensive framework that could be used either to standardize descriptions of existing care integration initiatives or as a conceptual basis for reflecting on the effective design of new programs or projects. In an initial phase, we used a comprehensive list of 175 items resulting from a literature review in order to identify a 'core set' of relevant framework items. subsequent phases, we validated the newly developed framework. External experts supported the validation phases. The iteration process resulted in a framework of 40 items grouped into seven dimensions: Person-centered care, Clinical integration, Professional integration, Organizational integration, Systemic integration, Functional integration, and Normative integration. The validated framework proved to be understandable and relevant to identify analytical aspects fostering care integration. It could be adapted as a useful tool to inform the design and implementation of new integrated care interventions as well as to generate standardized description of initiatives to perform insightful comparisons. (Edited publisher abstract)