Mindfulness,meditation, and breathing exercises: reduced anxiety for clients and self-care for social work interns

ABSTRACT

The purpose of this article is to identify and describe a teaching tool that supports social work student success in the classroom and in field placement. The project introduced mindfulness, meditation, and breathing techniques to 2nd-year master of social work (MSW) students in a group classroom setting and engaged students as they applied those techniques in their internship settings with clients. Students were introduced to mindfulness, meditation, and breathing techniques through lecture, experimental exercises, video clips, and case studies and used the group setting to learn to use those tools to add trauma-informed mindfulness interventions to the clinical techniques they concurrently practiced in field placement. Students learned methods to incorporate those interventions into their psychotherapy/counseling sessions with clients and discovered that mindfulness-specific interventions also helped regulate their own autonomic nervous systems, contributing to decreased anxiety. Thus, mindfulness skills taught in social work programs have significant multidimensional benefits; engaging a group classroom setting to learn to utilize mindfulness, meditation and breathing techniques can reduce stress and anxiety for clients and promote adaptive self-care skills for MSW students.     

Matching Practice Skills with Client Problems

Abstract

Despite the increasing pressure to measure social work practice skills and relate those activities to client outcomes and treatment costs, relatively little social work research has been devoted to the development of social work process instruments. The recent development of the Practice Skills Inventory has provided practitioners with a useful tool for measuring the frequency with which practitioners employ specific categories of common social work intervention skills. However, it is important to demonstrate that social workers employ these practice skills differentially depending on clients' presenting problems. The current study of 281 experienced MSW practitioners demonstrates that they, indeed, emphasize supportive, therapeutic, case management and insight facilitation skills differentially depending on the problems experienced by their clients. Implications for practice and evaluation research are addressed.     

CLINICAL ASPECTS OF SOCIAL GROUP WORK WITH THE DEAF

Social Group work with deaf clients is virtually non-existent although there is a need for it in the deaf community. The author describes some of the psychosocial factors that should be considered when working with the deaf, and some of the skills that social workers should have before attempting it. In addition, some of the author's own experiences in working with a group of deaf clients are described and related to the foregoing psychosocial factors.     

Climate change in Alaska: Social workers’ attitudes,beliefs, and experiences

The average temperature in Alaska and the North American Arctic has risen at twice the rate of the global average due to climate change, causing changes to the natural environment that affect the physical, social, and emotional well‐being of people and communities. Social workers must be prepared to respond. Using a non‐probability, convenience sample, this study surveyed 159 social workers in Alaska to assess their attitudes and their perceptions of the effects of climate change on their clients and constituents. Results indicate that social workers in Alaska believe that climate change is happening, that human activities are responsible, and that it is a large threat to people in Alaska. Over 75% believe that climate change is dangerous for their clients now or will be dangerous in 10 years. Social workers report that in the past year their clients or constituents have experienced multiple climate change‐related problems with community infrastructure, health, and mental health.     

Promoting leadership skills in field education:a university-community partnership to bring macro and micro together in gerontological field placements

Social workers are being called upon to utilize a wide range of skills in practice including not only skills of working directly with clients, but also skills related to practice in organizations such as program management, inter-organizational cooperation, research and evaluation. This article describes an innovative geriatric field education program that prepares social workers with leadership skills in both direct service and management, and engages community agencies as both sites for student learning and as beneficiaries of their professional development projects. Case examples are provided and benefits and challenges to the model are discussed.     

Two Faculty Groups’ Process in Delivering a Joint MSW Program: Evaluating the Outcome

ABSTRACT

In 1995, two state universities’ Schools of Social Work, 30 miles apart, agreed to implement a joint master's of social work program. In 2011, the Council on Social Work Education reaccredited the program. This qualitative study describes the stages of development of the group of faculty members based on Tuckman's perspective. Through surveys, interviews, and focus-group reports, a combination of convenience and purposive subsamples with a total of 22 participants provided data on the program strengths and limitations, as well as the new trends identified in the field of social work. The findings of this exploratory design study include program strengths such as availability of personal and technical resources, adequate faculty communication processes, and their willingness to change and embrace innovations. The program limitations include the diversity of faculty members and their different subcultures, the large number of students, and the recurrent disruptions of the distance-learning technology system. The inclusion of new trends in the field of social work is required to effectively educate students to meet their future clients’ expectations. Due to its qualitative methodology using nonprobability sampling strategies and a small sample size, the generalizability of this study is limited.     

Social worker decision-making in court

The current study aimed to explore the factors that influence how social workers make decisions and develop their decision-making skills in care proceedings, and to identify effective support and intervention to develop social worker decision-making skills. The study employed a mixed thematic approach across two phases of study: an initial inductive thematic analysis of responses to an online qualitative questionnaire and then a mixed thematic analysis of follow-up focus groups and interviews with social workers working in various social work roles within England and Northern Ireland. The findings identified a number of themes that help to understand the decision-making skills of social workers; thorough assessment skills, relationship-based anti-oppressive practice, being mindful of the lived experience of the child and using critical reflection to make complex decisions. Wider structural factors that support or hinder decision-making, particularly in respect of organizational support and management supervision were also identified. Social workers can be supported to develop decision-making skills through additional training, reflective learning and management support to develop their practice wisdom within this field.     

Developing and Leading Telephone Groups

Telephone groups are an important for meeting the needs of clients who cannot get to face-to-face groups, or prefer the convenience of meeting by telephone. This article describes the knowledge and skills that social group workers need to develop, implement, and lead telephone groups. Particular attention is paid to the clinical adaptations that are needed when leading telephone as compared to face-to-face groups using examples from caregiver psychoeducational and support groups.     

Integrating political activism and a professional career

Psychodynaniic theories, once an essential part of social work education but recently neglected, have been reinvigorated in recent years through contributions from social constructionism, infant research, and intersub‐jectivity. These theories, with their emphasis on multiple perspectives, context, and collaborative relationships allow for important considerations of diversity as well as clients’ strengths and resilience, and can serve as formats for the broadest forms of change. In its contemporary form, psychodynamic theory offers a complex and rich understanding of human behavior and a direction for practice that is utterly consistent with social work values and interests.     

Auspicious Experience in Social Work

Abstract

This personal narrative recounts the experiences of one psychodynamic practitioner as she grew over the course of her social work career. It follows the development of her therapeutic awareness as she first worked with adolescents in a wilderness therapy program, and later with low-income clients in several large urban areas. While discussing the role of her Masters and Doctoral education, it explores particularly the role supervision played in developing her therapeutic awareness and skills. Overall, it is directed toward explaining her professional growth as a psychodynamic practitioner and the components involved in that growth.     

Social Work Gerontological Practice: The Need for Faculty Development in the New Millennium

There is a pressing need to upgrade the gerontological knowledge and skills of practicing social workers. Geriatrics and gerontology, as specialized fields of knowledge, have not been sufficiently integrated into formal academic training programs. There are major trends in the health care environment which impact on social work education, including technological advances, a shift from inpatient to outpatient and community care settings, increasing diversity of the older population, and client and family participation in decisionmaking. These trends necessitate social work education to emphasize new content areas in gerontology and the development of new skills in clinical, case management, care coordination, and teamwork. A significant obstacle to the preparation of future social workers to deliver the complex services needed by older adults and their families is a serious shortage of social work faculty in gerontology. Sustained and broad initiatives, such as the John A. Hartford Foundation funded Geriatric Social Work Faculty Scholars Program, are needed to develop academic and practice-based faculty in gerontology. This is crucial if social work is to maintain an important service role in the new millennium.     

Bilingual Social Workers in Mental Health Service Provision: Cultural Competence,Language, and Work Experience

Many agencies actively recruit bilingual social workers. This study presents the reactions of 10 Chinese bilingual social workers to the expectations and demands of their agencies. The study employed a qualitative design with a phenomenological approach. The participants’ responses provide insight into how they manage ethnic and cultural mental health issues in Chinese populations. This study aims to improve social service delivery for clients with limited English proficiency by identifying effective, culturally competent services. The findings suggest that when hiring bilingual social workers, it is just as important for them to be culturally competent as it is for them to be an ethnic or language match with the client base. Having all of these qualities will result in staff members who can provide more effective services by making accurate diagnoses and identifying appropriate treatment plans. In addition to employing bilingual social workers, it is important to maintain good supervision as this will allow supervisees to have a unique perspective on what is involved in providing effective delivery of services to clients with limited English proficiency. Implications for research, practice, and policy are discussed.     

How Social Workers Demonstrate Respect for Elderly Clients

Although respect is a crucial aspect of social work practice, few studies have examined how social workers convey their respect for elderly clients. This study explored the various forms of respect demonstrated by social workers when they were with older clients. Fifty social workers serving elderly clients were surveyed by a questionnaire with closed- and open-ended questions. Based on data on ways the social workers respected their elderly clients, the study identified 7 forms most frequently practiced and considered most important. They are linguistic respect, care respect, acquiescent respect, salutatory respect, presentational respect, spatial respect, and consultative respect. The key expressions of these forms are introduced in quantitative data and a narrative form. These findings provide insight as to how social workers exhibit respect for elderly clients in their practice. The results of this exploration may be useful in developing a more comprehensive typology of the forms signifying respect for elderly clients.     

Theoretical Support and Other Considerations in Using Simulated Clients to Educate Social Workers

This article builds on literature from many helping disciplines supporting the use of simulated clients (sometimes referred to as standardized patients) in training professional students, explaining why the use of simulated clients is more effective in developing clinical skills as compared with student-to-student role-plays. Psychodynamic and Bowen intergenerational family theory, critical to the development of social work knowledge, is used to support the use of simulated clients to portray clients with challenging and complex lives. Risks and benefits of using simulated clients is discussed, along with recommendations to educational programs regarding ways to effectively use this experiential learning method.     

Utilizing a Required Documentation Course to Improve the Recording Skills of Undergraduate Social Work Students

ABSTRACT

Baccalaureate social workers respond to documentation and record-keeping demands of regulatory organizations that oversee or fund social service agencies. Learning to accurately document client needs, progress, and service delivery outcomes is important in ensuring that clients are receiving effective services. Despite the importance of documentation skills, many undergraduate social work programs do not provide sufficient curriculum content on client record keeping. The authors report the results of a study that examined changes in baccalaureate social work students’ perceptions of their documentation skills after completing a required documentation course. The sample size included 101 students at pretest and 97 students completing the post-test. Statistically significant findings show students perceived an increase in knowledge in three areas of documentation: 1) formats, 2) content, and 3) writing skills. The authors discuss implications for social work education and practice.     

Abstracts of theses: Smith College School for Social Work,July 1954

Abstract

Many clients relate in ways that elicit emotional responses in practitioners and may also feel pressure to intervene when appropriate action is not yet clear. Practitioners must develop sufficient self-awareness so their own reactions do not interfere with the work they do with clients. Educators exhort their students to be self-aware, but locating methods that foster the capacity can be difficult. Infant observation is an elegant training model that helps to develop self-awareness. The method described here makes use of regular observation, supportive small groups, and repeated detailed examination of what is seen in training both generalist and specialized practitioners. It has become a prototype for the observational study of several kinds of specific populations. Because it attends to people in their own environments and demonstrates a flexible, reflective, multi-modal manner of information-gathering, infant observation is particularly useful in the education of social work practitioners.     

Reflections and Prospects of the Gerontological Social Work Training and Education: The AGESW Pre-Dissertation Fellows Program

ABSTRACT

The demand for professional training, mentorship, and research in the field of aging is expected to increase remarkably. Recent statistics indicate that less than 8% of social work students nationwide specialize in gerontology; however, a significant amount of social work graduates, regardless of their specialization at school, serve older adults in various health care settings. In addition, the aging populations that social work graduates serve are becoming more racially and ethnically diverse. In order to address this issue, it is critical to support students and emerging scholars to not only become more competent in gerontological social work, but also engage in culturally competent research and practices. In this commentary, I described my experiences as a former fellow of the AGESW (Association for Gerontology Education in Social Work) Pre-Dissertation Fellows Program that fosters doctoral students in the field of gerontological social work. The program helps its fellows comprehend basic principles of doctoral education, develop strong professional networks with other colleagues and mentors across the country, and respect diversity in the population we serve as well as those within our own fellow group.     

Long-Term Care Gets Personal

A pilot outreach program was designed to reduce social isolation and meet the social service needs of elderly living in the community. In order to meet the social service needs of 72 socially isolated older persons, peer counselors used a problem solving casework approach focused on enhancing self-help skills. Community development efforts and networking techniques were implemented to encourage participants to expand their social interaction networks and develop peer support systems. An evaluation of the pilot program suggests that it was successful in decreasing social isolation and in meeting the social service of those who were served.     

The client interview and the context

Based on analysis of 60 tape-recorded or observed interviews from a Danish social welfare office the article examines the Lipssky-like question: How and to what extent are macro structures such as social legislation and local municipal rules brought into real live existence in the meeting between case workers and clients? To what extent do the case workers show rule-conforming practice? Illustrated by several extracts, it is shown that the legislation is not a simple governing instance and that the case workers do not serve as simple tools for fulfilling decisions made as formal rules at a macro level. On the contrary, the case workers made use of those rules and official client or benefit categories that seemed helpful to them for their own professional purposes, and so did the clients in order to secure their interests. All in all, the case workers showed a considerable distance to social security office which was presented for the clients as distant and partly hostile towards the clients.     

Practices of activation in frontline interactions: Coercion,persuasion, and the role of trust in activation policies in Germany

Following Michael Lipsky's well‐known argument that policy is made in the daily encounters between street‐level bureaucracy and citizens, a growing body of research emphasizes that actors and organizations delivering social and labor‐market policy play a crucial role in welfare‐state politics. Using qualitative data collected at three local employment agencies in Germany, this article explores worker‐client relations as a crucial mechanism through which activation policies are translated into practice. The analysis investigates how caseworkers define their role and their relationships with clients. The findings show that it is essential for caseworkers to achieve client compliance. In such a context, building relationships of trust is a strategic instrument in overcoming possible barriers to co‐operation in the caseworker‐client interaction. Caseworkers develop strategies to create the impression of trustworthiness and to motivate both unemployed clients and employers to become trust‐givers in the caseworker‐client relation. While research has often stressed the dichotomy between disciplining and enabling elements of activation policies, our explorative study shows that persuasion and trust‐building are a further important dimension of the frontline delivery of activation policies. These strategies reflect the importance of emotional aspects of frontline work.