Perceived Continuing Education Needs of Licensed Clinical Social Workers

Abstract

Although recent studies have explored various aspects of licensed practice in social work, there is little information about the current continuing education activities and needs of professionals involved in such practice. This paper describes a 1992 survey of a random sample of 421 licensed clinical social workers in Virginia to assess their perceived educational needs. Overall, practice theories and practitioner roles were most often identified as areas in which training is needed. Private practitioners wished for training in object relations theory more often—and training in supervision and cognitive theory less often—than their agency-based colleagues. The implications of these findings for continuing social work education and for the profession are discussed.     

Predicting the Use of Spiritually-Derived Interventions in Social Work Practice

Abstract

Although research has grown considerably on spirituality and social work practice in recent years, there has been little investigation of what practitioners actually do with their clients and what influences their practice behaviors. Current findings from a random sample of 204 licensed clinical social workers indicate considerable focus on religion and spirituality in both assessment and intervention, with over two-thirds of the sample reporting that they had utilized 14 different spiritually-derived techniques with clients. In addition, analyses reveal four factors most predictive of the use of such techniques including: practitioner attitudes, the percentage of clients presenting religious/spiritual issues, the percentage of clients for whom religion plays a detrimental role, and the level of practitioner participation in religious or spiritual services.     

Substance Use Training Experiences and Needs: Findings From a National Survey of Social Care Professionals in England

For more than 30 years there have been calls in the UK to improve training for social workers in relation to substance use. Yet very little research has explored what training practitioners have received or what their training needs are. This study sought to establish practitioners' experiences of previous training in substance use and identify their current training needs. An online survey was disseminated to 3,164 practitioners in adults' (AS) and children's (CS) social care and 12 vignette-based focus groups were also held. Of the final sample of 597, more than a third of social workers had not received any training and a further fifth only received between one and four hours. Other social care staff fared worse. Overwhelmingly, respondents said that substance use knowledge and skills were very important to their practice but their professional education had not prepared them well. They identified a number of training needs including ‘how to talk to people about substance use’ and ‘the types of intervention and treatment available’. Most social care professionals report not being adequately prepared for working with substance use, particularly basic knowledge and skills which would help them to conduct assessments and signpost people to specialist substance services.     

Evidence-based practice knowledge and utilization among social workers

In this study the researchers examined the knowledge, skills, and use of Evidence-Based Practice in a sample of social workers from different practice settings. Using an electronic survey, data were collected from a group of social work practitioners (N = 200). Participants in their 30s and 40s demonstrated the most knowledge and use of Evidence-Based Practice. In addition, a high percentage of social workers reported to be knowledgeable about social work research databases; a smaller percentage actually used online resources in their practice. Through this study the researchers add to what is currently known about social workers' perceptions, knowledge, and use of Evidence-Based Practice.     

Attitudes and Opinions Regarding the Use of the Internet for Continuing Education Among Social Workers

SUMMARY

Development of continuing education opportunities for social work license renewal requires participant access to the Internet, knowledge of the Internet's use and willingness to enroll in such programs. A survey of a random sample of licensed social workers in New Mexico revealed that 71% of participants (N = 403) have used the Internet while 61% reported no formal training in the use of the Internet and its features. Findings are reported that reveal substantial interest among subjects in the Internet as a medium for continuing education programs for license renewal.     

Evaluating the Political Participation of Licensed Social Workers in the New Millennium

Abstract

The social work literature is replete with studies evaluating direct practice or clinical interventions, but strikingly few have assessed how well social workers are faring in the political arena. The sample in this study consists of 396 randomly selected social workers licensed in 11 states who completed a 25-30 minute telephone survey. Social workers were surveyed to determine: (1) to what degree social workers participate politically; (2) whether they have the psychological engagement, or motivation, necessary to participate; and (3) whether social workers feel adequately prepared by their program to do policy work. Implications for social work education are discussed.     

Job conditions, unmet expectations, and burnout in public child welfare workers: How different from other social workers?

The purpose of this research is to compare public child welfare workers' perception of job conditions, unmet expectations, and burnout to those of social workers in other settings. Using data from a sample of 408 social workers identified from a cross-sectional random survey of California registered social workers, a series of ANOVA and multiple regression analysis was performed. Results of ANOVA revealed that public child welfare workers experienced higher workloads, greater role conflict, and depersonalization, and had lower personal accomplishment. However, they had similar levels of unmet expectations and emotional exhaustion as other social workers. Adjusted for perceived job conditions and demographic characteristics, regression analyses revealed that public child welfare workers had significantly higher levels of depersonalization than those of private child welfare workers. Finally, workers in public settings exhibited significantly lower levels of personal accomplishment than social workers in private settings did, regardless of their practice field. Implications for organizational practices and future research are discussed.     

Early Childhood Education and Care as a Social Work Issue

Early childhood education and care affects millions of young people, their parents, and ultimately society at large. Social workers are employed directly in early childhood education and care programs and also witness the results of inadequate early interventions in various practice settings. Yet social workers do little of the research related to this topic. Numerous issues relate to both social work and to thoughtful discussions of early childhood education and care, including the unequal use of high quality early education programs, which is ultimately a social justice issue. This article elucidates how social workers can and why they should contribute to practice, policy, and research related to early childhood education and care.     

‘Baptism of Fire’: The First Year in the Life of a Newly Qualified Social Worker

This paper describes research commissioned by Skills for Care South West to identify and track the learning and development needs of newly qualified social workers through their first year of employment. The perceptions of 22 newly qualified social workers based in statutory settings are reported concerning the effectiveness of the social work degree (England), their induction and probationary periods and their progress towards post-qualifying social work education as part of their continuing professional development. The perspectives of line managers, people who use services and carers are also discussed. Findings from the research suggest that the social work degree has been well received by most newly qualified social workers and highlights the perceived importance of a statutory placement for social work degree students. Key social work practice skills that require further development are identified and a rationale is presented for greater investment in the induction and probationary periods of newly qualified social workers.     

Training Police Social Workers: A Neglected Area of Social Work Education

This article begins with a discussion of the vital need for collaboration between social work and law enforcement professionals, with particular emphasis on the need for comprehensive training programs combining criminal justice and social work knowledge. It then documents several historical recommendations for training police social workers that are relevant today, and suggests that social work education programs of the future include provisions for transmitting social work knowledge to police officers. Similarly, social workers planning to practice in criminal justice settings need to have training in the administration of justice.     

Adventure-based programming: exemplary youth development practice

Despite functioning on the periphery of academic scholarship, theory development, and rigorous science, the better adventure-based programs are functioning at the forefront of professional youth practices. This article links the core elements and processes of adventure programs to the literature on positive youth development and quality youth programming. Contemporary work on developmental systems theory, developmental cascades, and initiative are well aligned with the historical, philosophical, and pro-grammatic roots of adventure education. In addition, adventure programs afford some powerful experiences by way of distinct features such as isolation, dosage, different physical environments, holistic approaches, social experiences, and program novelty. This combination of features often provides a microcosm for youth to live, learn, experiment, and grow. Despite the strengths in prototypical adventure programs, they remain less accessible and are not easily delivered to many youth. Although there are clearly differences in adventure program and other youth activities, many of the qualities of adventure programs can be included in a broader and more accessible spectrum of youth opportunities. This article thus explains the congruency between the literature on positive youth development and adventure programs and generalizes current tenets of adventure programs to the broader context of youth practice. It is time to recognize the important role that adventure programs play for many youth and fully embrace what these diverse and successful programs can teach the general field of positive youth development.     

Book Review

The prevalence of suicide suggests social workers will encounter clients at risk for suicide, but research shows social workers receive little to no training on suicide and suicide prevention and feel unprepared to work effectively with clients at risk. Baseline results from a randomized intervention study of the Question, Persuade, and Refer suicide prevention gatekeeper training with 73 advanced master’s of social work student interns show suicide knowledge was average, attitudes about suicide prevention were generally neutral, and use of suicide prevention practice skills was low. These results indicate an opportunity for enhancing student outcomes through training and inform social work education regarding necessary preparation for student interns and new graduates to identify and respond effectively to client suicide risk.     

Introduction

ABSTRACT

The paper considers the levels of coherence and dissonance between the education and training needs of social work practitioners working in a virtual environment and the focus of the requirements and learning and teaching approaches currently in use on social work programmes within education settings in England. The paper argues a gap exists in the way information and communication skills are currently conceptualised to support the education and training of social workers. It appears that e-learning is often considered in relation to its functional advantages and that similarly ICT skills are considered in terms of computer program literacy. The much wider question of the development of competence for virtual practice and how e-learning may support this development require much greater consideration and application.     

Advocating the Clinical Social Work Professional Identity: A Biographical Study

Aiming to portray the clinical social work (CSW) professional identity, the present biographical study examines the CSW knowledge and practice domain boundaries as they appear from the perspectives of three Greek mental health social workers who have advocated for the professionalization of CSW. The practitioners' perspectives are studied in relation to their demographic characteristics, education and training, and multidisciplinary relationships. A thematic analysis of the in-depth interviews revealed that these practitioners retained their nuclear social work identity and felt their skills and interests to be different from those endorsed by the present generic social work education and practice system. The study also revealed differences in the educational qualifications and routes that each of the three practitioners followed in order to be able to identify themselves as ‘clinical social workers’. Although the common denominator in the practitioners' perspectives was their training in psychotherapy, the type of psychotherapy training pursued and the experience of personal psychotherapy differentiated each practitioner's ability to theorize on the CSW practice identity. The research data were filtered through a psychodynamic lens to reveal the dynamics of the unconscious processes within the relationships formed between individuals and organizations.     

Training Social Workers in Personal Finance: An Exploratory Study

Social workers have opportunities to help individuals and families with their financial problems in a variety of practice settings, yet receive no formal training to do so. Using data from an online survey of social workers and other human service professionals (N?=?56) who completed or expressed interest in a financial social work certification program, we found that respondents were able to apply what they learned to help their clients and valued the practical and interactive nature of program content. We also found that respondents were not immune from experiencing some of the same financial problems that confront their clients. Implications for educating BSW and MSW students about household finance are presented and discussed.     

Economy,Society and Welfare: A Study in Social Economics. Joseph S. Berliner. New York,Praeger Publishers, 1972. 216 Pages, $13.50. Hardbound

This paper calls on schools of social work to provide more workers for practice in rural settings. It reviews the basic character of rural areas and the need for systematic intervention and program development to alter the disproportionate amount of social and economic problems existing there. The use of rural settings for student practice is reviewed, including concepts such as the community of communities, models for designing practice experiences, the role of the educator, and positive features and barriers found in providing social services.     

Practitioners’ Personal and Professional Attitudes and Behaviors Toward Religion and Spirituality

This article presents findings from a study that examined the attitudes and behaviors toward religion and spirituality held by 328 randomly selected Virginia licensed clinical social workers, psychologists, and professional counselors. Significant differences were found among the three groups, with social workers generally holding a middle position in comparison with psychologists and professional counselors. As a whole, respondents were found to value the religious or spiritual dimension in their own lives, to respect the function it serves for people in general, and to address, to some extent, religious and spiritual issues in practice. Limited professional training in this area was reported, however, with 79% (n = 259) of the respondents stating that religious or spiritual issues were rarely or never addressed during the course of their graduate education and training. Implications for social work education and practice are discussed.