Emerging social workers during COVID-19: Exploring perceived readiness and training needs

Summary methods and approach

Social workers support clients' psychosocial and resource needs across care settings. Social workers are typically not, however, trained to engage in emergency response practices such as the ones that may be necessary to support needs brought on by the COVID-19 pandemic. This article reports findings from a cross-sectional survey of social work students and recent graduates entering the field of social work during COVID-19, exploring their preparation, perceived readiness, and training needs.

Findings

The study sample (N  =  94) included 70 students and 24 recent graduates. The sample was 52% White, 22% Hispanic, and 21% Black/African American. Respondents reported training needs in the areas of trauma-informed care (70%), behavioral health (57%), culturally competent practice (49%), telehealth (48%), loss and grief (44%), and emergency management (43%). No significant differences emerged in self-efficacy ratings of students and recent graduates; both groups reported low self-efficacy in their ability to apply advanced practice skills. After controlling for demographics, receiving training specific to the COVID-19 pandemic (β  =  .271, p < .05), perceived readiness (β  =  .779, p < .001), and satisfaction with training/preparation (β  =  .4450, p < .001) significantly contribute to levels of perceived self-efficacy among SW students and recent graduates.

Applications

Social work curricular developments, and continuing education, are needed to prepare and support emerging social workers for practice in the context of COVID-19 and its long-term implications. This includes enhancing social workers' readiness to engage in telehealth, trauma-informed practice, emergency management, policy interpretation, self-care, and grief support.

Piloting a classification framework for the types of evidence used in alcohol policymaking

INTRODUCTION

Most studies of alcohol policy have focussed on the role of industry. However, little is known about the evidence base used in alcohol policymaking or policymakers' actions in the field. Here, we mapped the different evidence types used in a case study to construct a classification framework of the evidence types used in alcohol policymaking.

METHODS

Using a case study from the state-level in Australia, we used content analysis to delineate the evidence types cited across six phases of a policymaking process. We then grouped these types into a higher-level classification framework. We used descriptive statistics to study how the different evidence types were used in the policymaking process.

RESULTS

Thirty-one evidence types were identified in the case study, across four classes of knowledge: person knowledge, shared knowledge, studied knowledge and practice knowledge. The participating public preferenced studied knowledge. Policymakers preferenced practice knowledge over all other types of knowledge.

DISCUSSION AND CONCLUSION

The classification framework expands on models of evidence and knowledge used across public health, by mapping new evidence types and proposing an inductive method of classification. The policymakers' preferences found here are in line with theories regarding the alcohol industry's influence on policymaking. The classification framework piloted here can provide a useful tool to examine the evidence base used in decision-making. Further study of evidence types used in policymaking processes can help inform research translation and advocacy efforts to produce healthier alcohol policies.

Paradoxes, contradictions, and dilemmas: Reflections on the contours of a pandemic and its implications for social work education

Summary

This is a reflective and theoretical article that discusses the impact of COVID-19 on social work practice. The pandemic, which made its presence felt globally from early 2020, continues to have ongoing and significant consequences for lives, livelihoods, public health, and personal freedoms. We argue that, while its specific contours are yet to be comprehensively researched, let alone the final outcomes understood, the pandemic has presented opportunities to develop new ways of thinking about social work and social work education.

Findings

Through a discussion of relevant literature, including a recent work of fiction, we contend that social workers have been able to adapt, to some extent, to the pandemic but in reactive rather than proactive ways. The biopsychosocial and person-in-environment perspectives that characterize social work education, theory, and practice might be greatly enhanced by the introduction of complexity theory in terms of developing new thinking about the theoretical basis of social work, enabling new questions and new strategies to emerge to strengthen social work responses to the challenges posed by COVID-19.

Applications

Arising from this theoretical article, there are many implications for introducing complexity theory within social work education programs. Complexity theory can provide a conceptual frame fit-for-purpose for social work pandemic and post-pandemic theory and practice.