The COVID-19 pandemic of 2020 resulted in major disruption for social work education, as many teachers and programs shifted from on-campus classes to remote or blended teaching using digital technologies. Social work educators have an opportunity to apply the lessons learned from the COVID-19 pandemic to meet the needs of students and communities in ways that are grounded in our professional values. Due to the pandemic, many students and faculty were learning and teaching via online education for the first time and managing personal and community trauma. The purpose of this article is to provide social work educators with a practical, theory-informed approach that supports an unexpected switch to crisis teaching in times of extended crisis, to maintain quality education, and move toward best practices gleaned from trauma-informed approaches. We describe theoretical frameworks that can inform educational practices and decision making in times of disruption. Then we offer trauma-informed teaching and learning principles and technology-mediated strategies for best practices in crisis course design and delivery. We share practical strategies for the delivery of social work education that are especially needed in times of disruption.

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Aim Former unaccompanied immigrant minors (UMs) now living in the USA are a uniquely vulnerable population. The US Office of Refugee Resettlement shelters provide health services, but most are discontinued once UMs leave the shelters. A systematic review was therefore designed to quantify access to medical, mental, and dental healthcare services by former UMs living in the USA. Subject and methods The study protocol was registered with PROSPERO. A search was made in Ovid MEDLINE, Embase, Scopus, and Academic Search Complete in June 2020. Full-text review, data extraction, and data analysis were completed by all authors. Results Searches returned a total of 2646 studies, of which 15 met all eligibility criteria. There was an overlap in the services investigated in the studies — 13 assessed mental health, ten assessed medical, and four included dental care. Sample sizes ranged from one to 4809, and there was a wide range of study designs. Some studies included multiple locations. Nine studies demonstrated success in community-based clinics or programs; one in a hospital, four in schools, three in group living settings, and one in U.S. Customs Border Patrol (CBP) custody. Three studies explored access to services post-release from shelters. Conclusions Healthcare programs at shelters, schools, and in the community have provided some screening and diagnosis of medical, mental health, and dental conditions for UMs, but multiple financial and cultural barriers make ongoing treatment difficult to access. Long-term studies following UMs in shelters and post-release through adulthood are needed to help create new, or modify existing, programs, to adequately support UMs now living in the USA.

As early as the 1970s, residential care sought to include families in the clinical treatment of their children (Kemp, 1971). However, families have not been consistently included in residential treatment (Sunseri, 2004) and models are needed to clinically support the phases of family treatment. This article describes an integrative clinical phase model for supporting family therapy with an adolescent in a residential program. Several different phase models are reviewed for family involvement in residential treatment (Fairhurst,

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