No abstract

No abstract

No abstract

No abstract

This essay summarizes one undergraduate social work field program’s innovative response to the enormity of the COVID-19 pandemic. The virtual field program provided flexible, accessible options meeting the diverse and immediate needs of students. Reflections here include the project’s implementation, insights gained, and plans to sustain these new field initiatives.

Junior social work faculty members face numerous challenges in adapting to their roles and preparing for continued work in academia. Many of these challenges center around the tasks of teaching and advising. Peer-led, mutual support groups offer an accessible and effective approach to facilitating growth. Such groups offer support that addresses several common challenges facing new faculty, primarily by helping to combat isolation, and facilitate group attachment. The article draws from literature on mutual aid groups; and provides several examples illustrative of group processes from a model version of the group.

This research project is intended to address the dearth of information regarding best practice in clinical engagement and intervention with nonoffending caregivers of children who have been sexually abused. Utilizing an online survey, licensed clinicians were invited to respond to open-ended questions regarding (a) common challenges they face when working with caregivers of children who have been sexually abused and (b) strategies they have found to be effective when faced with these challenges. Their responses are presented and implications for social work training and practice are reviewed.

BSW students are often exposed to traumatic material in social work education programs. MSW programs have addressed this need by creating trauma-informed educational practice and curriculum for students. However, BSW students should be able to understand and recognize trauma to be competent, knowledgeable, and responsive in their generalist social work. This teaching note intends to inform and motivate BSW educators to consider integrating trauma-informed educational practices into their own teaching. First, we outline the importance oftrauma-informed educational practice in social work education. Then, we illustrate the incorporation of this model specifically in the BSW classroom through sharing several classroom strategies that we use in our BSW classrooms. Two specific case vignettes are offered, and the importance of support for faculty to implement and continue to use these strategies is also addressed.