A Financial Social Work Certificate Program for Community and Family Practitioners

2021 ◽  
pp. 104438942110610
Author(s):  
Christine Callahan ◽  
Jodi Jacobson Frey ◽  
Rachel Imboden ◽  
Seanté Hatcher
Keyword(s):  
Social Work ◽  
Professional Education ◽  
Self Efficacy ◽  
Financial Knowledge ◽  
Community Leaders ◽  
Certificate Program ◽  
Time Points ◽  
Family Practitioners ◽  
Evaluation Time ◽  
Financial Social Work

A Financial Social Work Certificate program launched, responding to a need for greater financial knowledge and skill development among social workers. Community leaders who were alumni of a social work school partnered with educators and researchers to plan and organize an intensive 7-day training over the course of 7 months, through the School’s Office of Continuing Professional Education. Content focused on understanding personal finance, learning about interventions to address clients’ financial needs, exploring critical and emerging macro issues, and focusing on how these dovetail with clinical practice. Preliminary results on financial social work self-efficacy indicate greater self-efficacy over three evaluation time points. Next steps will include a more robust evaluation and fostering a network of engaged graduates.

scholarly journals Development of an Interprofessional Training Education Program in Geriatrics

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 494-495
Author(s):  
Sam Cotton ◽  
Anna Faul ◽  
Pamela Yankeelov ◽  
Joe D’Ambrosio
Keyword(s):  
Primary Care ◽  
Social Work ◽  
Behavioral Health ◽  
Self Efficacy ◽  
Interprofessional Education ◽  
Core Competencies ◽  
Student Knowledge ◽  
Problem Solving Therapy ◽  
Certificate Program ◽  
Interprofessional Training

Abstract This study examines the development of an interprofessional training certificate program that prepares social work learners to infuse geriatrics and behavioral health into primary care settings. Since 2018, our program has trained 31 social work learners and 16 learners from counseling psychology and nursing. At the core of the certificate program is an emphasis on developing skills focused on the integration of geriatrics, behavioral health and primary care to address the lack of workforce trained at the intersection of these areas. Each series of workshop is aligned with core competencies that address the 4-M Model of Age-Friendly Health Care and SAMSHA’s Core Competencies in Behavioral Health. Our professional certificate includes training in Motivational interviewing, as well as Cognitive behavioral therapy, Mindfulness based cognitive therapy and Problem-solving therapy, Narrative Therapy, Strategic Therapy, Systemic Therapy, Life Review and Reminiscence Therapy. Additionally, students receive professionalization trainings to help prepare them for the job market. To measure the efficacy of this curriculum program, we examined the outcomes related to student knowledge of geriatrics and behavioral health including knowledge attainment, fidelity to modalities, learner self-efficacy, and learner satisfaction. The results of this study showed that integrating interprofessional education into social work settings can lead to positive outcomes for student knowledge, self-efficacy and learning satisfaction. Additionally, we found that having a curriculum that focused on interprofessional teams contributed to higher self-efficacy in completing tasks compared to previous cohorts. This has implications for the way that we conceptualization the use of interprofessional education.

Social Work Self-Efficacy Scale

2002 ◽  
Author(s):  
Gary Holden ◽  
Thomas Meenaghan ◽  
Jeane Anastas ◽  
George Metrey
Keyword(s):  
Social Work ◽  
Self Efficacy

Self-Efficacy Regarding Social Work Competencies

2015 ◽  
Vol 27 (5) ◽  
pp. 594-606 ◽  
Author(s):  
Gary Holden ◽  
Kathleen Barker ◽  
Sofie Kuppens ◽  
Gary Rosenberg
Keyword(s):  
Social Work ◽  
Educational Outcomes ◽  
Self Efficacy ◽  
Empirical Work ◽  
Preliminary Evidence ◽  
Efficient Manner ◽  
Replication Studies ◽  
Large Numbers ◽  
Social Work Programs ◽  
Work Education

Purpose: The need for psychometrically sound measurement approaches to social work educational outcomes assessment is increasing. Method: The research reported here describes an original and two replication studies of a new scale ( N = 550) designed to assess an individual’s self-efficacy regarding social work competencies specified by the Council on Social Work Education as part of the accreditation of social work programs. Results: This new measure, the Self-Efficacy Regarding Social Work Competencies Scale (SERSWCS), generally performed in line with our expectations. Discussion: The SERSWCS is a measure that is based on substantial theoretical and empirical work, has preliminary evidence regarding the psychometric properties of the data it produces, can be used with large numbers of students in an efficient manner, is neither expensive or subject to user restrictions, and provides views of outcomes that have utility for pedagogical considerations at multiple curricular levels.

scholarly journals Incorporating Evidence in Clinical Education; Barriers and Opportunities in Allied Health

2011 ◽  
Author(s):  
Clare Delany ◽  
Andrea Bailocerkowski
Keyword(s):  
Clinical Education ◽  
Professional Education ◽  
Self Efficacy ◽  
Allied Health ◽  
Research Evidence ◽  
Hospital Setting ◽  
Organizational Factors ◽  
Data Uncertainty ◽  
Evidence Based ◽  
Clinical Educators

Clinical education is a key component of health professional education. Clinical educators, like clinicians, are increasingly expected to access and apply evidence from clinical education theories to inform their teaching methods and approaches. Purpose: This study evaluated personal and organizational factors that influenced the ability to access and apply clinical education research evidence into clinical teaching in a group of allied health practitioners at one large metropolitan hospital in Melbourne, Australia. Method: A Cross-sectional survey based on a previously published survey of clinical physiotherapists was custom-designed to examine the factors that influence evidence based practices (EBP) of a range of allied health clinicians working as clinical educators in the hospital setting. Results: The majority of respondents were aware of the importance of evidence-based practice to their work as clinical educators. However, their positive beliefs about the value of EBP were moderated by four inhibiting factors: moderate levels of self-efficacy in accessing and applying clinical education evidence; low levels of self-efficacy in interpreting research data; uncertainty with respect to who is responsible for searching, and critically appraising research evidence; and lack of time and organisational priority for such activities. Conclusions: These results highlight a combination of factors, both intrinsic (skills of the educator) and extrinsic (organisational), that impact on the effective application and integration of evidence from the literature to inform clinical education practices. They also provide directions for increasing the use of EBP for clinical educators, including creating clinical education and workplace cultures that value and promote critical appraisal of EBP in everyday clinical education practice and the need for ongoing professional development opportunities in EBP.

Student Progress in a Social Work Writing Course: Self-Efficacy, Course Objectives, and Skills

2014 ◽  
Vol 50 (3) ◽  
pp. 507-524 ◽  
Author(s):  
Jane D. Woody ◽  
Mary G. Zeleny ◽  
Henry J. D’Souza ◽  
Jeanette Harder ◽  
Jacqueline Reiser ◽  
...  
Keyword(s):  
Social Work ◽  
Self Efficacy ◽  
Student Progress ◽  
Course Objectives ◽  
Writing Course
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