Establishing core competencies, opportunities, roles and expertise for oncology social work

2022 ◽  
pp. 146801732110519
Author(s):  
Brad Zebrack ◽  
Tara Schapmire ◽  
Shirley Otis-Green ◽  
Krista Nelson ◽  
Nina Miller ◽  
...  

Summary While oncology social workers are the primary providers of psychosocial services, they vary in what they do and how they work across different cancer care settings. Standards of Practice suggest that there exists a core or universal set of activities and tasks that are grounded in the values and principles of social work and apply across all settings. The purpose of this study was to identify activities that delineate and distinguish Competencies, Opportunities, Roles and Expertise (CORE) for oncology social work. Research was conducted using Concept Mapping, a structured and prescribed approach to collecting, analyzing, and interpreting qualitative and quantitative data while engaging stakeholders in the research process. Findings An expert panel of oncology social work practitioners, academicians, and leaders in the field (n = 35) generated 91 practice behaviors that were subject to card sorting and ratings of importance. A visual map consisting of six clusters best represented the statistical fit of the data (stress value = 0.18) while maintaining the most meaningful categorization of individual statements. These six domains were as follows: Clinical Assessment and Intervention (38 items; mean importance = 3.31); Professional Advocacy and Political Action (5 items; mean importance = 3.03); Case Management and Care Coordination (16 items; mean importance = 3.02); Patient Education and Advocacy (8 items; mean importance = 2.82); Organizational Support and Service (12 items; mean importance = 2.74); Professional Education (12 items; mean importance = 2.45). Application These results may inform initiatives related to social work education and training, credentialing and certification, health policy, research and advocacy on behalf of patients, families, communities, and the profession.

Author(s):  
Julianne S. Oktay ◽  
Elizabeth A. Rohan ◽  
Karen Burruss ◽  
Christine Callahan ◽  
Tara J. Schapmire ◽  
...  

Author(s):  
Brad Zebrack ◽  
Michael Grignon ◽  
Ting Guan ◽  
Donna Long ◽  
Nina Miller ◽  
...  

Affilia ◽  
2020 ◽  
pp. 088610992097856
Author(s):  
Moshoula Capous-Desyllas ◽  
Deana Payne ◽  
Meg Panichelli

This research study is informed by anticarceral feminism to understand and highlight the experiences of violence and oppression that individuals in the sex trade experience as a result of police stings, raids, and incarceration. We present findings from 23 in-depth, qualitative interviews with men, women, and trans individuals who were arrested in the Los Angeles sex trade. More specifically, we explore experiences of violence that occurred interpersonally, systemically, and institutionally. Such experiences examine police violence, arrest and incarceration, coercion, and client violence. The findings from this research shed light on the impact the criminalization of sex work has had on research participants in terms of their physical health and mental health, economic security and opportunities for growth and education, and their sense of freedom and autonomy. We also attend to the role that intersecting identities might have played during their encounters with the police. This study explored these aspects while being mindful that the policies and procedures followed by the police are born out of a carceral state. We conclude with antioppressive and antiviolent implications for social work practice, policy, research, and education as we imagine the next decade of social work in relation to sex trade.


2017 ◽  
Vol 62 (1) ◽  
pp. 35-47 ◽  
Author(s):  
David John McNabb ◽  
Marie Connolly

Underpinned by the Global Standards published for the promotion of quality social work education, and as a benchmark for social work education at national levels, a qualitative content analysis is conducted to explore the alignment of national standards of the Aotearoa New Zealand and Australia regulatory bodies with the Global Standards. A number of equity issues are identified: service users and student participation, student representativeness, indigenous rights and political action, gender and cultural equity, and equitable access. The implications for social work education internationally are considered, including a possibility of the role of the Global Standards in democratizing social work education.


2016 ◽  
Vol 12 (4) ◽  
pp. 444-452 ◽  
Author(s):  
Rosalie Pockett ◽  
Michelle Peate ◽  
Kim Hobbs ◽  
Monika Dzidowska ◽  
Melanie L Bell ◽  
...  

Social Work ◽  
1963 ◽  
Vol 8 (4) ◽  
pp. 3-10 ◽  
Author(s):  
Alan D. Wade
Keyword(s):  

2011 ◽  
Vol 16 (2) ◽  
pp. 55-73
Author(s):  
Simon Funge ◽  
Nancy Meyer-Adams ◽  
Chris Flaherty ◽  
Gretchen Ely ◽  
Jeffrey Baer

The Council on Social Work Education identifies social justice as one of 10 core competencies in its 2008 Educational Policy and Accreditation Standards. Educators can find it daunting to address this particular competency. The National Association of Social Workers' Social Work Speaks can provide a practical guide for educating students in the policy positions of social work's primary professional association. This article offers uses of these materials that can infuse social justice concepts into foundation coursework, mitigating not only some of the challenges associated with teaching this content but also fostering the expected practice behaviors associated with the social justice competency. This model can apply to teaching strategies pertaining to the other nine competencies. Examples of assignments and methods for assessment are provided.


2009 ◽  
Vol 14 (1) ◽  
pp. 1-13
Author(s):  
Catherine Tompkins ◽  
Anissa Rogers ◽  
Harriet Cohen

Social work faculty from across the country (N=95) were surveyed to explore their perceptions about involving undergraduate students in their research projects. Results indicated that 58% of the respondents used undergraduate students in their research. Reported benefits of this involvement included that students brought enthusiasm, a willingness to learn, and a fresh vision to the research process. Students also brought social work skills and were helpful in conducting literature reviews, designing and pilot testing instruments, collecting and analyzing data, assisting with manuscripts, and presenting at conferences. Challenges reported by respondents included time and financial constraints for students and faculty as well as students' lack of understanding of and confidence about the research process. Implications are discussed, and further research questions are proposed.


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