scholarly journals Helping Community Partners Build Capacity within Integrated Behavioral Health

2020 ◽  
Vol 20 (2) ◽  
pp. 266-282
Author(s):  
Nora Padykula ◽  
Julie Berrett-Abebe ◽  
Terri Haven
Keyword(s):  
Social Work ◽  
Behavioral Health ◽  
Social Workers ◽  
Integrated Care ◽  
Systems Of Care ◽  
Training Needs ◽  
Field Education ◽  
Integrated Behavioral Health ◽  
Social Work Field Education ◽  
And Training

Social workers are recent additions to integrated health care teams; therefore, there is emerging literature about the work experiences and training needs of social workers in integrated settings. After receiving a Health Resources Services Administration-Behavioral Health Workforce Education and Training (HRSA-BHWET) integrated behavioral health (IBH) grant, our social work program conducted a survey among our social work field education sites to determine training needs. Results of the needs assessment revealed that a lack of clarity exists about what is meant by integrated behavioral health as well as ways to measure and interpret levels of integration within social work field education sites. Barriers to collaboration and areas of needed training revealed gaps in knowledge and workforce readiness for providing integrated care. Recommendations include using a bidirectional level of integration conceptual framework to support greater participation of social workers and social service agencies in integrated care, in addition to specific curricular and continuing education training opportunities. Social work educators are afforded a unique opportunity to support our field education partners in reviewing and enhancing their systems of care as they continue to train future social workers.

“Technology and Boundary Concerns in Social Work Field Education”

2019 ◽  
Vol 16 (1-2) ◽  
pp. 7-24
Author(s):  
Allan Barsky
Keyword(s):  
Social Work ◽  
Social Work Students ◽  
Role Modeling ◽  
Field Education ◽  
Supervisory Relationship ◽  
Provision Of Services ◽  
Professional Boundary ◽  
Boundary Issues ◽  
Social Work Field Education ◽  
Support Students

Field educators and social work students use technology in various realms of practice, including provision of services to clients and provision of supervision for students. This article identifies how professional boundary issues may arise when social workers, field educators, or students use technology. This article also explores four ways that field educators can educate and support students in relation to pre-empting and managing technology-related boundary issues: policy clarification, role modeling through interactions with clients and others, role modeling within supervisory relationship, and advocacy.

The Role of a Social Worker in Children Dragged Into Crime According to the Turkish Penalty System in the Digital World

2021 ◽  
pp. 19-38
Author(s):  
Fahri Özsungur
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Social Worker ◽  
Legal System ◽  
Judicial Control ◽  
Digital World ◽  
The Social ◽  
Penalty System ◽  
And Training

Social work plays an important role in managing the process of planning, supervising, and ensuring the sustainability of protective and supportive measures applied to children who are dragged into crime and in need of protection in order to prevent incompatibilities that may arise in society. Social workers are actors in the field in the execution of the process. In this chapter, these practitioners who have made significant contributions to social work by giving reports and opinions about the measures taken by the courts about the children dragged into crime, determining the criminal tendencies of the children and the necessary precautions and training, are examined closely in the context of the Turkish legal system. The chapter includes the issues of judicial control, protective and supportive measures, preparation of a plan for the implementation of cautionary decisions, confidentiality, the role of the social worker and the social worker board for children who are dragged into crime and in need of protection.

Keeping the Boss Happy: Black and Minority Ethnic Students’ Accounts of the Field Education Crisis

2019 ◽  
Vol 49 (8) ◽  
pp. 2168-2186 ◽  
Author(s):  
Sinthu Srikanthan
Keyword(s):  
Social Work ◽  
Social Work Students ◽  
Field Education ◽  
Institutional Practices ◽  
Racial Categories ◽  
Accredited Schools ◽  
School Of Social Work ◽  
Ethnic Students ◽  
Social Work Field Education ◽  
Minority Ethnic

Abstract Social work field education, the mandatory, practice-based component of accredited schools of social work, is in a state of crisis. Welfare state retrenchment has reduced the social and health service sectors’ capacity to provide field education placements. Concurrently, increasing student enrollment in and the expansion of social work programmes in the academy have increased the demand for field education. Whilst the service and academic sectors have developed a range of formal and informal relationships to cope with the crisis that often benefit workers in both domains, the implications for students, especially those who are Black and Minority Ethnic (BME), remain largely unknown. This article reports findings from institutional ethnographic research based on textual analyses and interviews with five BME students from a school of social work in Southern Ontario who were engaged in securing field education placement. A central finding of the study was that racial categories and hierarchies are reproduced across placement settings and in the sorting process of students into placement settings itself, adding to the work of BME social work students. The findings implicate the institutional practices and context of field education in the production of a racially stratified labour market in social work field education.

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