Enhancing Behavioral Health Competencies: Interprofessional Collaboration Between Social Work and Medicine

This presentation will describe the creation and findings from an interprofessional curriculum in behavioral health developed by social work faculty for medical students. Training in behavioral health is needed more than ever during a time of increased isolation and fear during the COVID pandemic. Older adults with untreated behavioral health concerns are a vulnerable population, which can result in negative effects, including emotional distress, reduced physical health, increased mortality, and suicide (IOM, 2012). Healthcare is increasingly complex with a need to focus on the physical, social, and behavioral aspects of daily living, and providers are realizing the importance of interprofessional collaboration. Towards that aim, I created a module for 4th year medical students in mental health and older adults, which is now part of their medical education curriculum. I will present outcomes in: (1) satisfaction; (2) acquired knowledge and skills (post-test); (3) application of knowledge and skills (pre-post competency assessment and comfort around asking about depression); and (4) patient outcomes (frequency of depression screening and number of referrals to social worker). Feedback from the 143 medical students is positive with 95% strongly agreeing or agreeing that this expanded their knowledge and understanding in mental health issues among older adults. At baseline, 17% of medical students were moderately to very comfortable in asking questions on the GDS compared to 42% at post-assessment. After completing the course, almost 25% of medical students made a referral to social work during their rotation. This collaboration resulted in curriculum that is both rigorous and impactful.

What works and what doesn’t: Gerontology focused PhD/ DSW graduates speak out

Lin et al. (2015) projected there would be a shortage of approximately 195,000 social workers in the United States by 2030. In the next twenty years, it is estimated that Americans over the age of 65 will actually outnumber children under the age of 18 (US Census, 2018). With a longstanding reputation for being less “glamorous”, social work with older adults will continue to experience deficits in the amount of those who commit to this field of practice unless more lasting change occurs (Cummings et al., p. 645, 2005). We must take a closer look at what takes place in the classroom at schools of social work to understand why social workers are not interested in working with older adults (Scharlach et al., 2000). Berkman et al. (2016) described in their work that a critical shortage of gerontology-focused social work faculty exists in schools of social work. Thus, we cannot expect more social workers to work with older adults unless they are exposed to this work in their educational programs. The purpose of this study is to report on the academic experience, research agenda, professional experiences (practice and teaching), and future goals of social work PhD/ DSW graduates. Ten social work doctoral graduates were interviewed in order to understand the impact their academic programs had on their commitment to older adults in their field and to learn their recommendations for schools of social work in an effort to sustain and grow the gerontological workforce.

Landlord Perceptions on Homelessness in Northern Utah

Homeless programs often rely on landlord engagement for successful implementation. However, there is very little research that examines landlord perspectives related to homelessness. Better understanding landlords’ opinions and attitudes regarding those experiencing homelessness can inform program development and policy in the efforts to prevent and mitigate homelessness in the U.S. A 49-question survey was created and administered by social work faculty and students to landlords and property managers throughout the Bear River Region of northern Utah (N = 134). The survey contained a variety of questions that assessed landlord attitudes and knowledge toward those experiencing homelessness as well as their comfortability in renting to these individuals. Results revealed that landlords would like to help solve homelessness in their community, but they do not know where to start. Additionally, results showed that landlords’ willingness to rent to individuals experiencing homelessness is dependent on contextual factors, such as having more information regarding the individual, their income, past rental history, and other factors. Finally, results showed that landlords had biases toward specific groups of individuals experiencing homelessness (e.g., landlords felt more comfortable renting to those with physical disabilities than those with substance misuse histories). Results are discussed in context of program, policy, and research implications.

Stories We Tell

Although there is a growing body of literature denoting social work’s efforts to engage many of the internal racial challenges it faces, there remains a paucity of research exploring the impacts of normative-whiteness and White supremacy within the profession. In an effort to address this gap in the literature, this investigation uses quantitative survey responses from 167 non-racially specific, currently active, social work faculty and administrators, and 12 qualitative interviews with African American, currently active, social work faculty and administrators to gain a more lucid understanding of how they view the roles and impacts of whiteness and White supremacy within Social Work. Thematic findings from this investigation include narratological-deception, epistemological-omission, and a divided-profession. Implications for social work suggest the need to equitably incorporate the contributions of racially underrepresented populations, while critically engaging and responding to the “why,” “how,” and “impacts” of their historical omission.

Experiences With Imposter Syndrome and Authenticity at Research-Intensive Schools of Social Work

TThere is little known about the experiences of Black women in schools of social work, specifically those situated within research-intensive (R-1) Carnegie-designated institutions. Experiences of imposter syndrome and authenticity often result in negative experiences and poor professional outcomes for Black women in academia. This study explores Black women social work faculty members’ sense of self through the prisms of imposter syndrome and authenticity. Social work is of particular interest in that it espouses a code of ethics and core values of service that if applied to the cultures within these schools, Black women may have more equitable experiences. This article presents qualitative findings from nine in-depth interviews with Black women faculty members at R-1 universities. Findings revealed that Black women faculty member’s experiences of imposter syndrome impacted many facets of their professional experiences from moments of paralysis to potentially unhealthy over-productivity. Findings also highlight Black women faculty members’ concerns around their colleagues’ professional and personal perceptions of them and this often prevented these women from presenting their authentic selves in academic settings. Despite these barriers, some women chose to remain authentic regardless of possible backlash in refusing to assimilate into the dominant White culture. Black women scholars cannot survive and thrive in social work education unless institutions build trust with these women by respecting their diverse backgrounds, race-related research interests, and range of methodology.

How Racism Against BIPOC Women Faculty Operates in Social Work Academia

In this article, we seek to highlight the ways in which we, as two female social work faculty members whose racial/ethnic identities fall into the categories of Black, Indigenous, and other People of Color (BIPOC), have experienced racism and White supremacy within predominantly White institutions in the United States. We seek to clarify that these experiences are not unique to any particular institution or university, but rather reflect systemic racism and the upholding of White supremacy in higher education in social work throughout the United States. We highlight the differential vulnerability faced by BIPOC women in academia, which are often unaddressed in the pursuit of what is seen to be an egalitarian or colorblind merit review. Bearing in mind our reflexivity on our positionalities, we share personal narratives regarding our own marginalization within White spaces and the emotional labor that we are often asked to carry for the institutions within which we work. We will elucidate experiences of tokenization or assumed intellectual inferiority by our peers. Given the current sociopolitical moment and the heightened awareness of diversity, equity and inclusion efforts within universities, we also reflect on how institutions of higher education, and particularly schools of social work, can move beyond simply hiring more people of color or conducting diversity trainings to ensuring that BIPOC women are more fully included in their roles within universities as faculty, administrators, staff and students.

Dismantling Privilege and White Supremacy in Social Work Education

The primary aim of social work is eliminating social inequalities by advocating for racial, social, and economic justice for individuals, families, groups, organizations, and communities. This commitment and promise starts in the classroom by providing opportunities for students and faculty to interact with each other and promote the core tenets of the profession. As the social work practices are shaped by the values promoted by the mainstream society, many argue that the profession is biased and does not meet the needs of Black, Indigenous People of Color (BIPOC). This issue is explored in the present study by interviewing six Black female social work faculty, aiming to elucidate their experiences in academia and the social work educational environment when interacting with their White counterparts, their students, and the administration. The findings yielded by this investigation have implications for academia, as well as social work education programs and their leadership.

Social Work Educators as White Allies?

White educators represent the majority of social work faculty. Current research suggests that many White social work educators are not prepared to address racism in classroom discussions and model antiracist behavior. An integrative literature review was conducted by the co-authors—a White man and Black woman, both social work educators—to examine how recent literature characterizes the “White ally” educator and explore concepts designed to prepare White faculty for purposive action to dismantle White Supremacy. Integrative review is a methodology used to summarize empirical/theoretical literature to provide a comprehensive understanding of a phenomenon. Twenty-two articles met inclusion criteria for this review. The analysis involved two steps: First, a synthesis and integrative model of the literature on educators as White allies. Second, an application of the critical race theory concepts interest convergence and anti-essentialism. The integrative model of the White ally educator suggests a White identity process; necessitating critical self-reflection and multi-level, antiracist action. Critical examination of the literature troubles the concept of “White ally,” pointing to the potential re-centering of Whiteness. Further research is needed to help social work educators recognize racism in their work and prepare future social workers to engage in antiracist social work practice.

Dohodovne nejednakosti i redistributivne preferencije u Hrvatskoj i zemljama EU-a: makroanaliza

INCOME INEQUALITIES AND REDISTRIBUTIVE PREFERENCES IN CROATIA AND EU COUNTRIES: MACRO ANALYSIS Department of Social Work, Faculty of Law, University of Zagreb Zagreb, Croatia The paper analyses the relationship between income inequalities and redistributive preferences. The objectives have been: determine to which degree income inequalities are associated with redistributive preferences, which are the correlates of redistributive preferences on the macro level and which mechanisms of redistribution have been preferred by citizens in the EU countries. Aggregated data from two special Eurobarometer surveys (2010 and 2018) were used as the data source on redistributive preferences, while macro-statistical indicators were taken from the Eurostat database. Bivariate correlational analyses, linear regression and the cluster analysis were used for data processing. A general finding is that redistributive preferences are high in almost all EU countries. It seems that an increase of income inequalities is not the key factor of high redistributive preferences, but it is the perception of income inequalities and the sensitivity of citizens towards income inequalities. Citizens in the EU countries often incorrectly perceive the level of inequalities in society and their place on the income scale. The respondents from post-socialist countries have a larger “aversion” towards income inequalities and want a stronger role of the government in the redistribution and social life. Inhabitants of the EU countries support all key mechanisms of income redistribution (taxes, education, social protection and minimum wage), but they give the largest support to the tax system and the progressive taxation of the wealthy, while there are a lot of suspicions regarding fully free education. Key words: income inequalities, redistributive preferences, European Union, redistributive mechanisms, social justice.