Rebecca G. Mirick

Reactance and the Child Welfare Client: Interpreting Child Welfare Parents' Resistance to Services Through the Lens of Reactance Theory

Many parents express resistance to child welfare services and can experience severe consequences as a result. This article defines the concept of psychological reactance and explores how this concept can be used to normalize child welfare parents’ resistant behaviors in a way that does not blame the client. Examples of reactance responses in this population and specific strategies for effectively addressing resistance and engaging these clients are included. The impact of race and oppression and the social service workers use of power are highlighted. Future research questions are identified.

Continuing Education on Suicide Assessment and Crisis Intervention: What Can We Learn About the Needs of Mental Health Professionals in Community Practice?

This study examined the impact of a 1-day continuing education training for mental health professionals on knowledge and confidence around suicide assessment and intervention. Data on knowledge, confidence and the utility of information were collected through pretests and posttests at 12 trainings at local community agencies. Findings indicate that a continuing education workshop can increase knowledge and self-confidence. Several participant characteristics were associated with knowledge and confidence at pretest; only being trained as a mental health professional and previous training remained significant at posttest. Participants identified training components which were new and useful. Implications for training and education are discussed.

Substance use disorders and referral to treatment in substantiated cases of child maltreatment

Parents with substance use disorders (SUD) require treatment and support in order to provide children with appropriate care and protection. Using the 2012 National Child Abuse and Neglect Data System (NCANDS), this paper analysed 464 313 substantiated child maltreatment reports to determine (i) the proportion and characteristics of reports involving substance abuse; and (ii) the child and caregiver/perpetrator (C/P) characteristics that predicted referral to treatment as recorded in service plans. Findings indicate that 12% (N = 53 234) of maltreatment reports involved C/P SUD. Yet, of those reports, only (19%) (N = 10 088) were referred to substance abuse treatment as part of their service plan, indicating a large gap between those who need treatment and those who receive it. This finding is important given that parental SUD is consistently linked to poorer child outcomes. Amongst other variables, reports indicate that C/P with co-occurring emotional disturbance were three times more likely to be referred to treatment for SUD as part of service plans. Additional research is needed regarding the characteristics that distinguish C/P who receive referrals for SUD treatment in substantiated cases of child maltreatment.

A clinician in the classroom: using a reflective practice paradigm to learn to teach

There is an ongoing debate in the social work profession about the value of faculty with practice experience. Many doctoral students begin teaching with significant practice experience but limited preparation for teaching. Schön’s reflective practice paradigm describes how new instructors can trust their existing social work skills and values, as well as cultivate the ability to reflect on their developing teaching practice. Drawing on the authors’ own experiences as new doctoral-level instructors, and referring to the literature on teaching effectiveness, this paper suggests that practice experience and clinical skills can be an invaluable resource for new instructors in social work.

Teaching From Privilege Reflections From White Female Instructors

Three white female social work instructors reflect on our privilege and its manifestations in the classroom. Using examples from our teaching, we describe the limiting effects of our privilege, including making assumptions about our students’ experiences, displaying bias in our choice of teaching materials, and not meeting student learning needs. We also noticed times when we modeled skills for students, held ourselves accountable for our actions, and were allies for students from marginalized backgrounds. Through reflection, we strive to transform the limitations into critical learning opportunities in social work education. Implications are discussed for teaching and institutional support.

Pregnancy, Motherhood, and Academic Career Goals: Doctoral Students’ Perspectives

While more doctoral students are pregnant and/or parenting in their doctoral programs than previously, little research has focused on their experiences. This qualitative study (N = 28) explored the experiences of female doctoral students who were pregnant during their doctoral program (in a health-care field) and their decision-making about careers postgraduation. This study examined participants’ perceptions of the implicit and explicit culture, professional expectations, and the role of these experiences on career goals and trajectories. Participants described an academic culture of high expectations, in which mothers could be successful if they maintained a silence about their identity as a mother and ensured that their family life did not negatively impact their work productivity. Some perceived lost opportunities in graduate school and/or on the job market due to pregnancies and parenting during graduate school. The impact of these experiences on postgraduate careers was diverse, but the majority spoke of wanting to find a position in a family-friendly organization where family was valued and work life balance was possible. For some, this was an academic position, while for others this was a full-time practice position or part-time work.

Making Meaning of MSW Students’ Statistical Abilities: The Role of Self-Efficacy and Knowledge-Based Assessment

ABSTRACT Although statistics and research are key components of social work education, students are often described as reluctant consumers and users of statistics. Self-efficacy theory has been used to understand students’ engagement with the statistical knowledge needed for practice. This quantitative study explores the relationship between self-efficacy, self-reported ability, and demonstrated statistical knowledge among MSW students (N = 101). There was a weak positive relationship between self-efficacy and the ability to apply statistics, but self-efficacy was not associated with perceived or demonstrated ability to define statistical concepts. Although many students demonstrated a strong ability to define statistical concepts, the majority of students were unable to apply the concepts to a practice-based example. The implications for competency-based statistical instruction are discussed.

Understanding Sampling and Recruitment in Social Work Dissertation Research

The field of social work has increasingly focused on improving the quantity and rigor of its research. For many social work doctoral students, their first independent research experience begins with their dissertation, and yet, little is known about the factors that facilitate students’ success during this process. Sample recruitment is one step where significant and unexpected challenges can occur. As social justice is the central value of the profession, social work doctoral students may focus on research with vulnerable or marginalized populations; however, little research has been done that focuses on social work dissertations, samples used, and the process of recruitment. In this study, 215 doctoral-level social work graduates who completed their degree within the past ten years were surveyed about their dissertation research, with a focus on the sampling strategy and recruitment processes. Findings show that students have a wide diversity of experiences with the dissertation process. While 64.6% anticipant challenges around recruitment and sampling, only 54.9% encounter challenges. Less than half (44.7%) of study participants received guidance during this process and most (80.5%) felt the dissertation experience impacted subsequent research, both positively (40.5%) and negatively (9.8%). Based on these findings, doctoral programs are encouraged to increase supports available to dissertating students, particularly those recruiting study participants from vulnerable and marginalized populations. These supports include community connections, skills for obtaining gatekeeper buy-in, and both relational support and advice from dissertation committees and other colleagues.

Teaching Statistics to MSW Students: Comparing Credit and Non-Credit Options

In professional disciplines like social work, students are expected to be able to understand and apply basic statistical concepts. Graduate programs differ in how they expect students to develop this ability; some require a full-credit statistics course as a prerequisite to admission, and others incorporate statistics into social work research courses. The for-credit requirement has a high financial and time cost for students. This exploratory study examined the feasibility of replacing this requirement with a brief, non-credit statistics course. MSW students (n=168) who took both types of courses were surveyed. No association was found between the type of course and students’ anxiety, confidence, and the perceived relevance of statistics. Students identified factors that impeded or facilitated their learning. The inclusion of the statistics course within the social work program and the use of relevant social work literature was perceived as supporting students’ learning of statistics. The course length was no more of a concern for the non-credit statistics students than for the for-credit students. These findings support the use of a brief, non-credit statistics course as a less costly and time-consuming approach, but raises concerns about consistently high levels of anxiety, and low levels of confidence and statistics ability of MSW students.

Teaching a Strengths Perspective in Child Protection Work

This article describes a pedagogical strategy that provides an opportunity for BSW students to think critically about their interpretations of child protection clients and begin to engage with a st...