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Background: Prior meta-analyses have evaluated digital interventions for alcohol exclusively and alcohol/tobacco combined. These meta-analyses showed positive outcomes pertaining to alcohol and alcohol/tobacco combined. Yet questions remain pertaining to the effect of digital cognitive-behavioral therapy (CBT) on reducing alcohol and drug use. Objectives: The purpose of the meta-analysis was to determine the mean effect size, relative to control groups, of digital CBT, for posttest reductions in drug and/or alcohol use. Methods: The Preferred Reporting Items for Systematic Reviews and Meta-analyses criteria was used to guide this review and meta-analysis. Electronic databases (APA PsycArticles, Academic Search Complete, APA PsycInfo, CINAHL Complete, ERIC, MEDLINE, Psychology and Behavioral Sciences Collection, Social Sciences Full Text, Social Work Abstracts, SocINDEX), clinicaltrials.gov, reference lists were searched. The protocol was registered in PROSPERO (ID#: CRD42023471492). The CBT interventions included cognitive restructuring. Results: All but one of the effect sizes favored digital CBT (from −0.02 to −1.45). After the removal an outlier, a small, significant, random effects model Hedges' g summary effect of −0.23 (95% confidence interval: −0.32, −0.14, p <.0001) showed a reduction in substance use at the posttest, favoring digital CBT relative to the control group. A variety of control conditions were used; however, the effects sizes had minimal heterogeneity (k = 17, I2 = 5.34, Q = 16.9, p =.39). The funnel plot and Egger regression test intercept (0.01, p =.99) lacked publication bias. Conclusion: The meta-analytic findings suggest digital CBT is an efficacious treatment for reducing alcohol and drug use overall. [ABSTRACT FROM AUTHOR]

Student technology uncertainty was investigated in an introductory e-Social Work (e-SW) practice course. e-SW practice includes technology-mediated advocacy, research, and services delivery. A convergent parallel mixed methods design included pre- and post-test e-SW self-efficacy surveys and student reflections. There were significant measurable changes in the practice self efficacy scale and sub-scales. Thematic analysis demonstrated the course addressed student needs for increasing their knowledge and confidence prior to engaging in e-SW practice. Privacy and security regulation compliance showed the least increase in self-efficacy and should be an area for further development in future e-SW courses. The findings contribute to a growing literature supporting the need for investment in harnessing technology for future growth in the field of social work. [ABSTRACT FROM AUTHOR]

Social Work's Grand Challenge to Harness Technology for Social Good calls for educators to reevaluate their role and its significance for the future of social work. Information and communication technology (ICT)-mediated practice methods like artificial intelligence, virtual reality, gamification, and big data, among others, represent a new arena for social work practice. However, educators have been mostly inactive in developing curricula that support student knowledge, training, and decision-making on the adoption of technology for practice. In the United States, the Council on Social Work Education Futures Task Force highlighted this inaction as a matter of critical uncertainty for the field's future. In contrast, this paper describes how a school of social work rapidly deployed a free, CE training program on the basics of telebehavioral health practice to the social work community to aid their response to COVID-19. The rapid deployment of that training has been distilled as 'lessons learned' for those wanting to join in efforts to address the field's critical uncertainty regarding the adoption of technology. Information is presented about the reach of this training and includes feedback from participants. Additionally, the authors discuss whether COVID-19 can influence social work's future rate of technology adoption. [ABSTRACT FROM AUTHOR]