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ABSTRACTThe most recent Council on Social Work Education’s Educational Policy and Accreditation Standards (EPAS) demands that social workers develop competence in the ethical and professional deployment of technology. Arguably, artificial intelligence has become a critical element in the technological landscape, most recently with the advent of Generative Artificial Intelligence (GenAI). Beginning in late 2022, there has been an explosion of interest in GenAI, along with a massive and ongoing rollout of GenAI tools for personal and professional use, such as ChatGPT. While GenAI will undoubtedly affect social work practice, scholars and ethicists have raised crucial concerns about GenAI, its potential abuses, and misuses, making it critical that social workers are trained in the proper usage of these technologies. Accordingly, we call here for a 10th competency to be added to the 2029 EPAS: Competency Ten: Social Workers demonstrate the knowledge, skills, and understanding to responsibly and effectively use Generative Artificial Intelligence tools. The current article discusses the recent developments in GenAI and offers social work educators guidance for including GenAI content in social work curricula to meet this proposed standard.

Generative artificial intelligence (AI) and large language models (LLMs) are poised to significantly impact social work research. These technologies can produce high-quality written materials and support qualitative and quantitative data analysis with simple, plain-language prompts from users. However, they also introduce challenges, such as potential bias, data privacy concerns, and generation of misinformation. In this paper, we use a disruptive–disrupting framework to discuss the dual nature of generative AI and LLMs and offer recommendations for social work researchers and journal editors that include guidance around data collection, analysis, interpretation, and dissemination. Researchers must use great caution when deploying generative AI technologies, meticulously examining, verifying, and taking accountability for the text and analyses produced by these instruments. Likewise, journal editors will need to implement quality control procedures and ethical standards to guide and evaluate the use of these technologies in social work research. We consider the recommendations offered here as a point of departure for disciplinary conversations about the role of generative AI and LLMs in social work research.

Tele-mental health, or the provision of remote counseling services, has been available for decades. This qualitative study uses the framework of affordances, derived from Gibson, to examine what social work practitioners working on direct to consumer tele-mental health (DTCTMH) platforms are discovering about the features, benefits, and constraints of virtual therapy. An interpretive phenomenological approach was employed to document the lived experiences of social workers who practice in this manner. According to the practitioners interviewed, for a subset of individuals seeking treatment, DTCTMH can offer meaningful interpersonal interaction that confers benefit. Key affordances include accessibility, anonymity, meaningful work, autonomy, lifelong learning, and access by new populations. Practitioners simultaneously acknowledge the ethical complexities and structural challenges of DTCTMH practice. The article concludes with suggestions for future research, policy, and practice.

Direct-to-consumer tele-mental health services—therapy delivered by video conference, email, and text message—is a burgeoning model of service delivery. The practice of on-demand digital psychotherapy presents ethical questions, as new economic models, service delivery systems, and therapeutic models are introduced. Virtual therapy, now offered on a subscription basis by third-party providers, requires users to accept Terms of Service (ToS) agreements to access services. This article describes the results of a survey in which participants (n= 579) were asked to compare the values of the Human Rights Framework with the language of one tele-mental health platform’s ToS user agreement. Findings suggest that those clients with prior experience with a mental health professional will find the ToS agreements to be the most ethically compromised. Similarly, employed and better educated individuals also found the ToS to be ethically suspect. The most vulnerable of the groups we surveyed, individuals who hold less education and those who are unemployed, may be at most risk for signing consent to a system they do not understand. The study provides one example of the ethical questions that emerge from the introduction of a new model of for-profit service provision in mental health. Recommendations for consumers and practitioners are suggested.

ABSTRACTA century ago, Abraham Flexner offered his perspective on the nascent field of social work, describing the field as educationally unfocused, too diversified in its practices, and too relational or assistive to other fields to meet the criteria for professional status. Using the example of the imperative to integrate information and communication technologies (ICT) into social work practice, we examine the ways these 100-year-old challenges persist as well as how they are being challenged and reworked. Drawing on three central themes from Flexner—education, diversity of professional settings and functions, and the relational nature of the work—we examine the absence of ICTs in social work practice, arguing that a lack of curricular exposure to ICT tools, strategies, and thinking at the BSW and MSW levels and a failure to incorporate these technologies with clients, agencies, and communities leads to a damaging disjunction between professionals and a changing culture. We suggest that the challenge proffered to social work by technology provides a radical opportunity to create a more socially just practice, offer a preliminary list of best practices for approaching ICT integration, and make suggestions for further inquiry.