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This article presents a compelling case for the increased role of social workers in work with individuals with autism and Asperger's syndrome in secondary school settings, specifically in transition planning for postsecondary educational pursuits. Social work education prepares social workers to address micro, mezzo, and macro levels of practice while utilizing the ecological perspective. Students with autism and Asperger's syndrome transitioning from high school to college have unique needs that require the specialized training and assistance social workers can provide. This article calls for school social workers to play an integral role in transition planning to assist students with skills and resource acquisitions. It outlines the changing expectations that high school students face in college; discusses characteristics and unique challenges for students with autism; identifies changing legal protections, resources, and roles of college students; highlights academic and social demands of college; and discusses transition preparation and interventions needed. Concepts from ecological systems theory (social environment, person-in-environment, transactions, energy, input, output, interface, adaptations, coping, and interdependence) are linked to potential social work interventions to identify ways that ecological approaches can inform social work advocacy on behalf of students.

This article discusses the methodology and findings of a qualitative study on the impact of an international social work course in Germany on four American undergraduate social work students. These students participated in a 2-week study abroad experience at a host university located near Berlin in what was formerly East Germany. The authors examined how the 10 core Educational Policy and Accreditation Standards (EPAS) competencies and their associated professional behaviors of the Council on Social Work Education Educational Policy and Accreditation Standards were exhibited in the students’ journals. This was done by having two independent coders review the journals and code the professional behaviors exhibited. Summative data were tabulated on the basis of frequencies of each respective professional behavior included in the study. Results were reported and implications discussed. [ABSTRACT FROM AUTHOR]

The Council on Social Work Education's (CSWE) 2008 Educational Policy and Accreditation Standards (EPAS) included the goal of competency in the ability to 'engage diversity and difference in practice.' This goal continued efforts to raise awareness of diversity issues for clients articulated in earlier EPAS. Social work education has included cultural competence in areas of difference including sexual orientation and religion and spirituality. Undergraduate social work students should understand the complexity of this intersection to provide culturally competent services to lesbian, gay, bisexual, transgender, and queer clients, and to understand religious backgrounds that may not include affirmative messages on sexual orientation. This article presents an overview of the intersection of religion/spirituality and sexual orientation, and recommends audiovisual materials that can highlight salient issues for BSW students in pedagogy on this intersection. [ABSTRACT FROM AUTHOR]