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Social workers have an important role in the field of mental health, and social work programs have a responsibility to prepare students for practice in the field. This scoping review mapped and synthesized the literature on mental health, addictions, and suicide in social work education and training. We found 51 articles that examined social work education in addictions (n=23), suicide (n=17), and mental health (n=7), and some articles (n=4) focused on more than one area. Most articles were empirical studies that used quantitative methods, and only one article did not examine social work education in the United States. The studies showed variability in teaching methods, format of training programs, extent to which theory and practice were linked, and the integration of culture and diversity in the programs. The articles contained recommendations to increase teaching students about mental health, addictions, and suicide in all social work programs. Studies also recommended training for faculty and field instructors, using simulation-based learning methods, including competencies in training programs that target knowledge, skills, values, and beliefs; identifying a theoretical framework; integrating culture and diversity; and evaluating training programs. The article discusses implications for best practices in social work education in mental health, addictions, and suicide.

Reflection is a key component of practice, supporting social workers to learn from past experiences and navigate the uncertainty and ambiguity that is common within our work. While the benefits of reflective practice are well documented, there remains considerable debate as to how it is taught and evaluated, with variability across the health and social service professions. The authors sought to evaluate an embodied approach to teaching reflective practice, grounded in mindfulness and contemplative pedagogy. Using a mixed-methods case study research design, we evaluated the teaching approach by triangulating three sources of data: questionnaires, written reflective exercises, and a focus group. The findings suggest that the teaching approach described in this study supported participants to develop the competency of reflection in a way that was distinct from previous learning. It also supported participants to strengthen learning about themselves, both personally and professionally, and to apply mindfulness and reflection in practice. The authors see potential for expanding this teaching approach beyond the specific context of a social work direct practice course in mindfulness and recommend research to further explore adaptation of the approach. [ABSTRACT FROM AUTHOR]

Objectives: Pharmacists have been increasingly integrated into primary care teams, leading to improved health outcomes for patients. The two objectives of this study were (i) to describe how the COVID-19 pandemic impacted pharmacists' role in mental health care within Canadian primary care teams and (ii) to describe Canadian pharmacists' experiences collaborating with other healthcare providers in the delivery of mental health services during the COVID-19 pandemic. Methods: Cross-sectional observational study utilizing an online survey consisting of closed-ended and open-ended questions. Primary care pharmacists in Ontario were eligible to participate. Descriptive statistics were collated, and qualitative data underwent thematic analysis. A total of 51 pharmacists participated in the study. Key findings: The COVID-19 pandemic has led to the expanding role of pharmacists in attending to the mental health care of patients. Working within a collaborative, interprofessional healthcare environment, pharmacists support patients' mental health in a variety of ways, including medication education and management, non-pharmacologic approaches and supportive conversations, and identification of resources, including referrals, wellness checks, and consulting with physicians. Increasing demand for mental health services has led to higher referrals to pharmacists, which will likely persist and require further education of pharmacists in mental health along with better access to deliver virtual care. Conclusion: In response to the increasing mental health care needs of patients since the COVID-19 pandemic, primary care pharmacists reported increased attention spent on mental health care. Building capacity and ensuring support for pharmacists to continue to address the increasing mental health care demands is essential. [ABSTRACT FROM AUTHOR]

Social workers have an important role in the field of mental health, and social work programs have a responsibility to prepare students for practice in the field. This scoping review mapped and synthesized the literature on mental health, addictions, and suicide in social work education and training. We found 51 articles that examined social work education in addictions (n=23), suicide (n=17), and mental health (n=7), and some articles (n=4) focused on more than one area. Most articles were empirical studies that used quantitative methods, and only one article did not examine social work education in the United States. The studies showed variability in teaching methods, format of training programs, extent to which theory and practice were linked, and the integration of culture and diversity in the programs. The articles contained recommendations to increase teaching students about mental health, addictions, and suicide in all social work programs. Studies also recommended training for faculty and field instructors, using simulation-based learning methods, including competencies in training programs that target knowledge, skills, values, and beliefs; identifying a theoretical framework; integrating culture and diversity; and evaluating training programs. The article discusses implications for best practices in social work education in mental health, addictions, and suicide. [ABSTRACT FROM AUTHOR]