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Practitioners are required to have both practice knowledge of theoretical approaches and professional competence and skills. For student social workers, acquiring the former has been traditionally associated with academic teaching. With practice placement learning, the latter has required unique consideration with the incorporation of the online learning platform, which has been escalated due to the COVID-19 pandemic. We suggest that there is a role for simulation-based education to link knowledge and skills, with technology offering improved facilities to provide opportunities to learn for practice. In this teaching note, we discuss how we integrated Eleos Health, a new technology, into the classroom that allowed students to apply and practice their newly learned skills through simulated role-plays under the professor's guided supervision.

This article focuses on group work principles to emphasize the importance of collaboration and community as an effective pedagogical approach to teaching in online higher education. Online communities can serve as support groups by bringing together people going through the shared experience of higher education and providing the opportunity for students to share their experiences, feelings, and coping strategies to increase their capacity to learn. In addition to faculty and course material, online communities play an essential role in knowledge attainment. The importance of online communities for knowledge attainment and support groups will be discussed, group work theories will be reviewed, as well as the implications for practice. A case example from experience teaching a graduate level group work course online will be shared.

Purpose: This study reports on the validation of the COVID-19 Quality of Professional Practice Survey (C19QPPS) among Master of Social Work (MSW) students in field training. Method: The C19QPPS measures the unique construct of shared trauma among social work practitioners related to COVID-19 but has yet to be validated with any population. To determine validity, data were collected from 145 graduate students and a model-generating form of structural equation modeling was employed. Results: The priori theory of three shared traumatic stress factors, Technique, Growth, and Trauma were confirmed. The best-fitting model consisted of three factors with acceptable fit statistics (χ2 = 66.45, p =.00; RMSEA = 0.07, 90% CI [0.04, 0.10]; CFI = 0.95; TLI = 0.93). Discussion: Results validated the C19QPPS for evaluating MSW students' shared trauma related to COVID-19. The findings support utilizing the C19QPPS to evaluate shared trauma among professional social workers. [ABSTRACT FROM AUTHOR]

Practitioners are required to have both practice knowledge of theoretical approaches and professional competence and skills. For student social workers, acquiring the former has been traditionally associated with academic teaching. With practice placement learning, the latter has required unique consideration with the incorporation of the online learning platform, which has been escalated due to the COVID-19 pandemic. We suggest that there is a role for simulation-based education to link knowledge and skills, with technology offering improved facilities to provide opportunities to learn for practice. In this teaching note, we discuss how we integrated Eleos Health, a new technology, into the classroom that allowed students to apply and practice their newly learned skills through simulated role-plays under the professor's guided supervision. [ABSTRACT FROM AUTHOR]

This systematic review aims to inform practitioners about the current research-informed practices that are available to treat adolescents who struggle with Non Suicidal Self-Injury (NSSI). A computer based search of the literature was conducted via five databases and resulted in the retrieval of 595 articles, seven of which met all the inclusion criteria (peer-reviewed, published in English between 2000 and 2016, differentiated NSSI from suicidal self-harm, were randomized control trials of interventions, and targeted adolescents age 12-18 who were not diagnosed with Borderline Personality Disorders). Four psychosocial interventions were identified, Dialectical Behavior Therapy, mentalization based treatment for adolescents, developmental group intervention, and therapeutic assessment and brief intervention. At this time, there is no published randomized control trial that demonstrates a significant reduction in NSSI among adolescents. This further highlights the urgent need to develop and test effective and varied interventions for adolescents presenting with NSSI. [ABSTRACT FROM AUTHOR]