Dr. Melinda L Lewis

COVID-19 amplified existing stressors across the globe, with unique effects on college students. During this same time, higher education witnessed the proliferation of online technologies and the rise of third-party, private online program managers as universities and students pivoted to distance learning. Understanding U.S. social work students’ mental health and academic success needs have implications for the standards of the profession, program accreditation standards (e.g. implicit curriculum), and for the ethical recruitment and enrollment of students, including the design and facilitation of online social work degree programs. Aligned with the extant body of scholarly literature, the present program evaluation surveyed social work students who were enrolled in a Council on Social Work Education (CSWE)-accredited graduate social work program in the United States in Fall 2023. The purpose of the program evaluation was to examine lines of difference and non-difference between social work students currently enrolled in the asynchronous online learning option (n = 82) and those who were enrolled in the face-to-face learning option (n = 10) through the analysis of closed-item and open response data. Quantitative and qualitative inquiries were conducted. Based on evaluation results and recommendations, implemented programmatic responses were shared.

In July 2023, the Council of State Governments (CSG) hosted a legislative summit for policymakers to learn about the social work interstate compact (IC; CSG, 2023b). According to the CSG website, agenda items included a framework for social work regulation, detailed review of the compact, compact perspectives panel, and advocacy strategies. The national IC model legislation is the result of a partnership between the CSG, the U.S. Department of Defense, and the Association of Social Work Boards (ASWB). The stated goal of the proposed social work IC is to support the mobility of licensed social workers, thus addressing critical needs in various jurisdictions and supporting more effective service delivery. The compact proposes an additional pathway to licensure and promises to facilitate multistate practice among member states, thus reducing barriers to license portability (CSG, 2023b). However, the IC, as drafted in some state bills, also codifies the national exam (administered by the ASWB), which itself is a barrier for social work licensure—and a barrier that disparately impacts social work exam takers who are Black and African American, who are older, and/or for whom English is not the primary language (ASWB, 2022).

Peer mentoring in social work education can be beneficial in developing and promoting legislative advocacy skills among social work students taking foundational social welfare policy courses at both the undergraduate and graduate levels. A descriptive case study is presented of a student peer mentoring project within a social work educational program at a regional comprehensive state university. This study describes the incorporation of a peer mentoring program to assist in promoting legislative advocacy skills among social work students. The project encompasses annual state-level high-impact practice (HIP) legislative advocacy action events across 5 years before and during the global pandemic. This article also seeks to inspire social work educators to embrace peer mentoring as a means to enhance and promote the development of advocacy skills as students find their collective voice and speak up to educate lawmakers on contemporary social problems impacting vulnerable populations.

Food insecurity and poor nutritional intake as a possible mental health risk factor for children, adolescents and adults are addressed from an ecological perspective in the midst of a global pandemic. During the recent global Coronovirus-19 (COVID-19) pandemic, approximately 10% of U.S. households reported greater difficulty finding adequate food sources than were experienced prior to the pandemic. In response to food shortages, the U.S. Federal government passed legislation approving state waivers which suspended income verification and eligibility deadlines to expedite food assistance approval process for families during the pandemic. This enabled state flexibility in allocating Supplemental Nutrition Assistance Program (SNAP) funds in response to the COVID-19 crisis. This article describes U.S. COVID-related food insecurity issues, subsequent Federal legislative responses and explores one state’s solutions to pandemic food shortages from an ecological systems theoretical viewpoint with recommendations for further study. Key Take Away Points Description of U.S. Coronavirus-19 (COVID-19) food insecurity issues. COVID-19 Federal Legislative responses to address pandemic-related hunger. One state's solutions to pandemic food shortages from an ecological systems theoretical viewpoint. Recommendations for further study.

The complexities of critical decision making processes for Hispanic/Latino immigrant families concerning whether to shelter in place or evacuate preceding hurricanes along the southern coastal region of the continental United States are explored. Hispanic/Latino immigrant families in the U.S., particularly migrant workers, may experience obstacles of language, social vulnerabilities, information dissemination, distrust of authorities, and contextual barriers. Historical perspectives and lessons learned from previous disaster preparation efforts suggest a more inclusive infrastructure at the local, community, regional, state and national levels through coordinated efforts to enhance existing meso and macro-level practice and procedures supporting health and safety of Hispanic/Latino families in times of disaster. Key Take Away Points Emergency preparedness for Hispanic/Latino immigrant families in times of natural disaster Historical perspectives and lessons learned Practice implications and strategy suggestions for possible mezzo and macro-level coordination and intervention

Field practicum is paramount to social work pedagogy in the preparation of emerging direct practice professionals. Field students integrate foundational knowledge as they implement practice skills learned in the classroom during the social work practicum experience. Working with clients who are suffering is inevitable in direct social work practice and field practicum students can be exposed to a broad range of intense emotional experiences as they assist clients in need. Integrating self-care skills, techniques and strategies into daily social work practice becomes essential to prevent compassion fatigue, burnout, and vicarious trauma. Incorporating self-care skills into the field practicum enhances opportunities for transformative student learning and helps to strengthen professional socialization during this critical educational experience. This article highlights the implementation of professional self-care instruction, use of activities and written student critical reflection assignments designed to enhance the practice experience through incorporating self-care education and strategies among undergraduate students within the field practicum seminar.

This conceptual article will describe four high-impact course experiences designed to increase student awareness of social issues at regional, national, and international levels. Each immersive course incorporated specific activities and structured student reflections to bridge academic content with core values of the social work profession. These activities and student-designed multimedia presentations to various audiences will be discussed.

Barriers to accessing primary, specialty, and preventive healthcare among rural Hispanic immigrant residents in the United States (U.S) are examined using ecological systems theory and a capabilities approach perspective. National and rural Latino population demographics are described with a focus on healthcare obstacles frequently encountered by rural Hispanic populations. Possible systemic solutions for accessible and culturally competent medical care to address rural access disparities among rural Latino populations are presented.

A pilot study depicting a collaborative learning experience involving students in the helping professions (i.e., social work and paramedic) is presented, whereby students put discipline-specific practice behaviors into action in a training exercise using standardized clients (SCs). Real world scenarios commonly encountered in emergency response situations were replicated, providing students with opportunities to utilize assessment, intervention and referral skills in a carefully controlled, technologically enhanced learning environment. Simulations were observed and reviewed by faculty and classmates in debriefing sessions following student-SC interactions. Emergent themes, lessons learned and recommendations for further study are presented.

Nearly one-quarter of adults in the United States suffer from a documented mental disorder. Consequently, anyone could encounter a person with symptoms of mental illness at some point as they carry out their daily life activities. Although laypersons may accurately identify physical illnesses, they may lack necessary skills to identify symptoms of mental disorders, or know how to adequately respond to persons in a mental health crisis. Mental Health First Aid USA is an evidence-based certification program designed to teach lay citizens to recognize certain symptoms of common mental illnesses, offer and provide first aid assistance, and guide a person toward appropriate services and other support. The program targets a broad audience, from teachers, police officers, clergy members, and healthcare professionals to the average citizen volunteer. This practice note describes a pilot implementation of Mental Health First Aid USA by a social worker at a rural hospital in Central California. The process and results of program implementation are discussed as well as implications for social work practice in rural healthcare settings.