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School social work practice decisions have been the focus of local and national surveys for several decades, most recently in 2014. The need to better understand these findings, particularly school social workers' practice decisions that appear counter to what the field's evidence base indicates is sound practice, led to the current qualitative study. Our inquiry focused on developing a deeper understanding of the impact of professional models (particularly the multitiered systems of support), training, and school context on practice. Data from 16 focus groups (N = 60) revealed that practitioners struggled with contextual constraints upon their work and encountered limited learning opportunities and support, to the extent that they could not consistently implement contemporary practice models. Implications for school social work policy, training, and practice are considered.

Economic sanctions are a punishment mechanism to ensure that governments respect human rights. However, sanctions affect nations, and pose challenges social workers in health care practice. The present note discusses the connection between health care and economic sanctions, and the challenges that health care social workers face due to the sanctions.

ABSTRACTSupervision is integral to social work practice; however, how it operates in day‐to‐day practice remains poorly understood. Existing research mainly comprises quantitative and qualitative accounts of social workers' and supervisors' experiences of supervision. More recently, a small number of studies examining the content of supervision have added to our understanding of what happens in supervision. However, supervisory interactions outside formal supervision have received scant empirical attention. This paper draws on an ethnographic study of four social work teams in England, exploring how formal and informal case discussion supports social workers' sensemaking. Data comprised observations of case talk in the office space (n = 21) and group case discussions (n = 2), recordings of one‐to‐one supervision (n = 17) and semi‐structured interviews (n = 22). Findings highlighted the importance of space in how social workers perceived and engaged with supervision. Supervisory spaces involve the interaction of physical, thinking and emotional spaces to create spaces that are supportive, task‐focused and reflective. Moreover, these supervisory spaces are not confined to formal one‐to‐one supervision or to the dyadic supervisor–supervisee relationship. This raises questions for how child protection social workers can be best supported, across diverse supervisory spaces and relationships, to ensure their practice is effective.

The purpose of this paper is to outline the knowledge and practice used at a strategic, organisational and practice level in the planning and implementation of effective social work practice learning opportunities in NHS settings new to direct social work practice and social work education.The paper outlines the process which was used in order to create new interprofessional practice learning opportunities and it is intended to add to 'process knowledge' (Sheppard et al., 2000). Additionally the paper draws on the content of the
'matrix of drivers and barriers to integrated working' developed for the area of interprofessional practice (Stewart, Petch, & Curtice, 2003) and transfers this knowledge as applicable to Social Work education.In practice, across human services, there continues to be views of 'other' professional groups that can create obstacles to the development and maintenance of positive inter-professional working, and that can undermine effective service delivery for service users (Report of Caleb Ness Inquiry, 2003). The experience of inter-professional practice learning, when combined with emotional intelligence (Morrison, 2007) can impact positively to increase the confidence, knowledge-base and direct inter-professional practice of newly qualifying Social Workers.

The literature on immigrant cultural citizenship (Ong, 1996; Rosaldo, 1997) has argued that traditional and normative definitions of citizenship ignore various forms of civic participation and belonging and fails to capture the experiences of immigrants in an increasingly globalized world (Getrich, 2008), calling for more nuanced and multiple meanings of citizenship. As agents of civil society, social workers have much power in constructing and maintaining (or resisting) normative discourses of citizenship, and how we participate in this process has material consequences for those we serve. Applying poststructural and postcolonial theories, this paper excavates discourses of exclusion and inequity that produce the idea of U.S. citizenship through a critical historical analysis of key U.S. immigration and naturalization-related policies and proposes immigrant cultural citizenship as a conceptual frame for re-imagining social work practice with immigrants.

As the number of patients infected with the 2019 novel coronavirus disease (nCOVID-19) increases, the number of deaths has also been increasing. According to World Health Organization (WHO), as of 4 October 2020, 34,804,348 cases had tested positive for nCOVID-19 globally, which among them, 1,030,738 confirmed deaths had occurred, equivalent to a case-fatality rate of 2.96%. However, in comparison with global statistics, the incidence and mortality of the nCOVID-19 infection are higher in Iran. As reported by the National Committee on COVID-19 Epidemiology of Ministry of Health of Iran, the total number of patients with confirmed COVID-19 infection has reached 468,119, of which 26,746 have died, equivalent to a case-fatality rate of 5.71%. Currently, there is solid evidence that older adults are at a higher risk of severe disease following infection from COVID-19.

This article outlines and evaluates a military social work course as it has been taught by three social work faculty members at two universities in the southeastern US. The authors highlight why these courses are needed within social work undergraduate and graduate programs. They report how CSWE-identified military practice behaviors are addressed within the course. They also describe how practice-based learning approaches appear to be ideally suited for teaching military social work curricula. Data on student perceptions of military social work courses and the application of problem-based learning are presented along with an assessment of knowledge gains and ability to practice military social work. Findings reflect that social worker students find these courses helpful and that they believe that problem-based courses in this subject help prepare them for initial work with this population. They also highlight the need for an extensively updated military social work textbook addressing major changes within the military and social work over the last decade.

The description of the P. family — their anxieties, hardships and frustrations will be a familiar story to social workers working with non-English speaking migrant clients, regardless of whether the social worker is employed by ethnic or sectarian agencies or the wider general agencies such as government departments, municipal councils or independent organizations. This attempts to investigate some of the ways in which social workers can attempt to help and support the migrant client from a different ethnic group in his struggle to create a new life in Australia. The P. family's story will be used to illustrate some of the major areas of difficulty faced by a migrant family and a number of social work roles and strategies are suggested which might be employed in seeking to bring about social change. The implications of ethnicity for social work practice in a multi-cultural society form a central focus of concern. Finally, general comments and suggestions will be made about the role and responsibilities of the social worker in the multi-cultural society.

AbstractIt is widely accepted that empathy is important for social work practice, yet there are multiple dimensions of empathy and comparatively few studies of empathy as a component of social work skill. To date, published studies have been quantitative, and as a result, we know little about how social workers demonstrate empathy in practice or what skilled empathic practice in child and family social work might sound like. This study contributes to the development of understanding of empathy as a social work skill through a mixed‐methods analysis of 110 audio recordings of meetings in a child protection service between workers and parents, applying a coding framework for analysis. Findings indicate that workers who demonstrate higher levels of empathy skill use more open questions and reflections in their communication with parents. Further, they demonstrate curiosity about and make efforts to understand parents' often difficult experiences, including a focus on emotions. That the majority of workers were found not to demonstrate a high level of empathy skill presents concerns to be considered by the social work profession. A deeper understanding of empathy presents an opportunity for an increased focus in organizations to enable workers to demonstrate empathy towards families they work with.

The editor of RSWP inspired the guest editor the idea of this special section as it has been previously sponsored special issues/sections of Research on Social Work Practice devoted to the topic of studies completed by social work specialists from different European, Asia, Australian countries. This special section is a unique one as it has been evidenced in the process of its accomplishment. An example of its particular characteristics was that traditionally, special issues/sections, the authors contacted a guest editor to discuss their ideas and manuscripts. Innovatively, this current special section, the guest editor has not only pro-actively identified and contacted the authors, but also discussed with them their ideas and manuscripts. This guest editor note is an introduction to Research on Social Work Practice in Egypt and the Arab World. It demonstrated that the importance of the topic of research on social work practice has been accepted by social work academic specialists in the Arab World Region. However, barriers and obstacles have been identified. Subsequently solutions and avenues have been implemented. Moreover, a specific plan of action was put forward to go ahead with the research on social work practice, to be internationally flourished.

The first of its kind, this volume is a critical companion for service providers who work with African American, American Indian, Chinese, Italian, Japanese, Korean, Mexican American, and Puerto Rican elders and their families in nursing homes and other care settings. These groups are likely to use nursing homes in larger numbers as cultural shifts, such as higher divorce rates and increased outside-of-home employment for females, transform traditional family dynamics. Contributors are experience social workers, and most belong to the specific ethnic or racial group that is the focus of their chapter and have also provided nursing home services to this group. They provide a wealth of demographic, historical, cultural, and practice information crucial to understanding and providing services to older adults and their families. Many nursing home residents experience physical and/or cognitive debilitation and increased dependence as older adults, and cultural and situational differences create variations in how these changes are experienced and addressed. In this volume, contributors touch upon all of these areas, as well as ways in which prejudice and discrimination have shaped intergenerational and other relationships for members of specific ethnic and racial groups. Little has been written about the characteristics, needs, and experiences of racially and ethnically diverse nursing home residents and their families and requirements for culturally competent social work practice. Written by social workers for social workers and other service providers, this book fills a gap in a rapidly growing area of gerontological service and provides a truly comprehensive examination of cultural and practice phenomena