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During the COVID-19 pandemic, the adoption of telehealth in behavioral healthcare was rapidly accepted. This article reflects one component of a larger qualitative study that sought to understand the personal and professional experiences of front-line workers and their supervisors during the pivot to virtual services during the COVID-19 pandemic. The current article is focused on the question, what were mental health workers' reactions, both personal and professional, to the rapid adoption of technology in their community mental health center practice? Thirty-six mental health professionals, ranging from front line workers to supervisors, participated in telephone and Zoom interviews between late August and mid-November 2020. Respondents spoke of their organization's rapid response, the switch to telehealth for many services, the impact of this switch on professional practice, and their perceptions of the effectiveness of virtual services. They also shared their thoughts about the future of telehealth. The rapid changes, necessary for clients and the organization alike, brought an opportunity to reimagine service delivery. As social work is a profession that heavily emphasizes ethics and advocacy, and is the predominant professional group in community mental health, the final section examines implications for social work practice including practice ethics, consideration of factors on a micro, macro, and environmental level, the need to balance protection of the individual with the rights of many, and the necessity to take care of those doing the work as well.

EnglishThis article focuses on the use of the vignette method in social worker teams and thereby collective or shared aspects of practice, which cannot be reached through a presentation of a vignette separately to the individual members of the team. A video vignette case was presented to four social worker teams in connection with a focus group session in order to compare the teams' assessment of the client. The negotiations in the focus groups accentuate how teams interpret the same client in different ways and actualize questions as to where these differences stem from and what they are related to. The results support two methodological conclusions that we discuss in the article: that it is beneficial to use vignette in a multi-method design when comparing teams and that a focus group context is an advantage, when the characteristics of the team should be accentuated, while individual differences become secondary.DanishDenne artikel sætter fokus påbrug af vignettemetoden i socialarbejderteam og dermed kollektive aspekter af praksis, der ikke kan studeres ved at præsentere en vignette separat for enkelte medlemmer af et team. En videovignettesamtale mellem socialarbejder og klient blev præsenteret for fire socialarbejderteam i forbindelse med et fokusgruppeinterview med henblik påat sammenligne teamenes vurderinger af klienten. Forhandlingerne i fokusgrupperne synliggjorde, at teamene fortolker den samme klient forskelligt og førte til spørgsmål om, hvor disse forskelle stammer fra og hvad de er relateret til. Resultaterne understøtter to metodologiske konklusioner, som vi diskuterer i artiklen. For det første er det gavnligt at bruge videovignettemetoden i et multimetodedesign, når sigtet er at sammenligne teamenes vurderinger. For det andet er fokusgruppemetoden en fordel, når interessen er rettet mod at studere karakteristika ved teamene i stedet for individuelle forskelle.

This conceptual article aims to introduce and explore the practice of social streetwork. Streetwork is located as a historical professional discourse that has contemporary relevance for a rapidly changing and globalised world. As a practice discourse, streetwork occurs across a range of community-based helping professions, including social work, youth work and community work. The social work profession is increasingly becoming clinical and situated within statutory organisations, placing a greater emphasis on outcome-based targets, rather than building relationships. As a result of austerity, traditional youth workers are becoming invisible, often moving into statutory education settings and complex needs welfare agencies. This article will argue that for the broad helping professions to remain relevant, we must engage with vulnerable and complex populations where we find them – at the street level – promoting a direct practice of social justice at a micro-level. Within this discussion, we will define and explore a streetwork approach by examining the methodologies and objectives of streetwork practice. We will argue that by keeping to its origins of using informal and non-formal education as its primary tools, streetwork as an intervention works to combat poverty, social exclusion and discrimination. The article articulates a foundation for practice based on the promotion of low-threshold interventions with complex and hard-to-reach social populations. One of the key themes we will explore is how to locate streetwork practice as a form of social support, accompaniment and tool for promoting social inclusion and social democracy.

Abstract
The role and duties of a school social worker can differ greatly by state. The National School Social Work Practice Model and the National Association of Social Workers' school social work standards describe practice approaches and behaviors endorsed by the School Social Work Association of America (SSWAA). The National Evaluation Framework for School Social Work Practice is intertwined with the practice model and standards. The purpose of this article is to provide an explanation of the school social workers' practice behaviors as described in the performance evaluation framework. This article takes a comprehensive look at what school social workers do and offers suggestions on role clarity and its relation to performance evaluation for school social workers. The performance evaluation tool endorsed by SSWAA will be described for use by school social workers and school administrators. This article also provides an explanation of how to apply the National Evaluation Framework for School Social Work Practice using a synthesis of recommendations on performance evaluation documentation.

"Older people are, like younger people, citizens in the communities of the nations in which they live. This book sees ageing as a life journey that incorporates a process of citizening, in which people build their identity as part of their family and community. But the social experience of illness, frailty, disability and reaching the end of life may de-citizen older people by devaluing the social identity that comes from continuing social engagement. We de-citizen older people by emphasizing dependence on services and their cost to public expenditure instead of valuing the interdependence of participation and mutual respect. This book argues that older people retain full citizenship for the whole of their lives, up to the moment of death; but what does this mean for health and social care? In this groundbreaking book, Malcolm Payne argues that social work with older people must build re-citizening practice strategies to value both the common and the special aspects of the citizenship of older people. Current models of social care and social work create dependency, rather than relying on values of participative interdependence. The failure to recognize the end of life as a crucial element in all social care and social work for older people means that the lessons learned in providing palliative and end-of-life care in healthcare have not been transferred to social care, and the priorities of end-of-life care have not been adequately encompassed in social work with older people"--The publisher

AbstractProviding more consistent and continuous relationships for looked‐after children and care leavers is a current preoccupation in social work in light of many criticisms of the quality of such relationships. Recommendations for more direct work have spurred new models of service delivery in children's services aimed at improving individual outcomes. Independent Social Work Practices (SWPs), a new organizational model piloted in some areas of England between 2009 and 2012, were established to enable social workers and other practitioners to spend more time in direct work and thus to improve the practitioner/child/young person relationship. This paper uses findings from interviews with 169 children and young people across 11 local authorities and 5 SWPs, undertaken as part of a 3‐year national matched control evaluation of pilot SWPs, to identify key elements of good quality practitioner relationships with children or young people. Focusing on children's and young people's perspectives and experiences, the study demonstrates that more direct work and consistent relationships are valued. The paper deploys Recognition Theory to further understanding of effective practice as defined by children and young people.

This article explores the complexities of working as a social worker with people who have HIV/AIDS in Uganda. The exploration takes the form of a detailed case study.

Former BSW student: I'm really worried about this job interview. I know they are going to think I am too critical, too passionate, too much. How can I dumb myself down Jennifer? How do I get in the door so I can do the work I want to do? Maybe staying quiet will get me the job I need…maybe I should shut up about AOP?
This was part of a conversation I had last week, with a passionate, anti-oppressive and critical former undergraduate student who had been told, on more than one occasion, that she was just "too much" for the 'mainstream' social work organizations to which she had been applying for employment. It was not the first time one of my graduates had shared such worries, for many had reported negative workplace reactions to their critical and anti-oppressive stance, nor would it be the last. As the literature reminds us, social workers are now labouring in a post-welfare context where critiques of power, racism, ageism, sexism, heterosexism and ableism will not make 'best practice' lists unless they also save money and increase productivity (Baines, 2007; Hugman, 2001). As Donna Baines writes,