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AbstractThis paper applied a critical narrative analysis to narratives of youth self‐identifying as having mental health concerns. Instances of epistemic justice and injustice were identified related to youth's interactions with clinical and educational institutions as well as with parents and peers. Youth experienced instances of institutional ignorance related to their experiences, as well as implicit and explicit silencing of their experiences. Youth also experienced validation from practitioners and teachers who validated their needs and knowledge of their own experiences. Implications for practice and research are discussed around promoting epistemically just practice with youth and in the mental health system.

Abstract
Social workers are facing increasingly complex client needs during the coronavirus disease of 2019 (COVID-19) pandemic. Because of the social distancing requirements of the pandemic, social workers have undergone transformative changes in practice with the rapid uptake of virtual technologies. The objective of our study was to understand the experiences of social workers during the first-wave of the COVID-19 pandemic. We conducted a cross-sectional, web-based survey, comprised of close-ended and open-ended questions. Survey participants included social workers who were the members of a provincial social work association in Ontario, Canada. With n = 2,470 participants, the response rate was close to 40 per cent. Descriptive statistics were conducted on the close-ended questions. Two open-ended questions were coded using the thematic analysis. Nine themes were identified on the impact to social worker's employment status: increased work-load; loss of employment; redeployment to new settings; early retirement; concern for personal health and safety; social workers in private practice seeing fewer clients; personal caregiving responsibilities; limiting recent graduates' employment potential and social workers experiencing new opportunities. There were five themes on the impact on social work practice: clients with increasing complexities; challenges with transition to virtual care; benefits with transition to virtual care; adapting in-person services and personal well-being.

Abstract: This paper describes a qualitative study about a Master's level elective course offered on-site at a Canadian pediatric hospital and delivered by frontline hospital social workers. Ten social workers and four students participated in the study which captured their experiences in the course. A grounded theory approach guided this study. Social workers discussed an enhanced sense of professional self, impact on their daily roles and various opportunities resulting from participation. Students discussed diversity, development of a realistic understanding of the social work role and the unique format of the course. Implications for future course development and university-agency partnerships are discussed.Keywords: social work; education; pediatrics; hospital; teaching

Purpose: Social justice is a foundational social work value, but social work education continues to experience ongoing challenges with how to teach students to embody social justice values. The aim of this scoping review is to map empirical studies on teaching methods that translate social justice value into teachable curricula. Methods: Following Arksey and O'Malley's scoping review framework, we conducted a rigorous process in which we screened 5953 studies and included a final sample of 35 studies. Results: Our findings identified seven main teaching approaches: intergroup dialogue, online asynchronized discussion board, simulation and role play, group work and presentation, written reflection, community-engaged learning, and social action-oriented learning. In terms of competency development, most of the studies focused on awareness and knowledge versus skill-building. Most teaching methods emphasized students' affective experiences during the social justice learning activities. Discussion: Challenges, lessons learned, and future recommendations of each teaching method are presented.

Abstract
The integration of informal information and communication technologies (ICTs) has transformed social work practice, yet the use of ICTs in practice is not commonly discussed in supervision. The aim of this sequential mixed methods study was to understand the factors associated with social workers' discussion of informal ICT use in supervision, and the considerations that influence these discussions. A logistic regression was conducted using data from Canadian #socialwork survey participants in organisational settings (n = 958). Quantitative findings were integrated with the qualitative findings from a reflexive thematic analysis of participant interviews (n = 22), some of which occurred during and were impacted by the COVID-19 pandemic. Based on our integrated findings, supervisory ICT discussion was highly dependent on organisational policy and supervisors' interpretation of these policies. The setting in which the survey participants worked was also associated with ICT discussion in supervision. In making their decisions to discuss ICT use, interview participants further highlighted the importance of the supervisory relationship based on supervisor qualities and availability.