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ABSTRACTThis paper highlights the process of implementing and adapting an evidence‐based cognitive–behavioural therapy (CBT) depression group intervention model for adolescents (ages 11–18) in two middle schools and one alternative high school in the USA. The paper describes the process of moving an evidence‐based intervention from a clinic‐based setting to a school‐based setting by engaging in the following steps: (1) reviewing the literature and selecting the evidence‐based intervention with the greatest chance of success in the school environment; (2) adapting the evidence‐based intervention to address delivery issues in a school setting; (3) preparing social workers to deliver the evidence‐based intervention with fidelity; (4) evaluating the fidelity and outcomes of the implementation of the evidence‐based intervention; and (5) addressing issues of sustainability or continuous quality improvement of the evidence‐based intervention. The paper concludes with a section on lessons learned from piloting an adaptation of an evidence‐based intervention in a real world setting.

In the past few decades, both the local and international press have addressed flaws within the juvenile justice systems in Chile. However, very few studies have examined the support provided to social workers working in this field. This article, using exploratory survey research methods, explores the perspective of social workers about how these systems support their well-being and overall work functioning. The survey uses a snowball sampling technique to reach social workers who work in nonprofit organizations serving juvenile offenders in the metropolitan region in Chile. The results show that social workers are experiencing moderate levels of compassion fatigue. Different issues emerged centered on a lack of organizational support related to teamwork, training, and pay.

Technological innovations in social work education support efforts to expand the global reach of social work education. Massive open online courses (MOOCs) represent one type of innovation; however, little is known about their potential for promoting global social work. In 2015, our school of social work developed the first known social work MOOC using the edX platform. In this paper, we explore the initial voluntary survey data from registrants (n=992) to determine participation patterns and motivations. Our data indicates that the MOOC engaged participants from over 180 countries, with over one-third (35%) from the United States. Over 40% of participants rated themselves as novices with social work content. Thematic analysis of open-ended responses suggests that many participants were working in organizations or NGOs and wanted information about how to be more effective as a worker in these settings. Their participation in the MOOC allowed for exploration of a social work educational program. Further analysis of demographic trends, motivations, and participation levels suggests that MOOCs can be a platform for extending the reach of social work education to global social work settings. More research is needed to fully explore the potential of this educational platform for expanding the reach of social work education globally.

Widespread adoption of pedagogical methods promoting evidence-based practice (EBP) could enhance the effectiveness of social work practice education. Schools of social work should ensure that faculty are trained in the methods of EBP; establish a committee responsible for tracking and implementing demonstrably effective instructional innovations related to EBP; provide continuing education courses that promote scientifically supported practices and that include a course devoted specifically to teaching the methods of EBP per se; reward faculty who model superior pedagogical skills in relation to EBP; provide extensive training in computerized bibliographic database searching and other information acquisition methods; incorporate problem-based instructional methods into all practice courses; employ skills-based in vivo assessments and other measures to ensure student-practitioner competency in EBP methods prior to graduation; emphasize specialty practice education to an unprecedented degree; and test for competence in specialty practice areas.