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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.

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.

Abstract
This cross-national study examined the mental health between those individuals working and those not working nine months post initial COVID-19 social distancing implementation. Respondents (N = 3,474) were recruited through social media (e.g. Facebook, Twitter) and completed an online survey in October/November 2020. The respondents were from Norway, the UK, the USA and Australia. The mental health of those working and not working were analysed using t tests and socio-demographics were compared using one-way analysis of variance. Respondents who were working were significantly more likely to experience better mental health, were younger, report higher levels of education, and significantly less likely to worry about their own situation, health or financial situation than respondents who were not employed. Respondents who were retired reported better mental health than respondents who were not working for other reasons (laid off/dismissed, receiving benefits, studying, other). These findings raise the importance for social workers and other health service providers to monitor the overall mental health of individuals especially when social distancing protocols are in place and as countries begin to recover from the pandemic.

For students who are actively engaged in social justice efforts on their college/university campuses, the transition from a relatively easy platform for engagement to the "real world" can pose significant challenges and create new realities for negotiation. Little is known, however, about the nature of these transitions into post-graduate social justice experiences. Drawing on an open-ended survey of recent graduates (92 respondents, 50% response rate) from a social justice minor in a school of social work, we explore the ways in which respondents described their transitions into social justice work, focusing on a set of key challenges that emerged from our analysis and reflecting on the implications of these challenges for social work practice and future research. Understanding some of the challenges in making this transition will help social work and non-profit administrators to better support this population's future volunteer, service, and employment needs.

The purpose of this study was to estimate how many presentations at the Annual Meeting of the Society for Social Work and Research (SSWR) are subsequently published in peer-reviewed journals. A 30% random sample of abstracts presented at the 2006 Annual Meeting of SSWR was reviewed. To determine publication status of the presentations, the authors conducted searches using Google Scholar, PubMed, PsycINFO, and Social Work Abstracts, in addition to reviewing faculty pages and curriculum vitae (CVs). The authors recorded information about the published articles including the journal title, impact factor, year, and authors. Forty-three percentage (95% CI = [34.5%, 51.9%]) of presentations were published in a peer-reviewed journal. Twenty-eight percentage (95% CI = [20.9%, 36.7%]) of publications were in a journal with an ISI Impact Factor (M = 1.32). The number of presentation authors was not associated with a subsequent publication. No differences were observed by type of presentation.