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U.K. Scholars Back Cambridge Researcher’s Efforts to Avoid Deportation

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More than 1,000 academics have signed an open letter in support of Asiya Islam, a research fellow who has lived legally in Britain for a decade.


Simulation in Social Work Education: A Scoping Review

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Research on Social Work Practice, Ahead of Print.
Purpose:This article presents a scoping review that synthesized empirical studies on simulation in social work (SW) education. The review maps the research examining characteristics of simulation studies in SW education and emerging best practices.Method:Using Arksey and O’Malley’s scoping review framework to develop the methodology and following the PRISMA-ScR checklist, we selected 52 studies for this review.Results:Most studies were published in North America and included quantitative (37%), qualitative (31%), and mixed methods (33%). Simulation was used to teach generalist and specialized practice with interprofessional practice as the highest area of specialization. Simulation was also used for assessment purposes, and the Objective Structured Clinical Examination was a commonly reported method. We identified several facilitators and barriers to using simulation effectively for teaching and assessment.Conclusions:Our analysis permitted us to identify emerging best practices that can be used to guide teaching. Implications for SW research, teaching, and practice are discussed.


Characteristics of Effective School-Based, Teacher-Delivered Mental Health Services for Children

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Research on Social Work Practice, Ahead of Print.
Purpose:The increasing need for school-based mental health services has altered teachers’ involvement in mental health services.Methods:This study presents a meta-analysis from a previous systematic review to identify which study characteristics result in effective treatment outcomes. Specific treatment characteristics analyzed in this study include type of intervention, treatment modality, length of treatment, and type of measurement. Effect sizes were coded by internalizing and externalizing disorders, depending on the symptoms the corresponding treatments were intended to address. A final sample size included 9 independent effect sizes of internalizing behaviors and 21 effect sizes of externalizing behaviors.Results:Internalizing disorders, social skill interventions, classroom modalities, and medium treatment length were moderating treatment characteristics. No significant effects were found for externalizing disorders.Conclusions:These results further add to the research on teacher’s role in school-based mental health services and provide important information for social workers who work in schools.


Applying the Theory of Social Good to Mass Incarceration and Civil Rights

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Research on Social Work Practice, Ahead of Print.
This article illustrates how the underproduction of social goods and services within the domain of diversity and inclusion bolstered mass incarceration in the United States and further marginalized historically oppressed groups, specifically African Americans. The article begins with a discussion of the importance of the social good framework and how it relates to the social problem of mass incarceration. Then, it provides a brief history of racial exclusion within the American context to demonstrate the centrality of race in the social exclusion of African Americans. This is followed by a discussion of the macro-, mezzo-, and micro-roots of mass incarceration, and how the U.S. tolerance for racially based social exclusion helped to propel mass incarceration, especially the overincarceration of African Americans. Finally, this article concludes with suggestions for rectifying this substantial social injustice and the role that social work must play in addressing this issue.


Engineers Sprint Ahead, but Don’t Underestimate the Poets

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Technical skills taught in college have a short shelf life, while a liberal arts education prepares graduates for jobs that haven’t been invented yet.