Browsing by Author "Davis, Tamara S."

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    Social Worker Integrated Care Competencies Scale (SICCS): Assessing Social Worker Clinical Competencies for Health Care Settings
    (Taylor & Francis, 2019) Davis, Tamara S.; Reno, Rebecca; Guada, Joe; Swenson, Staci; Peck, Adriane; Saunders-Adams, Stacey; Haas-Gehres, Lauren; School of Social Work
    Integrating physical and behavioral health services has the potential to reduce health disparities and service inequities among persons most at risk. However, clinical social workers in integrated health settings must possess relevant knowledge and skills to provide quality care to diverse populations. The Social Worker Integrated Care Competency Scale (SWICCS), developed to complement the Integrated and Culturally Relevant Care (ICRC) field education curriculum, measures students’ self-perceptions of knowledge and skills associated with providing behavioral health care. Three student cohorts (n = 38) completed the SWICCS three times during an integrated care field practicum. Results indicated a statistically significant increase in student knowledge and skills at each time point, with a large effect size (r = −.87). The SWICCS demonstrated utility in measuring and tracking social work student acquisition of knowledge and skills required for practice in integrated care environments.
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    Telebehavioral practice basics for social worker educators and clinicians responding to COVID-19
    (Taylor and Francis, 2020-11-16) Wilkerson, David A.; Wolfe-Taylor, Samantha N.; Deck, Christian K.; Wahler, Elizabeth A.; Davis, Tamara S.
    Social Work’s Grand Challenge to Harness Technology for Social Good calls for educators to reevaluate their role and its significance for the future of social work. Information and communication technology (ICT)-mediated practice methods like artificial intelligence, virtual reality, gamification, and big data, among others, represent a new arena for social work practice. However, educators have been mostly inactive in developing curricula that support student knowledge, training, and decision-making on the adoption of technology for practice. In the United States, the Council on Social Work Education Futures Task Force highlighted this inaction as a matter of critical uncertainty for the field’s future. In contrast, this paper describes how a school of social work rapidly deployed a free, CE training program on the basics of telebehavioral health practice to the social work community to aid their response to COVID-19. The rapid deployment of that training has been distilled as ‘lessons learned’ for those wanting to join in efforts to address the field’s critical uncertainty regarding the adoption of technology. Information is presented about the reach of this training and includes feedback from participants. Additionally, the authors discuss whether COVID-19 can influence social work’s future rate of technology adoption.