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The flipped classroom, with its focus on student-centered learning and active student engagement, is a growing trend in social work education. This article presents an innovative way of delivering practice content through the flipped classroom model, which can be adapted for any level of social work education. It walks readers through the steps of developing the course and the successes and challenges of the flip, particularly with an incorporated skills lab component. Additionally, this article shares student reflections on the development and execution of the course, with specific feedback on the experiential learning environment, discussions surrounding instructor workload and preparation, and implications for future iterations of the course from students who had very little prior technologically centered learning experiences.

Using data from the National Longitudinal Study of Adolescent Health, this study examined the impact of sexuality factors and satisfaction with partner on stress, anxiety, and depressive symptoms. Multiple regression was used to evaluate the impact of predictors such as sexuality factors and relationship satisfaction on the dependent variables: stress, anxiety, and depression. Three main results were discovered. First, sexual minority females who have lower levels of education and are dissatisfied with their relationship experience significantly higher stress, while sexual minority males do not differ from heterosexual males in terms of relationship satisfaction or stress. Second, sexual minority females who have lower levels of education and who are dissatisfied with their relationship experience significantly higher anxiety, while sexual minority males do not differ from heterosexual males in terms of relationship satisfaction or anxiety. Finally, female sexual minorities who have lower levels of education reported fluid attraction, fluid identity, dissatisfaction with their relationship, and have significantly higher depression when compared to male sexual minorities or heterosexuals. Further research should examine gender and fluidity in greater detail. © 2018, © 2018 Taylor & Francis Group, LLC.

As the social work field increasingly recognizes economic abuse within intimate partner relationships, the field has developed financial empowerment programs to empower survivors for their financial future. Although research has demonstrated the effectiveness of financial literacy programs, there are barriers to their implementation in the field. Studies have explored, from the perspective of advocates, best practices in incorporating financial literacy into services; however, no studies have explored implementation approaches from the perspective of survivors. This study explores, from the perspective of 34 survivors, approaches for implementing financial literacy programming. Participants described their understanding of financial empowerment as being in charge of finances, having financial power, and not having to endure the struggle. To counter financial disempowerment, participants identified the need for financial confidence, knowledge, and tools. Participants shared their strategies for saving money, though many participants reported barriers to using banks as savings tools. Almost all participants stressed the importance of financial literacy services for survivors, especially around banking, credit, and debt. Finally, participants shared recommendations for job readiness and training programming. Findings have implications for domestic violence and broader social work organizations implementing financial empowerment services. Social workers can support financial empowerment efforts through program development and research efforts. © 2019 National Association of Social Workers.

This book was written to help social work educators make pedagogically sound, rational, practical, and ethical decisions about integrating technology into their social work programs and across the curriculum. It covers a range of essential topics, from understanding digital literacy skills to ethical implications for technology in social work practice, from using technology in the traditional classroom to fully online teaching environments. Case studies, practical examples, and technology tips are integrated into each chapter, and checklists show how technology is integrated with the Council on Social Work Education s EPAS competencies, the NASW s Code of Ethics, and other social work practice standards and guidelines. Appendices provide a wealth of practical materials.

This book was written to help social work educators make pedagogically sound, rational, practical, and ethical decisions about integrating technology into their social work programs and across the curriculum. It covers a range of essential topics, from understanding digital literacy skills to ethical implications for technology in social work practice, from using technology in the traditional classroom to fully online teaching environments. Case studies, practical examples, and technology tips are integrated into each chapter, and checklists show how technology is integrated with the Council on Social Work Education s EPAS competencies, the NASW s Code of Ethics, and other social work practice standards and guidelines. Appendices provide a wealth of practical materials.

This book was written to help social work educators make pedagogically sound, rational, practical, and ethical decisions about integrating technology into their social work programs and across the curriculum. It covers a range of essential topics, from understanding digital literacy skills to ethical implications for technology in social work practice, from using technology in the traditional classroom to fully online teaching environments. Case studies, practical examples, and technology tips are integrated into each chapter, and checklists show how technology is integrated with the Council on Social Work Education s EPAS competencies, the NASW s Code of Ethics, and other social work practice standards and guidelines. Appendices provide a wealth of practical materials.

The role of the social worker in the achievement of human rights is to assist individuals in their struggle for dignity and their attainment of their full potential. Ethical social work ensures just laws and practices that allow all persons to live without discrimination. The purpose of this paper is to present the practice and policy implications of the last five years of court cases regarding transgender and gender expansive (TGE) children and school systems in the USA. This paper outlines the legal justifications for revisions to the current procedures and policies of interacting with TGE children, including use of restrooms consistent with gender identity (RCGI). These recommended guidelines are designed to prevent ongoing human rights violations and create pathways for TGE children to live their lives congruently with their gender identity. Basic human rights for the TGE individual include policy improvements involving restrooms, locker rooms, showers, overnight accommodation, affirmed name, and identification for the child welfare, mental health, educational, medical, juvenile justice, and law enforcement systems. © 2019, Springer Nature Switzerland AG.