national research study

The Useof Technologyin Social Service and Social Work Diploma Educationand Practice in Canada

Asif Khan, Elaine Spencer, Nellie Sheppard and Lisa Shaw-Verhoek

Use of Technology- ACESS Project2

Partners• ACESS: Association of College

Educators in Social Services and Social Work Diploma Programs in Canada

• Algonquin College

• Sheridan College


www.acesseducation.ca

http://www.acesseducation.ca/


ACESS/ACCC Affinity Group

• ACESS is a national, bilingual organization, founded in 2003, that advocates for the advancement of social services and social work diploma programs

• ACCC was an early supporter. ACESS was an “Affinity Group” and guidance was provided by Paul Brennan from ACCC


ACESS• Governed by a Steering Committee which represents the

constituent groups of the organization (Province or Territory, Francophone, Indigenous)

• Opportunity for new constituency group from Saskatchewan and Manitoba and Maritime Provinces if Social Service Diploma Programs are established in those regions

• ACESS is sustained through membership fees and any donated proceeds from the annual conference

• Currently have approximately $5000.00 in a community account which is handled by Treasurer Elizabeth Radian and co-signer Alan Knowles


ACESS Goals• Develop and exchange information that supports

the education of students in social services and social work programs

• Support the learning needs of faculty by: Identifying, developing and sharing resources Developing a program registry Advocating for the profession Advocating for the needs of students and Advocating for the needs of diverse communities across

Canada


ACESS• ACESS holds an annual conference and meeting,

rotating jurisdiction host from west to east• In 2013 at the annual ACESS Conference AGM

held at Conestoga College in Kitchener, the membership of ACESS voted to support multi-jurisdictional research into the use of technology in SW/SSW.

• The results form the basis of our presentation today


Personnel with this project

• ACESS Advisory Committee comprised of Professors/Instructors from Ontario, Quebec, Alberta, Nunavut, British Columbia

• Nellie Sheppard (Sheridan College SSW Gerontology Program) and Lisa Shaw-Verhoek (Algonquin College SSW Program Perth Campus)

• Kerry Milford (Algonquin College Applied Research Manager Perth Campus)

• Sarah Abbott (MBRI Graduate, Project Co-ordinator)• Asif Khan, Algonquin College MRBI Student, Researcher• Thais Saito, Algonquin College MRBI Student, Researcher• Nancy Johansen, Algonquin College MRBI Program Co-

ordinator, Project Advisor/Professor

Use of Technology- ACESS Project

Marketing Research and Business Intelligence Program

• One year, intensive graduate certificate program that prepares students for employment in the marketing research and business intelligence field

• All students gain real work experience during the year

Program

• A fast track towards obtaining the Certified Marketing Research Professional (CMRP) designation

• Close coordination with MRIA and marketing research industry

Industry

• Application of current research tools, including SPSS, FluidSurveys and iTracks.

• Solutions to actual business problems using advanced, applied marketing, competitive intelligence and statistical techniques

Tools

02


Advisory Personnel/Institutions

• Alan Knowles, McEwan University, Advisory Committee Chair• Elaine Spencer, Red Deer College, ACESS Alberta Rep• Elizabeth Radian, Red Deer College, ACESS Research

Subcommittee Member• Deb Wandler, Selkirk College, ACESS British Columbia Rep• Michelle Proulx, Sault College, ACESS Aboriginal Rep• Elaine Sauriol, Collège Boréal, ACESS Francophone Rep• Marie-Josée Girouard, Cégep de Trois-Rivières, ACESS Quebec

Rep• Francine Daniel, Collège Vieux Montréal, ACESS Quebec Rep• Vivian O'Brien, Nunavut Arctic College, ACESS Northern Rep


Funders• ACESS ($1000 voted on at AGM)• Algonquin College Innovation Fund ($6000 toward one Fall

2013 and Winter 2014 course release for Lisa)• Algonquin College Health and Wellness Funds NSERC (to

pay for document translation and honorariums for the students)

• Algonquin College Mobile Learning Fund (for additional honorarium for the students)

• Sheridan College (Complementary hours for Nellie)• McEwan University (Conference Call Support for ACESS)


BACKGROUND


Background• Since the early days of social work and social welfare

communication has been a prime component of supporting personal and community change.

• More recently, the development of new technologies has had a major impact on social work and social service work.

• Examples of technology that have changed the way SW/SSW is conducted include the telephone, computers, recording mechanisms, internet and more recently social media.

• With them, new problems and challenges arrived on how to use technology in the SW/SSW work.


Background• These new challenges led to informal associations

interested in exchanging information and experiences

• The establishment of HUSITA (Human Services Information Technology Applications) was one of the landmarks of a more ethical and effective use of IT

• In 2005, the US National Association of Social Workers and the Association of Social Work Boards developed the ‘Standards for Technology and Social Work Practice’ to help the industry improve their performance when it came to technology

• They state that the social workers should acquire the necessary skills to use technology appropriately


Background

• In Canada, however, there has been little guidance as to the use of technology in SW/SSW

• In Ontario, the Code of Ethics and Standards of Practice has one reference to technology where it indicates on page 26 that “Client records, whether they are paper files or electronic files such as computer diskettes, are kept in an area that is not accessible to persons who have no legitimate interest in the records, and where the privacy of the records may be secured by lock and key.” http://www.ocswssw.org/docs/codeofethicsstandardsofpractice.pdf

http://www.ocswssw.org/docs/codeofethicsstandardsofpractice.pdf




Background

• The Canadian Association of Social Workers’ Guidelines for Ethical Practice also has only one reference to technology on page 11 where it states “Social workers take precautions to ensure and maintain the confidentiality of information transmitted to other parties through the use of computers, electronic mail, facsimile machines, telephone answering machines and other electronic technology. Social workers inform clients of the limits to confidentiality that may apply to these forms of communication.” http://www.casw-acts.ca/sites/default/files/attachements/CASW_Guidelines_for%20Ethical_Practice_e.pdf


Technology


Background • Another issue is digital exclusion or the digital divide and

how this can marginalize human service educators, students and practitioners in agencies

• Several diploma programs in Canada have begun to integrate e-learning into their programs. ACESS member and former Co-Chair Alan Knowles at McEwan University has done some research in this area focusing on hybrid and face to face modalities in SW/SSW education

• There is a need for research on the use of technology in SW/SSW diploma education and how it technology is used in practice in agencies and organizations. Before a technology plan for innovation is designed, there is a need for evidence on its effectiveness.


Background• With that in mind, ACESS, under the leadership of its

members Lisa Shaw-Verhoek and Nellie Sheppard, and lead by Algonquin College and Sheridan College, leaders in applied research and innovation, decided to conduct research on this topic and share it on the provincial, national and international levels.

• Since no research in Canada has been conducted on this subject, several questions were asked before the research began.


Questions• How are Canadian College SW/SSW Programs

integrating technology in their learning process?

• How are Canadian Social Service Agencies using technology in practice?

• How are Social Service Worker students using information technology at school, at field placement and in their personal lives?

• Do SSW’s working in agencies feel that they need more direction in the area of information technology and practice? What are the ethical dilemmas that have arisen?


MANAGEMENT PROBLEM


Problem Statement• Technology is changing the face of every

industry, but social workers/social service workers are not prepared for those changes

• SW/SSW Codes of Ethics do not include info about technology and practice. Some jurisdictions are creating info outside of the Codes of Ethics.


Problem Statement• SW/SSW Educators

must teach this information in order to prepare students for field placements and graduates for employment.

• Where do they get their teaching materials?


Problem Statement• In order to create an effective national

plan to help prepare for the future, further knowledge is necessary to understand how much access SW/SSW have to technology and how they are using it in education and practice


Research Objectives1. To determine the level of proficiency in the use of

technology of students, educators and practitioners,

2. To explore the types of software and hardware they are using, if any, and the burden it represents,

3. To assess their need for training and the preferred method of learning.


Research Objectives4. To investigate the use of social media in SW/SSW

5. To assess the level of awareness of the ethical use of technology in SW/SSW

6. To evaluate their level of satisfaction with the support mechanisms available to solve conflicts derived from the use of social media and SW/SSW

7. To investigate the level of awareness of technology waste.


Applied Research Dept.


Research Ethics Boards• Nellie and Lisa applied to the Research Ethics Boards at

Algonquin College and Sheridan College


NSERC• NSERC funding• Tri Council


Research Involving Humans


Certificate of Approval


RESEARCH DESIGN


Research DesignSecondary Research

Shaw-Verhoek, L., Sheppard, N., 2013. Information technology in Social Service Work education and practice in

CanadaConducted by ACESS before deciding to do primary

research


Research DesignDescriptive Research - Quantitative

Online survey Snowball recruitment, i.e. by referral

Students, educators and practitioners of social work/social service work


METHODOLOGY


Methodology - Sampling Method

• Non-probability Sampling• Cannot estimate a margin of error• Do not use chance selection procedures• Rely on the researcher’s personal judgment as he or

she can decide what elements to include in the sample • Cannot extrapolate results to the population with

scientific validity


Snowball Sampling

• Used when potential respondents are hard to reach, e.g. there is no list available In this technique an initial group of respondents is selected randomly and subsequent respondents are referred by the initial respondents

• Used when respondents are more likely to participate if referred by a trusted source, e.g. a colleague, professor

• Respondents may not represent all segments of the population, e.g. they may be more “connected” to their community


RecruitingThe initial list of respondents was formed by:• Personal contacts – ACESS committee members, their

colleagues, contacts and students• Program coordinators were contacted and asked to send the

survey to other educators and their students• Searching for relevant SW/SSW agencies nationally

online, who were contacted by the research team• Research agencies in 9 provinces• United Way Canada agreed to distribute near survey closure


Methodology - QuantitativeTarget audience/Online Survey

• Students currently enrolled in SW/SSW diploma programs in Canada

• Students in field placements• Educators currently working in SW/SSW diploma

programs in Canada• Practitioners currently working in SW/SSW

agencies in Canada


Methodology - Quantitative

• The survey was conducted in both official languages English and French

• Revised translation done by Société Gamma Inc.

• Pre-testing of the survey occurred between March 1st to March 9th, 2014

• Average time taken to complete the survey: 14 minutes


Methodology - Quantitative

• The online survey remained open for 54 days, from March 10th , 2014 to May 2nd, 2014

• Geographic reach involved Canada nationally• 250 reminders were sent by the student team• Lisa used the Ontario SSW Professor Listserv and Vice

President Academic List in Ontario to push the survey out to Ontario colleges

• phone calls by ACESS committee members to colleagues and personal contacts. Emails were sent to ACESS members.


Methodology - Quantitative• Completion rate: 70%

• Number of participants: 476• Number of responses per question - Ranges from 333 to

476*• Since there was no initial list of respondents, 476

respondents who voluntarily participated in the survey is considered a good number

• Based on the amount of respondents and the data collected, important conclusions can be drawn


Limitations• Time restraints• The survey was initially scheduled to be open for

two weeks. When it was discovered that lists of potential respondents would not be made available, the project timelines were extended to allow for snowball recruiting

• Acquiring a list of respondents


Limitations• Due to confidentiality policies, Colleges are not

allowed to give students’ names and agencies were not inclined to give a list of their members.

• Literacy level of respondents• During pre-testing, varying literacy levels of

certain respondents was brought to the attention of the research team. Further editing ensured that all respondents could easily complete the survey

• Limited internet access in some parts of Canada particularly in the North and rural areas


Limitations (Unanticipated)• Translation: The time taken to translate

the survey into French was longer than expected

• Having a large committee increased the time to coordinate final edits. Professors are busy people and the advisory committee members were volunteering their time


Research Ethics Boards• Submitting the project to

two boards of ethics was a long and complicated process

• The application was approved by Algonquin College

• It was approved with suggestions by Sheridan and would have to go back to the committee for final approval


Research Ethics Boards• Once the survey was already launched,

other Colleges said it had to be submitted and approved by their own Research Ethics Boards

• REBs meet once per month at most colleges

• Multi-site application form is deceiving!• Lack of co-operation by colleges created a

major barrier for Applied Research of this type

• Irony: Sheridan College students did not complete the survey


Recommendation!• When a project is approved by an REB

at one college in Canada, other colleges should accept that REB Certificate


Project Schedule

January February March April MayResearch Problem & Objectives

Pretest.

Snowball Survey

Online Survey

250 reminders

Analysis Average survey time 14 minutes

Questionnaire design & FluidSurveys programming

English &

French

476 participants (70% completion

rate)

SPSS

• 476 total responses with 70% completion rate

03


Demographics

SW/SSW Educators/

Practitioners/ Students (n=333)

32% College certificates/diplomas

15% B.A or Masters in Social Work

30% Income less than $20,000

58% Majority were young (age 16-34)

26% Age 45 and above

82% Most respondents were female

04


Where respondents live

Outside CanadaSaskatchewan & Nova Scotia

YukonNorthwest Territories

NunavutBritish Columbia

AlbertaQuebecOntario

0 5 10 15 20 25 30 35 40 45 501%1%1%1%2%

4%9%

37%45%

n=407

• Top 3 provinces in terms of respondents: Ontario, Quebec, and Alberta

• 82% of the respondents live in Ontario and Quebec

05


Do you have the necessary technology to succeed in your program?

• 20% SW/SSW practitioners/educators mentioned lack of technology to succeed in their work

06


Workplace/institution policy for handling/safe disposal of e-waste

• 2/3 of the students were unaware of their institution/agency policy for handling/safe disposal of electronic waste

07


Do you have the necessary technology to succeed in your program?

Half of the respondents believe it is extremely important for their institution/workplace to have a disposal policy on e-waste

Extremely unimportant

Somewhat unimportant

Neither important or unimportant

Somewhat important

Extremely important

0% 20% 40% 60% 80% 100%

8%

6%

16%

20%

50%

n = 334

08


Social media use in work and personal sphere

• 42% of the respondents (most students) were using Facebook for educational purposes and 24% for their work.

• More respondents are using LinkedIn for personal reasons than for work reasons.

• 40% of the respondents are using some type of social media in their agency or field placement.

• Skype was mentioned by some respondents for work as a means of talking to clients.

09


Dial-upOtherFiber

Don't knowSatellite

DSLMobileCable

3%5%

8%8%

13%23%

44%52%

n=394

Type of Internet use

• 52% of the respondents use cable for their Internet connection

10


When facing an ethical dilemma related to the use of social media and other technologies in SW/SSW, where would you look for guidance?

• Most respondents said that, when facing an ethical dilemma, they would look for guidance in the SW/SSW Code of Ethics (63%) or consult with another Social Worker/Social Service Worker (65%). Other important sources of guidance were the SW/SSW Regulatory Body, the Agency Director or Manager and friends

11


Social media and work

Though most respondents do not use social media in their work, 64% of the respondents strongly agree or somewhat agree that they are concerned with the potential problems that the use of social media can cause in their relationships with clients.

Strongly Disagree

Somewhat disagree

Neither agree or disagree

Somewhat agree

Strongly agree

9%

12%

15%

41%

23%

“I am concerned about the use of social media and potential ethical challenges including the potential for dual relationships between workers and clients”n= 331

12

Thank you

The Use of Technology in Social Service and Social Work Diploma Education and Practice in Canada