Concurrent Infusion of Integrated Behavioral Health Practice into Social Work Field and Classroom Instruction

Autor/inn/en	Smith-Osborne, Alexa; Daniel, Kathryn
Titel	Concurrent Infusion of Integrated Behavioral Health Practice into Social Work Field and Classroom Instruction
Quelle	In: Journal of Social Work Education, 53 (2017), (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-7797
Schlagwörter	Case Studies; Behavior; Social Work; Experiential Learning; Young Adults; Older Adults; Innovation; Theories; Web Based Instruction; Phenomenology; Mixed Methods Research; Higher Education; Surveys; Tests; Feedback (Response); Interdisciplinary Approach; Computer Mediated Communication; Student Attitudes; College Students; Allied Health Personnel; Evidence Based Practice; Simulation; Teamwork + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Soziale Arbeit; Experiental learning; Erfahrungsorientiertes Lernen; Young adult; Junger Erwachsener; Älterer Erwachsener; Theory; Theorie; Web Based Training; Phenomenological psychology; Phänomenologie; Psychologie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Survey; Umfrage; Befragung; Examination; Prüfung; Examen; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Computerkonferenz; Schülerverhalten; Collegestudent; Simulation program; Simulationsprogramm
Abstract	This administrative case study describes a concurrent infusion of integrated behavioral health (IBH) practice into social work field and classroom instruction using the same manualized IBH treatment as the core treatment content. The infusion was applied to youth/young adult and older adult populations in field instruction and classroom instruction. Diffusion of innovation theory provided the framework for the infusion process and analysis. Quantitative data were extracted from Web-based learning platforms and administrative data sets and analyzed using descriptive and univariate statistical methods. Qualitative data were extracted from de-identified transcripts of student session segments and Web-based learning platforms and analyzed using phenomenological methods. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01