A Content Analysis of Forensic Social Work Syllabi

Social Work Education The International Journal

ISSN: 0261-5479 (Print) 1470-1227 (Online) Journal homepage: http://www.tandfonline.com/loi/cswe20

Educating for rights and justice: a content analysis of forensic social work syllabi

Tina Maschi, Jo Rees, George Leibowitz & Margaret Bryan

To cite this article: Tina Maschi, Jo Rees, George Leibowitz & Margaret Bryan (2018): Educating for rights and justice: a content analysis of forensic social work syllabi, Social Work Education, DOI: 10.1080/02615479.2018.1508566 To link to this article: https://doi.org/10.1080/02615479.2018.1508566

Published online: 19 Aug 2018.

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Educating for rights and justice: a content analysis of forensic social work syllabi Tina Maschia, Jo Reesb, George Leibowitzc and Margaret Bryana aGraduate School of Social Service, Fordham University, New York, NY, USA; bDepartment of Social Work, LIU Brooklyn, Brooklyn, NY, USA; cSchool of Social Welfare, Stonybrook University, Long Island, NY, USA

ABSTRACT ARTICLE HISTORY The Council on Social Work Education underscores that social work- Received 30 December 2017 ers should be educated to advance human right, social, economic, Accepted 28 July 2018 and environmental justice. This article asserts that forensic social KEYWORDS work is an integrated practice specialization at the intersection of Qualitative methods; the law or legal system, and historically has done just that. However, research; social justice; there is a dearth of research examining forensic courses. Therefore, values; criminal justice social the purpose of this study was to conduct a content analysis of work; practice; history of forensic social work and social work and the law syllabi. A compre- social work; knowledge; hensive search of the Internet was conducted to identify publicly competency; education available forensic social work or social work and the law syllabi from CSWE accredited social work programs in the United States. Twenty- two syllabi were identiﬁed. A content analysis of available syllabi revealed an overarching theme of forensic social work and ‘the pursuit of justice’ and as practice at the intersection of the law and/or legal system. Forensic social work education grounded in a human rights and global justice approach can serve an important functioning in measuring student learning outcomes that target advancing human rights and social, economic, and environmental justice using clinical, interdisciplinary, and policy practice.

Background The most recent Council on Social Work Education (Council on Social Work Education [CSWE], 2015) Educational Policy and Accreditation Standards (EPAS) has moved away from traditional content driven education of what students should be taught to rather one focused on student learning outcomes. According to EPAS (CSWE, 2015), social workers who engage in human rights and justice practice recognize that every person regardless of their society position has fundamental human rights. The rights emphasized in this competency standard include: ‘freedom, safety, privacy, an adequate standard of living, health care, and education’ (p. 7). The competency also underscores the knowledge (e.g. theory), values (e.g. ethics, attitudes, and beliefs), and skills (e.g. multilevel practice strategies) that social work students are expected to understand and demonstrate. This includes that social workers understand the ‘global interconnections of oppression and human rights violations and are knowledgeable about theories of human need and social justice and strategies to promote social and economic justice and human rights’ and

CONTACT Tina Maschi [email protected] © 2018 Informa UK Limited, trading as Taylor & Francis Group 2 T. MASCHI ET AL. strategies to eliminate oppression and structural barrier to ensure justice and equality and civil, political, environmental, economic, social, and cultural rights. In demonstrating their understanding, social work students are expected to ‘apply their understanding of social, economic, and environmental justice to advocate for human rights at the individual and system levels and engage in practices that advance social, economic, and environmental justice’ (CSWE, 2015,p.7). The social work profession is at an important developmental milestone in determining what constitutes social work practice from a human rights and global justice lens. While it is a time to develop innovations in practice, it also is important for the social work profession to understand and recognize practice specializations, such as forensic social work, that historically has engaged in practices that advance human rights and justice across diverse locations across the globe. This all too often marginalized and misunderstood practice specialization of forensic social work has commonly been described as the social work practice at the intersection of the law and/or legal system or social work and the law (Robbins, Vaughan-Eden, & Maschi, 2015). Forensic social workers in past and contemporary times have worked in a variety of settings that involve social work at the intersection of law and policy. These settings include child welfare, social services, housing, health and mental health services, victim services, and criminal justice. For example, social workers who work with children who have been maltreated may provide services, such as counseling and/or expert testimony in court setting. Other forensic social workers who work with individuals who have been convicted of a crime may be an administrator or front-line worker in a prison and/or community correction setting. Forensic social workers who work with a criminal justice population may engage in a number of activities, such as counseling, case management, community organizing, expert testimony, and/or policy advocacy. In 1879, the roots of the ‘forensic’ in social work can be traced back to the establishment of the National Conference of Charities and Corrections. The use of both terms ‘charities’ and ‘corrections’ suggests the early pioneers saw the importance of including justice issues in the conceptualizations of compassionate social services and policy and the law as a proper venue for social workers as actors and advocates (Roberts & Brownell, 1999). About a century and a half later, we can now take stock of how contemporary social workers integrate ‘caring’ and the pursuit of ‘rights and justice’ in their every day practices across diverse populations and settings. Forensic social workers have historically worked with individuals, families, and communities in such settings as communities, child and adult protective services, victims service, health care, education, immigration, and juvenile and adult corrections. Their caring justice approach sought positive remedies to a host of societal ills, such as: (1) peace, safety, and security, (2) freedom from torture, cruel, inhumane, and degrading punishment, (3) access to justice and fairness, (4) the right to the arts and science, and (5) the right to health and holistic well-being (e.g. physical, mental, spiritual, education, economic, social, political, and cultural; Maschi & Killian, (2011); Roberts & Brownell, 1999). For example, forensic social workers have historically worked to remedy health and justice disparities, especially among underrepresented and underserved minorities based on differences, such as their race/ethnicity, gender, class, age, sexual orientation, disabilities, incarceration history, or immigration status that place them at risk of marginalization, victimization, and/or criminalization. More specifically, forensic social work practice may include child and elder protection, child custody cases, services and SOCIAL WORK EDUCATION 3 advocacy for juvenile and adults in correctional institutions, providing court mandated mental health and substance abuse treatment, restorative justice practices for victims and offenders, identifying and responding to human trafficking, domestic violence, education, health care, child welfare, immigration services, and reform. It may also include evaluation of competency in civil and criminal trials, sentence mitigation, and mediation (e.g. Maschi & Leibowitz, 2017). The social work professions ethical commitment to address economic justice has historically worked toward creating avenues to assist disadvantaged and oppressed groups, such as racial/ethnic minorities, families living in poverty, to gain access to economic power and social and political resources. Social workers who have engaged in practices that advance economic justice include micro, mezzo, and macro levels may target issues, such as income inequality (e.g. living wage levels and minimum wages), worker rights (e.g. women immigrants and undocumented workers), community–labor partnerships and coalitions, and social welfare trainings and programs for individuals, families, and/or communities, such as working for Headstart or low-income school districts or welfare or even provide financial capability or social entrepreneurship training. Since forensic social workers often engage with individuals, families, and laws across multiple systems, they commonly have engaged in an integrated approach to practice. That is, many forensic social workers engage in clinical, policy, and community practice with individuals, families, and communities. They also have incorporated skills in micro to macro skills, such as forensic interviewing, expert testimony, legal report writing, mediation and conflict resolution, community-based restorative practices, program development, legal advocacy, and community development. They also often engage in case and policy level advocacy in areas, such as children and family rights, elder rights, racial justice and civil rights, victims’ rights, and LGBT rights, and justice-involved persons and prisoner rights. These collective activities assist in achieving mass liberation, safety and security, and justice for the marginalized and oppressed groups that social work prides itself upon championing (Maschi & Leibowitz, 2017).

Integrating rights and justice through forensic social work education Despite the integrated, dynamic, and varied nature of forensic social work practice, little is known about the extent to which social work students are prepared to practice at the intersection of the law, rights, and justice across diverse populations and settings. Given that social work students and professionals will encounter legal and policy issues in their field internships and/or postgraduation employment, it is important to gage extent to which social workers are competent in understanding and using the law and working with other professionals, such as lawyers, so that they may effectively address clinical to community and structural barriers in order to advance human rights and global justice. An upstream approach, to provide forensic social work education at both the bachelors and masters level, can be an effective strategy to prepare social workers to integrate the law in practice as well as to navigate the civil and criminal justice systems on behalf of their clients and their communities. However, given the important role and function of forensic social workers, in advancing human rights and global justice, forensic social work has been largely over- looked as a specialization in social work education and training programs. Given the 4 T. MASCHI ET AL. emphasis on the micro, mezzo, and macro integration, interdisciplinary practice, and advancing human rights and justice, it is an imperative for social work educators to heed the call of the JSWE Editorial that urged the CSWE to elevate forensic social work to its rightful place as a staple in the social work curriculum (Robbins et al., 2015). Although there is a dearth of research and evaluation on forensic social work education and social work law education, there is research that offers insight into why forensic social work education is important. In a study by Steen, Mann, and Gryglewicz (2016), a survey of 77 social work students was conducted to determine the extent to their level of support for a variety of human rights. Using Wilcoxon signed-rank analyses revealed that the infusion of human rights content was successful in fostering higher levels of support for only some human rights. In particular, the study found that low levels of support for rights specifically related to staple forensic social work issues, such as mental illness, juvenile justice, asylum seeking, same-sex marriage, and the death penalty. Based on these findings, the need for social work education to incorporate a rights and justice lens that entails examining attitudes and beliefs about controversial issues is paramount. Only one article was identified that specifically referred to forensic social work education in the title. Sheehan’s(2016) qualitative study of postgraduate social workers in mental health found that postgraduate social workers reported the need to adapt the nature of their practice, develop more generic skills in order to incorporate an awareness of the effects of the justice system on mental health, and to balance what are often opposing needs and considerations when working at the intersection of the criminal legal system. These findings support the need for specialist social work practice that incorporates specialized forensic knowledge, values, and skills. Only four other empirical studies were found that focused on the teaching, learning, and assessment of forensic social work and the law and/or multidisciplinary education programs with social work and law or medical students (Braye, Lebacq, Mann, & Midwinter, 2003; Braye, Marrable, & Shoot, 2014; Braye, Preston-Shoot, & Johns, 2005;Bray,Preston- Shoot, & Thorpe, 2007). These studies commonly measured knowledge, values, and attitudes about the law or legal issues and skill development. For example, Collarasi and Forgey (2006)usedapretest–posttest control group design to evaluate the effectiveness of an interdisciplinary social work and law curriculum for domestic violence that included law and social work students. The researchers found that the course effectively increased students’ knowledge about domestic violence theory and practice and differential roles, duties, and privileges of lawyers and social workers, positive attitudes about interdisciplinary work, as well as reduced negative perceptions and stereotypes about domestic violence. Additionally, in a longitudinal study by Preston-Shoot (2013) between 2006 and 2009 of 1,154 United Kingdom medical and 638 social work students, legal literacy for practice was evaluated. Significant differences were found between medical and social work students’ attitudes towards the law, and in their self-ratings of legal knowledge and skills. Although learning about the law had some positive outcomes on knowledge and skill development, the social work and medical students were found to have low confidence levels and high anxiety levels. Further, social work and medical students associated different themes with the law. Medical students compared to social workers focused on ethical issues, negligence, and liability. Other studies by Preston-Shoot and colleagues corroborate these findings (Preston-Shoot & McKimm, 2012; Preston-Shoot et al., 2013). Overall, these studies suggest that forensic and legal literacy training can improve knowledge, values, and skills so that SOCIAL WORK EDUCATION 5 social work students can engage more effectively in an integrated approach at the micro, mezzo, and macro levels and work interprofessionally. Although these findings are promising, the empirical base for forensic social work education is very limited. A very basic gap in the literature remains: the description of forensic social work courses, and the identification of course objectives and projected learning outcomes for students. This paper attempts to fill that gap by conducting a content analysis of forensic social work and social work and law syllabi. The research question guiding this review was: What are the characteristics of forensic social work and social work and the law course syllabi? More specifically: (a) How is forensic social work or social work and the law described across social work syllabi? (b) What are the course objectives? (c) What content is covered? (d) What are the assignment and activities used by instructors to demonstrate students’ competence? These findings have significant implications for research, practice, and policy education for integrating social work at the intersection of the law and legal system. The findings of this review can be used to advance forensic social work education and improve student learning outcomes in understanding the law and legal issues and working within or intersecting with legal issues or systems. In turn, the information garnered from this review can be used to improve forensic social work education with an eye towards enhancing student competencies in leveraging the law to foster the well-being of and rights and justice for individuals, families, and communities across the globe.

Methods Study setting The target study setting was CSWE accredited social work programs in the United States that posted on their websites information about forensic social work and/or social work and the law syllabi. In 2010, CSWE reported that 47 MSW programs had dual degree offerings with law. In the report, forensic social work was not included as a separate line item as an MSW concentration or field of practice in 2010. However, findings suggested that 966 MSW students and 792 BSW students had a field placement identified as corrections/criminal justice. This report does not specifically address the content that was taught in such field placements. However, it is quite plausible students in forensic internship settings, such as child welfare, criminal justice, and mental health and addictions treatment were exposed to knowledge and skills related to working with individuals, families, and/or communities affected by trauma and legal issues. These skills may include forensic interviewing, mediation, expert testimony, writing forensic focused reports (e.g. presentencing report), risk assessment, and case and policy level advocacy. The research team was able to identify 22 forensic social work or social work and the law syllabi that included the term forensic in the title or course description.

Design and procedures To systematically answer the proposed research questions, a content analysis was conducted of the 22 publicly available forensic social work and social work and the law syllabi. Syllabi that examined forensic social work education were located using 6 T. MASCHI ET AL.

Internet search engines, such as Google and Google Scholar and by direct request to instructors at universities that advertised that these courses were oﬀered. This compre- hensive web search was conducted to identify English-language syllabi available on the Internet as of July 2017. To identify the syllabi of central interest, the following keyword combinations were used: [forensic social work + syllabus], [social work and the law + syllabus], and [forensic social work + social work and the law + course]. Syllabi that were included in the sample met the following criteria: (1) It was a social work (or interdisciplinary) educational course syllabus, (2) had a title or course description that directly addressed forensic social work and/or social work and the law, and (3) included course topics and readings and assignments. Syllabi were excluded from the sample if they were: (1) not a social work educational course syllabus or did not include social work as part of an interdisciplinary syllabus, (2) did not directly address forensic social work or social work and the law in the title or course description, or (3) did not include a complete syllabus that included course topics and readings, and assignments. For example, four social work departments or schools were found to have a one paragraph description of a course oﬀering in forensic social work and/or social work and the law but did not include a sample syllabus and/or did not reply to the research team’s request for a copy of the syllabus.

Data collection procedures In order to evaluate the syllabi, a data extraction tool was developed by the research team to extract the following data: instructor’s name, instructor credentials, email address, telephone number, name of forensic social work course, web link to syllabus, university name, university country, city and state, course description, course number, class level, credits, sessions, syllabi year, course objective, course competencies and practice behaviors, required texts, assignments, course topics, ethics, and bibliography (See Table 1–5). Two trained research assistants extracted and coded the data. The data were reviewed weekly for an 8-week period with the lead researcher until 100% consensus was reached for all categories of data extracted.

Data analysis methods Content analysis strategies as outlined by Krippendorff (2004) and Neuendorf (2002)were used to analyze the data. Content analysis is a systematic procedure that codes and analyzes qualitative data, such as the content of published articles, and a combination of deductive and inductive approaches can be used (Bernard & Ryan, 2010; Drisko & Maschi, 2016). For example, the current study used deductive analysis, which consisted of preexisting categories for sample descriptions (e.g. syllabi year, region of syllabi, course level, course title, instructor gender, instructor degrees), course descriptions, course objectives, course topics, and assignments and activities. Counts of textual variables were then calculated to identify frequencies and percentages using the descriptive statistics function of SPSS 18.0. The narrative data to identify the subcategories of the sample of syllabi were analyzed inductively using Tutty and colleagues (1996) three-step qualitative data analysis strategies. Step one involved identifying ‘meaning units’ (or in-vivo codes). For example, the assignment of ‘meaning units’ included the assigning codes to reflect the course descriptions, objectives, topics,andassignmentsacrosssyllabi.Insteptwo,secondlevelcodingandfirst level ‘meaning units’ were sorted and placed in their emergent subcategories (e.g. identify, analyze, SOCIAL WORK EDUCATION 7

Table 1. Characteristics of forensic social work education syllabi (N = 22). Characteristics % n Syllabi Year 2000–2010 13% 3 2011–2017 64% 14 Not Specified 23% 5 Country of Syllabi United States 100% 22 Region of Syllabi Northeast 32% 7 Southeast 46% 10 Midwest 4% 1 Southwest 9% 2 West 9% 2 Course Level MSW 73% 16 BSW 23% 5 BSW/MSW 4% 1 Course Title Forensic Social Work 36% 8 Social Work and Law 14% 3 Other 50% 11 Instructor Gender Malea 23% 5 Female 54% 12 Not Specified 23% 5 Instructor Degrees MSW only 5% 1 JD only 0% 0 JD, MSW 5% 1 LCSW/LICSW 18% 4 PhD/DSW 5% 1 LCAC 0% 0 Two or more credentials 40% 9 Not Specified 27% 6 aOne course lists four male professors.

Table 2. Content analysis of FSW syllabi (N = 22): FSW and SWL description categories/themes for syllabi course descriptions. Categories/Themes % n Overarching Theme Pursuit of Justice 100.0 22 Subthemes 1. Deﬁnition/Description of FSW 54.5 12 2. Conceptualization (Theories & Frameworks) 40.9 9 3. Targeted Issues, Topics, or Focus Areas 54.5 12 Children & Families 50.0 11 Criminal Justice System 31.8 7 Health & Mental Health 22.7 5 Other Legal Issues 18.2 4 4. Targeted Populations 31.8 7 Vulnerable Populations 18.2 4 Children & Families 22.7 5 Oﬀenders & Victims 22.7 5 5. Settings 59.1 13 Children & Family Services 40.9 9 Criminal Justice/Legal 59.1 13 Community/Public 27.3 6 Health & Mental Health 27.3 6 6. Knowledge, Values, and Skills 100.0 22 8 T. MASCHI ET AL.

Table 3. Content analysis of FSW syllabi (N = 22): categories/themes for syllabi course objectives: knowledge attainment, identification, articulation and demonstration. Categories/Themes % n Example Course Objectives For Each Theme Knowledge 50.0 11 ● An understanding of how the law affects and reflects diversity (or a lack Attainment thereof) in our society, including: (a) Race, ethnicity, and cultural differences; (b) Religion (c) Gender and sexual orientation; (d) Disability. ● Students will know the functions of forensic social workers in clinical and judicial settings offering sentencing and program alternatives. ● An understanding of the relationship between social work advocacy, the law, and legal skills. ● An understanding of how the legal system can be used to advance policies promoting social and economic justice. Identification 36.4 8 ● Identify relevant social work values and ethics, apply them toward resolving ethical dilemmas encountered in forensic social work practice, and critically appraise the relationship between legal and social work ethics. ● Identify specific skills needed in different arenas of forensic practice, such as testimony preparation and duty to warn. ● Identify social and legal issues and their relationship to social human rights, social justice, and social welfare. ● Identify the roles played by social workers in the legal system, and describe the application of social work values to practice in legal settings. ● Review knowledge of the legal system, procedures. and processes. Provide specific information about a range of legal topics. ● Understand forensic social work including purpose, functions, practice roles, and practice settings. ● Understand the concept of mitigation in criminal cases and demonstrate an understanding of effective methods of developing skills in mitigating evidence. ● Develop familiarity with the adversarial nature of the legal process and with the civil and criminal issues and laws that impact client populations. Articulation and 68.2 15 ● Comprehend and articulate relevant theories and models of offender causation Demonstration including the influence of oppression and socioeconomic injustice. ● Apply the knowledge and skills required to present court testimony, including the role and responsibilities associated with an expert witness. ● The student will be able to describe the application of social work values to practice in legal settings and present that material in a professional manner. ● Critically analyze ethical issues and legal issues related to social work and the law. ● Distinguish among appropriate treatment interventions for mentally ill inmates, substance abusing inmates, juvenile offenders, victims and perpetrators of family abuse and violence, and those reentering the community after incarceration. ● Apply biopsychosocial assessment process to evaluate: (1) degree of criminal responsibility; (2) relevant mental and/or substance disorders; and (3) collateral information including records, testing, and medical reports. ● To practice giving expert witness testimony and written court reports. ● The student will be able to read and analyze case law. ● The student will be able to apply the principles of forensic evaluation to competency to stand trial, the insanity defense, civil commitment, and child custody. ● Conduct forensic interviews and assessments that consider the cultural, mental health, employment, educational, and social needs of clients, including indigent clients charged with criminal offenses. ● Understand the importance and mechanism, of conducting forensic interview, custody evaluations, and the incorporation of clinical assessments, psychosocial assessments, and family group interventions. ● Demonstrate the social work practice skills required for working with a multidisciplinary team. ● Engage students in learning and practicing the roles and skills that social workers use in tandem with lawyers, law makers, and those who manage and implement institutions of the law to influence the policy process at organizational, community, and agency levels. The course also promotes students’ development of techniques such as mediation, legal reasoning, research, and advocacy to advance and enrich social work values and goals. ● Skills and techniques necessary for working with systems and situations often encountered when social work and law converge, including: (a) Legal research and analysis; (b) Preparation and presentation of court testimony, including acting as an expert witness; (c) Understanding privileged communications, confidentiality, ethics and the effect on the social work/client relationship; (d) Understanding how individuals and families are impacted by the legal system. SOCIAL WORK EDUCATION 9

Table 4. Content analysis of FSW syllabi (N = 22): categories/themes for syllabi course topics. Categories/Themes %N Example Course Topics 1. History, Introduction, Conceptualization 72.7 16 ● Introduction to Forensic Social Work ● History of Forensic Social Work 2. FSW Definitions 22.7 5 ● Forensic Social Work Defined ● Terms and Concepts 3. Legal System 77.3 17 ● Introduction and Overview of the Law and the Legal System ● Juvenile Justice Process ● Difference Between Civil and Criminal Law 4. Assessment & Intervention 81.8 18 ● Prevention, Assessment and Intervention ● Forensic Risk Assessment ● Sex Offender Management ● Trauma Informed Therapeutic Interventions ● Case Management, Care Transitions ● Evidence-Based Policy Advocacy 5. Psychosocial & Legal Issues 81.8 18 ● Discrimination ● Familial Contracts: Marriage; Adoption; Divorce; Child Custody ● Psychopathology and Mental Health ● Human Rights/Immigration/Sex Trafficking ● Mass Incarceration ● Malpractice and Liability ● Trending Issues and the Future 6. Populations 81.8 18 ● Immigrants, Refugees, Asylum Seekers ● Racial/Ethnic Minorities ● Children and Families ● Persons with Disabilities ● Crime Victims ● Justice Involved and Incarcerated People 7. Activities & Skills 90.9 20 ● Social Workers as Expert Witness ● Mediation and Alternative Dispute Resolution 8. Settings 81.8 18 ● Forensic Social Work in Various Practice Settings ● Drug Courts and Mental Health Courts ● Child Advocacy Centers 9. Ethics & Ethical Dilemmas 63.6 14 ● Professional Ethics and Boundaries 10. Roles 54.5 12 ● The Role of the Social Worker in the Course ● Roles of Social Workers, Lawyers, and Others 11. Culture/Cultural Competence 18.2 4 ● Culture and Diversity ● Cultural and Environmental Factors ● Cultural Humility Framework ● What Happens in Court: Applying the Transcultural Perspective 12. Interprofessional 50.0 11 ● Interprofessional and Intersectoral Collaboration & Intersectoral Collaboration ● Working in Professional Teams ● Interdisciplinary Collaboration demonstrate for course objectives). Meaning unit codes were arranged by clustering similar codes into a subcategory and separating dissimilar codes into separate categories. The data were analyzed for relationships, themes, and patterns. In step three, the categories were examined for meaning and interpretation (see Table 1–5; Miles & Huberman, 1994).

Major ﬁndings Sample description Table 1 provides an overview of the identiﬁed forensic social work and social work and the law syllabi. This included syllabi year, region of syllabi, course level, course title, instructor gender, and instructor degrees. They are reviewed in that order, respectively. 10

Table 5. Content analysis of FSW syllabi (N = 22): categories/themes for syllabi assignments and activities. AL. ET MASCHI T. Categories/Themes % n Types Example Assignments and/or Activities Written Assignments 100.0 22 ● Research Paper ● Court Report: Students are to create a court report that provides the court with a brief history of the case, the ● Client Life History social workers observations, the role of stakeholders at the specific point in time in the life of a case, the social ● Court Reports worker’s assessment, any recommendations to the court for additional work or continued services; and a ● Forensic Assessment/ conclusion regarding the current status of the case and potential implications for future progress. Recommendation Paper ● Students will research the causes, consequences, assessments, and treatments for a forensic population of ● Curriculum Vitae interest (e.g. sex offending, child abuse, infanticide, drug abuse, domestic violence, etc.) and deliver a PPT ● Book Critique presentation to the class about their topic. Presentation will include the following content: (A) A clear ● Research Study Proposal description of the forensic population of interest; (B) Discuss the inter-relationship between bio-psycho-social- ● Annotated Bibliography cultural contributions to the problem; (C) Discuss the range of psychological, social, and fiscal consequences of ● Narrated the problem for the client, family, community, and society; (D) Research and describe at least one commonly Powerpoint Presentation used evidence-informed treatment model for this population. Discuss strengths and weaknesses. ● Educational Pamphlet ● Client Life History: The instructor will distribute the detailed case study of a fictional criminal defendant who is ● Article Reflections facing the death penalty. Your assignment is to use the information provided to construct a life history of the ● Op-Ed Article defendant for the purpose of mitigating the defendant’s sentence at trial. A format for the Client Life History will ● Chapter Reviews be distributed in class and should include the following elements: personality factors, social factors, health factors, family factors, education factors, economic and employment factors, and criminal factors. In-Class Assignments 72.7 16 ● Oral Presentations ● Case Law Presentation: Students will be expected to identify a social work case that has been decided—and (Individual and/or Group) (Individual or Group) provide the class with a brief explanation of the issue that came before the court and the court’s decision ● Debates about the case, and the implications of that decision in terms of social work practice. This assignment is ● Current Events designed to assist students in understanding and reporting on the role of the courts in rectifying aspects of Discussion law, practice, procedures, or decisions that are inequitable or disproportionally burdensome. ● Role Plays ● Court Testimony: From a case that you used to prepare your case file you will do a court testimony in class. ● Small and Large Group There will be a ‘two attorneys’ that ask you questions about the case and you are expected to respond like Discussions you would in actual court. ● Exams ● Role Play: Students will develop a specific social work role to play before a Mock Court. A set of facts will be ● In-class brief written distributed in class for the purpose of this assignment. Roles to be selected from include victim advocate, assignments expert witness, fact witness, mediator, member of defense team and therapist. Further details about this ● Blackboard discussion assignment will be discussed in class. threads ● Midterm and Final Exams, Multiple Choice: Exam will test students’ knowledge of definitions and concepts ● Participation/Attendance taught in class and in readings, as well as short case scenarios that require critical thinking to choose the best answer. (Continued) Table 5. (Continued). Categories/Themes % n Types Example Assignments and/or Activities Experiential Learning 22.7 5 ● Personal observation of a ● Court Observation/Facility Tour: You will complete two court observations and/or facility tour. You will write a Activities (Outside of forensic setting five-page reflection paper on your tour and/or observation. More information on this assignment will be Class) ● Online Learning Modules posted on Blackboard. You can observe any court from Mental Health Court to Juvenile Court to Family Court. ● Social Media ● Resource guide: Each student will develop a resources guide of available resources in the community. The guide can be for a specific type of forensic social work or just general forensic social work guide available for people in the community. This guide should be a resource that students will be able to use in their social work career. ● Case File: You will be given a case and you will create a case file based on the facts on the case. The case file will be similar to a file that you would use in everyday practice. There is no page limit for this assignment, but it will take at least five pages to complete the whole case file. ● Blog about a human rights/forensic issue of interest. OILWR EDUCATION WORK SOCIAL 11 12 T. MASCHI ET AL.

As shown in Table 1, the 22 studies were dated between 2000 and 2017. About two- thirds (n = 14) were dated between 2011 and 2017. Only three (13%) were dated between 2000 and 2010. Five of the syllabi (23%) did not specify any date. All of the identified syllabi were found in diverse regions of the United States. Almost half (46%) were from social work program or schools in the south eastern United States, followed the Northeast (32%, n = 7), the Southwest (9%; n = 9), the West Coast (9%; n = 9), and the Midwest (4%; n =1). As for course level, about three-quarters (73%; n = 16) were listed for MSW level. A minority were designated as a BSW level course (23%; n = 5). Only one course (4%) was designated as an integrated BSW/MSW level course. Although all the syllabi used the term forensic social work somewhere in the course syllabi, the sample of syllabi varied in course title. Of the 22 syllabi, about 36% (n = 8) used the word forensic social work in the title and about 14% (n = 3) used social work and the law in the title. Almost half (50%) used another more specific title, such as ‘social work in the criminal justice system’ or some other variation emphasizing a forensic population, issue, or setting, such as children and families or child welfare. Characteristics of the instructors also varied by gender and degrees and other credentials. Slightly over half of the instructors were women (54%; n = 12). Approximately one of four syllabi listed a male instructor (23%, n = 5) or did not specify an instructor (23%; n = 5). As for the instructors’ degrees and credentials, two out of three instructors (40%; n = 9) has two or more degrees or credentials. About one out of four had an LCSW (licensed clinical social worker; 18%; n = 4), MSW (5%, n = 1), or JD/MSW (5%; n =1). Only one syllabi identified an instructor with a PhD/DSW. Six of the syllabi (27%) did not specify an instructor or their degree or credentials.

Major findings Next, we examined the content of the syllabi. The results of the content analysis of course syllabi revealed similarities and differences in how forensic social work and social work were described in course descriptions, the course learning objectives that were used, the course topics highlighted, and the assignments and activities chosen to measure student learning outcomes. These findings are reviewed in the order, respectively.

Course description We first examined course descriptions for patterns and themes. The ‘Pursuit of Justice’ was identified as an organizing theme of forensic social work across syllabi (see Table 1). However, variations were found on the areas of focus of justice. Six major subthemes were found among the course descriptions: (1) Definition and/or Description of forensic social work; (2) Conceptualization (Theories and Frameworks Used); (3) Targeted Issues, Topics, or Focus Areas; (4) Populations; (5) Settings; and (6) Knowledge, Values, and Skills Learned. They are reviewed in that order, respectively.

The pursuit of justice as an overarching theme Across all 22 syllabi, an overarching organizing theme or organizing framework was found, the ‘Pursuit of Justice’. All of the syllabi explicitly mention the term justice multiple times throughout the syllabus. This included using human rights and social justice, forensic and/ SOCIAL WORK EDUCATION 13 or other justice theories and frameworks, or an issue or settings, such as juvenile and/or criminal justice, or justice for historically and/or emerging underrepresented and underserved populations, such as immigrants, refugees, and asylum seekers. For example, one syllabi described the framework for the course being human rights and social justice systems approach while another described taking a justice-oriented multisystems and interdisciplinary approach. One course speciﬁcally noted in the course description: Students will identify social and legal issues and their relationship to social human rights, social justice, and social welfare. Several of the syllabi described the pursuit of justice in settings, such as courts for civil or criminal matters, or social work practice within settings, such as child welfare, victim services, and juvenile or criminal justice settings.

Definition and/or description of forensic social work. The first subtheme, definition or description of forensic social work, revealed slightly over half (55%; n = 12) described or defined forensic social work as social work practice at the intersection of the law or legal system. This subsample of syllabi described preparing students to be competent in addressing legal or legislative issues that commonly impact individuals, families, and communities. For example, one syllabus defined ‘forensic social work as the practice specialty that focuses on the intersection between the law, health and human services’. Several of the syllabi focused on describing the role of social work with one or more legal issues and/or in one or more legal settings. For example, one syllabus described exploring ‘the social work role in legal processes relating to issues including family violence, child custody, behavioral health, disabilities, aging, and juvenile/criminal justice’.

Conceptualization (theories and frameworks used). Within the overarching theme of justice, nine (41%) of the syllabi speciﬁed a framework or theory in their course descriptions. Frameworks or theories included human rights and/or social justice, or justice oriented, multisystem, and interdisciplinary approach, or an ecological and strengths-based approach. Explanatory or practice theories drew from anti-oppressive theories, social justice, critical race theories, transcultural, ecological, strengths, empowerment and criminal justice theories. This group of their were often related to trauma and oppression and/or the causes and consequence of victimization and oﬀender behavior among individuals, families, and/or communities.

Targeted issues, topics, or focus areas. Another subtheme of the pursuit of justice in course descriptions across syllabi was identified in 12 syllabi (55%). Over half of the syllabi addressed child and family issues (50%, n = 11), followed by the justice system or issues, such as mass incarceration, racial discrimination and oppression, and socioeconomic and/ or environmental justice (32%, n = 11), health and mental health issues (18%, n = 4), and noncriminal justice legal issues (18%, n = 4). The diversity of specific socio-legal issues noted diverse issues or topics in the course descriptions included, termination of parental rights, child abuse and neglect, foster and permanency placement, professional malpractice, disability law, HIV/AIDS, the death penalty, and other civil and human rights issues. One syllabus noted that students will be exposed to diverse forensic issues that ranged from ‘family violence, child custody, behavioral health, disabilities, aging, and juvenile/criminal justice’. Another syllabus described various forensic social work issues, such as ‘abuse and neglect of children and vulnerable adults, domestic violence, child custody, juvenile 14 T. MASCHI ET AL. delinquency, not guilty by reason of insanity, competency to stand trial, risk and danger- ousness, and death penalty mitigation’.Specific topics included civil rights, crime and delinquency, mental health law, and the regulation of social work practice.

Populations. About one out of three course descriptions (32%; n = 7) addressed special populations in their course description. Of those seven syllabi, 23% (n = 5) speciﬁcally addressed children and families and/or ‘victims’ and ‘oﬀenders’. Four syllabi addressed vulnerable or special populations. For example, one course description noted these groups, ‘Many forensic populations, such as racial and ethnic minorities, at-risk youth, the elderly, veterans, immigrants, LGBTQ persons, persons with disabilities, or those living in poverty or communities of violence often lack access to quality services and political, civil, social, economic, and cultural justice’.

Settings. Approximately two out of three syllabi (60%, n = 13) emphasized the forensic social work settings. These settings included child or adult protective services, juvenile and criminal justice (e.g. police arrest, jails, courts, prisons, treatment and/or community reintegration programs, mitigation services, victim services, witness assistance programs, and domestic violence shelters. Several syllabi emphasized interprofessional (among professionals) and intersectoral collaboration (across multiple systems of care). One syllabus described reviewing diverse practice settings, such as ‘community, medical, school, child welfare, mental health and addictions, and juvenile and criminal justice settings’.Another syllabus described covering systems that intersect with the justice system as ‘cross-disciplinary settings with police, court personnel, attorneys, and, corrections oﬃcers’.

Knowledge, values, and skills learning outcomes. All of the syllabi addressed some aspect of knowledge, values, and/or skills learned in the course. Most specifically, all of the syllabus described some aspect of knowledge of the law and legal system. For example, one course description noted: ‘It requires the ethical knowledge and values awareness, and skill capacity to balance the mutual and conflicting interests of client and community’. One syllabus description noted that student will learn to apply skills in forensic interviewing, risk assessment, expert testimony, mitigation, mediation and conflict resolution, treatment, victim advocacy, and multidisciplinary collaboration. One syllabus noted a variety of micro to macro levels skills addressed in the course: Course participants also are exposed to innovative practice and advocacy approaches with the criminal justice system, such as trauma informed care, motivational interviewing, restorative justice, expressive arts, interprofessional and intersectoral collaboration, case management, program development and justice advocacy. After completing the course, participants will increase their knowledge, values, and skills in forensic social work practice with diverse populations in diverse practice settings, such as child and adult protective services, health care, social service, and legal settings, such as the courts, corrections, and community reintegration.

Course objectives Next, we examined course learning objectives. Three major themes were found among the 22 syllabi: (1) knowledge attainment, (2) identiﬁcation, and (3) articulation and demonstration. SOCIAL WORK EDUCATION 15

The most common (68%; n = 15) learning objective theme across FSW-SWL syllabi were the articulation and demonstration of forensic practice, knowledge, values, and/or skills. The next common thematic objective was knowledge attainment (50%; n = 11), followed by identification (36%; n = 8) In general, course objective seemed to target learning outcome competencies in forensic social work and/or using the law in social work practice could be achieved through attaining knowledge and understanding in forensic theory, assessment, and intervention, identifying and responding to forensic issues, and articulating and demonstrating forensic knowledge, values, and skills. For example, one course objective was to ‘comprehend and articulate relevant theories and models of offender causation, including the influence of oppression and socioeconomic injustice’.SeeTable 3 for additional examples of course objectives. The majority of the syllabi course objectives were to demonstrate critical thinking, communication, and report writing skills, such as resolving ethical dilemmas, conducting risk assessments, assessment report writing, such as biopsychosocial evaluations, mitigation, and other court-related reports. Other skills included mediation, conflict resolution, restorative justice practices, culturally responsive forensic interviewing, trauma informed care, arts-based interventions, and interdisciplinary and intersectoral collaboration. For example, one social work and the law syllabus noted that students should be able to ‘Apply biopsychosocial assessment process to evaluate: (1) degree of criminal responsibility, (2) relevant mental and/or substance disorders, and (3) collateral information including records, testing, and medical reports’. The use of evidence-based practice skills were noted in several syllabi course objectives. ‘Demonstrate an understanding of best practices in developing mental health evidence for forensic purposes’. One syllabus noted, ‘Apply the knowledge and skills required to present court testimony, including the role and responsibilities associated with an expert witness’.

Course topics As shown in Table 4, 12 unique course topics were identified among the sample syllabi that were designed to advance learners knowledge attainment, ability and to identify and respond to forensic issues and populations across diverse legal and nonlegal settings. These 12 course topic areas were: (1) History, Overview, Conceptualization; (2) FSW Definitions; (3) The Legal System; (4) Assessment & Intervention; (5) Psychosocial & Legal Issues; (6) Populations; (7) Activities & Skills; (8) Settings; (9) Ethics & Ethical Dilemmas; (10) Rôles, (11) Culture/ Cultural Competence; and (12) Interprofessional & Intersectoral Collaboration. The most commonly covered among almost all the syllabi was the course topic was forensic activities and skills (91%, n = 20). The next set of most commonly covered course topics among 82% (n = 18) of the syllabi were assessment and intervention, various psychosocial and legal issues, and populations that were vulnerable and/or special needs forensic populations, such as children, crime victims, persons with disabilities, and/or justice involved individuals, and forensic settings, such as juvenile or criminal justice settings, such as the course, or collaborating systems of care, such as substance abuse or mental health. Three-quarters (n =17)ofthe syllabi specified the legal system as a course topic. Slightly less than three out of four syllabi (73%, n = 16) indicated a course topic that pertained to an overview, conceptualization, and or definitions of forensic social work and/or social work and the law. About two out of three syllabi (64%; n = 14) clearly 16 T. MASCHI ET AL. identified ethics and/or ethical dilemmas as a course topic. About half of the syllabi identified as course topics forensic social work roles (55%; n = 12) and interprofessional and/or intersectoral collaboration (50%; n = 11). Interestingly, the two least covered topics were forensic social work definitions and cultural competence. The course topic of Defining forensic social work appeared in just five of the syllabi (22%) and the course topic of culture and/or cultural competence appeared in only four (18%) of the syllabi.

Course assignments and activities Lastly, we analyzed the 22 syllabi for course assignments and activities that were used to assess learning outcomes. As shown in Table 5,weidentified three categories of assignments or activities. These included (1) written assignments, (2) in-class assignments, and (3) experiential activities. All of the 22 syllabi (100%) included one or more written assignments. These written assignments included a research paper, client life history or biopsychosocial assessment, court reports, forensic assessment and recommendation papers, curriculum vitae, book critiques, annotated bibliographies, narrated powerpoint presentations, article reflections, op-ed articles, educational pamphlets or resource guide, and chapter reviews. Select examples of assignment descriptions can be found in Table 5. Three out of four syllabi (73%, n = 16) used in-class learning assignments, mostly experiential exercises. These in-class assignments included oral individual or group presentations, debates, group discussions, role plays, current events, exams or in-class brief writing assignments, and blackboard discussions threads. About one out of four of the syllabi (23%, n =5)specified an experiential learning activity outside of class, such as visiting a specialty court, a secure care facility, or other forensic population or setting.

Discussion This study sought to build upon the forensic social work education literature by conducting a content analysis of 22 forensic social work and social work and the law syllabi from the United States. An overarching theme of the pursuit of justice in forensic social work education and an integrated and interdisciplinary approach to practice was con- sistently found. Each syllabus focused on one or more human rights and justice issues, populations impacted, and multilevel prevention and intervention strategies. As for course objectives, all of the syllabi emphasized legal skills building, such as report writing, forensic interviewing, giving expert testimony, ethical and legal decision-making, evidence-based practices, research, evidence-based practice, and program development. The most commonly covered among almost all the syllabi was the course topic was forensic activities and skills, prevention and assessment and intervention, the legal system, and various psychosocial and legal issues, and populations that were vulnerable and/or special needs forensic populations, such as children, crime victims, persons with disabilities, and/ or justice involved individuals, and forensic settings, such as juvenile or criminal justice settings, such as the course, or collaborating systems of care, such as substance abuse or mental health. In order to measure learning outcomes, all the syllabi, included one or more written assignments, such as a research paper, client history, or biopsychosocial legal assessment. A variety of in-class assignments or activities included in-class oral individual or group presentations, debates, role plays, and mock trials. Some of the syllabi included SOCIAL WORK EDUCATION 17 experiential learning activities, outside of class, such as to visit a specialty court or justice setting, such as a prison. These findings contribute to the existing body of literature by systematically analyzing a sample of forensic social work syllabi. Prior research has shown that students and postgraduate social work professionals can improve their practice by examining beliefs and attitudes about justice issues and populations, such as domestic violence and victims and perpetrators, and incorporating legal knowledge, decision-making, and skills in their practice (e.g. Collarasi & Forgey, 2006; Preston-Shoot, 2012). This current study provides a much needed overview of how social work educators conceptualize the specialization of forensic social work, student learning outcomes, and assignments and activities that can be used to measure these learning outcomes. Interestingly, our findings reveal a gap in the syllabus for addressing identifying and correcting personal biases and cultural competence. These findings have significant implications for integrated social work education that advance human rights and global justice. The most recent CSWE (2015) EPAS has moved away from traditional content driven education of what students should be taught to rather one focused on student learning outcomes. An important transforma- tion with these new standards is that programs must identify and assess what students demonstrate in practice. The CSWE (2015) accreditation standards also emphasize the need for students’ increased competency to engage in interprofessional and interdisciplinary practice and to integrate knowledge, values, and skills to practice across the micro, mezzo, and macro (community and policy) levels. Among the nine competencies, competency three (social workers should engage in human rights and social, economic, and environmental justice) is a grand opportunity for social work education to evolve and embrace diverse forms of practice (CSWE, 2015). This also is an opportunity to take stock of the evolution of forensic social work education and its contribution to the profession’s historical rights and justice aims. This information garnered from this review can be used to improve future forensic social work education and training across diverse populations and setting and in turn have better outcomes for individuals, families, and communities across the globe that are affected by legal issues. This information also can be used to infuse the knowledge, values, and skills developed in over a century of forensic social work advancing human rights and justice among the most marginalized of society and incorporated into human rights and justice courses. The educators who taught these courses provide are excellent role models in how integration across research, direct and macro practice, and policy legislation can be taught. Instructors teaching forensic social work content tend to innovative content that integrates human rights and justice and theory that can be applied to multilevel prevention and intervention. Additionally, many of the instructors included innovative assignments coupled with experiential activities inside and outside of the classroom, such as a mock court or roles plays of differing professional team members. We offer recommendations that might help facilitate the development of integrated rights, justice and forensic competencies in social work interprofessional education, training, and practice.

(1) Establish an international task force to develop educational and professional training standards for forensic social work practice through new or existing mechanisms, such as the CSWE and the National Association of Social Workers 18 T. MASCHI ET AL.

(NASW). The creation of these standards should include the representation of all key stakeholders, such as social work educators, students, forensic social work practitioners and other allied disciplines, as well as those client populations most likely to be affected by the civil and criminal legal systems. (2) Evaluate current social work ethical codes for their relevance to forensic practice. (3) Collaborate with other professions and disciplines to develop best education and forensic practice recommendations for interdisciplinary and intersectoral collaboration. (4) Create opportunities for the development of forensic scholarship in research, practice, policy, advocacy, and teaching. This includes utilizing national net- works, for example, NASW local chapters, and special interest groups that have visibility at national social work conferences. (5) Identify social work educators who are institutional champions for developing forensic social work curricula, courses, and certificate programs that infuse human rights, social, economic, and environmental justice content. (6) Create a peer support and mentoring system for doctoral students and junior faculty to learn from each other and senior colleagues. (7) Develop social work led clinic settings that may include partnership with law schools that involve other professions in legal settings and practice within diverse populations and in and across diverse settings. (8) Incorporate in curriculum and training programs core forensic social work skills and policy analysis and advocacy, such as evidence-based report writing, restorative justice approaches, forensic and motivational interviewing skills, expert testimony, mediation, conflict resolution, mitigation, forensic research and program development skills, financial capability training, and victim (plain- tiff and defendant) advocacy skills. (9) Develop and build the capacity of field placements for social work students to get an integration or research, practice, and policy analysis and advocacy skills. Develop preparatory trainings to prepare students and field advisors to integrate academic knowledge, values, and skills to advance human rights and justice in forensic settings, such as the courts, corrections, health care, child welfare, and other community settings. (10) Conduct research and evaluation studies to gain a better understanding of (a) knowledge, values, and skills of forensic practice in social work, and (b) effectiveness of forensic social work educational and training programs in developing competencies, and (c) conduct comparative analyses of local, national, and international forensic education programs; and (d) quantitative and qualitative analyses of the extent to which forensic social work apply a human rights and justice perspective.

Study limitations and future directions This content analysis has methodological limitations that need to be discussed. First, although all attempts were made to identify all of the syllabi that met the inclusion criteria, there may have been some syllabi that were not identified. It also may have SOCIAL WORK EDUCATION 19 been the case among the sample of syllabi that were located were not the most recent version of the syllabi. Another limitation is the confusion in social work about what constitutes a forensic social work course. In general, many social work courses include content at the intersection of social work practice and the law or legal system without forensic social work or law in the title. Child welfare, social welfare policy, diversity, mental health, and mass incarceration are just a few examples of course topics/content that are quite likely to contain significant forensic social work content without perhaps even mentioning that label. Another limitation is the reliability of the data collection and analysis. Although the data were extracted using a systematic and two coders, there is no way to ensure that the data extracted are 100% completely reliable. Despite these limitations, these findings suggest areas for the future research that canbeusedwithaneyetowardsthedevelopmentorimprovementofsocialwork curriculum in rights and justice. A global comparison of global forensic social work and social work and the law courses are warranted. Additionally, for courses that are offered, data are needed to assess the extent to which learning outcomes are achieved. Futurestudiesofprofessionalsinforensicsettingscouldalsohelptoidentifycore knowledge, values, and skills that in bachelor’sormasters’ programs or professional training.

Conclusion The overarching theme of justice in forensic education resonates with the early archi- tects of social work who infused care with justice. Drawing from the profession’s early roots of working across multiple systems to address societal ills and advance human rights and social justice, forensic social work has persevered despite the fact it has been treated like a marginalized profession. In this new era of student learning outcomes and advancing human rights and social, economic, and environmental justice, there is no better time than now to celebrate forensic social work’s steadfast contribution to the pursuit of justice. In light of the onslaught of family and community violence and terrorism across the globe, we need well trained integrated forensic social workers more than ever to facilitate the human rights and global justice goals that emphasize peace, safety, and security; freedom from torture, cruel, inhumane, and degrading punishment; access to justice and fairness; the right to the arts and science, and the right to health and holistic well-being (e.g. physical, mental, spiritual, education, economic, social, political, cultural). There is no time better than now to follow the lead of forensic social workers in the pursuit of justice with actions that have and will continue to make a diﬀerence.

Disclosure statement

No potential conﬂict of interest was reported by the authors.

Funding

This work was supported by the No funder [000]. 20 T. MASCHI ET AL.

Notes on contributors

Dr. Tina Maschi is an associate professor at the Fordham University Graduate School of Social Service with an expertise in forensic social work research, practice, advocacy, and education. Dr. Jo Rees is an assistant professor at the Long Island University Department of Social Work with an expertise in forensic social work research, practice, policy, and education. Dr. George Leibowitz is a professor at the School of Social Welfare, Stonybrook University with specializations in forensic social work research, practice, policy, and education. Margaret Bryan, MSW is a recent graduate of the Fordham University Graduate School of Social Services with a growing expertise in forensic social work with justice involved youth.

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