Exploring the Effectiveness of Simulation-Based Learning in Developing Social Work Skills Working with Immigrant Youth: A Mixed Methods Study

Background and Purpose

Adolescence is a time of shifting cognitive, biological, emotional and relational patterns. When disrupted by migration, the impacts on adolescent identity, social dynamics and mental wellbeing can be substantial, warranting increased attention and support. Social workers providing interventions to immigrant youth need to be sensitive to their complex and intersecting developmental and settlement needs situated within a socio-cultural context. This paper presents an exploratory mixed methods study to examine social work practice considerations when working with immigrant versus non-immigrant youth, and level of change in social work practice skills after engaging in simulation-based learning.

Methods

Nineteen undergraduate social work students participated in a voluntary simulation workshop involving one of two scenarios: 1) newcomer immigrant female youth from Iran, and 4) non-immigrant White female youth, both accessing community social services. Participants completed reflective questionnaires post-simulation, and either pre-and post-simulation skills ratings scales or a post-simulation skill rating scale and retrospective assessment of skills development. Fisher exact test was used to examine whether there were statistical differences between participants working with the immigrant versus non-immigrant youth and improvement in social work practice skills. Reflexive thematic analysis (Braun & Clarke, 2019) was used to understand how students conceptualize and apply course concepts in working with adolescents.

Results

The majority of participants reported positive change across all practice skill domains after participating in the simulation. No statistical differences were noted in participant perceived change in skill levels based on their role as interviewer or observer. However, qualitative responses from observers indicated that they valued the vicarious learning and were able to similarly reflect upon their social work practice. Statistically significant positive changes (p. <0.05) in perceived practice skills were observed for participants who worked with the immigrant youth versus non-immigrant youth in the following: counselling skills, interviewing skills, asking open ended questions, non-verbal communication, observation skills, reasoning, empathy, self-regulation, interpersonal relationship, cultural sensitivity, cross-cultural practice, knowledge of adolescent development, self-empower of adolescents, understanding adolescent needs, age appropriate interviewing, and integrating knowledge into practice. Participants who worked with the immigrant youth identified various elements of cross-cultural social work practice in their post-simulation critical reflection. Participants reflected upon their self-locations and were able to identify commonalities as a way to connect, engage, and relate with the youth.

Conclusions and Implications

The study results demonstrate the overall positive learning effects that can be derived from simulation-based learning in social work education, but greater levels of statistically significant change were noted for participants engaging with the new immigrant youth. This may be due to increased rates of skill development in new areas of practice exposure, which highlights the need to develop simulation scenarios which reflect service users with diverse and intersecting identities. The change in measurement approach to more specifically assess skill development and the ability of the simulated client may have also contributed to the positive learning effect. Further research can provide insight into these considerations in developing targeted learning objectives for cross-cultural social work practice for novice social workers.