Support and Aid to Families Electronically (SAFE): Three Years in

With COVID-19, nearly 90% of students globally were impacted by lockdowns placing a heavy burden on parents/caregivers and impacting learning from preschool to post-secondary. In response, in 2020 a university-community partnership was struck with a local school board to create a counselling program within The School of Social Work. The Support and Aid to Families Electronically (SAFE) practicum program was designed to provide free and immediate online counselling provided by social work interns (7 MSW and 1 BSW students) for parents/caregivers referred by school board social workers.

SAFE was designed to address parental depression and anxiety, intimate partner violence (IPV), adult substance use, all of which increased during the first phase of the COVID-19 pandemic. Since its inception, SAFE has expanded from seven to 20 students, to include parents and services to youth, and from one partner school board to two. The aim of this research is to examine data across the first three years of this program to understand the ongoing impact of this service for all stakeholders.

Method:

The objective of this study was to examine the SAFE program across the first three years. We examined three feasibility objectives: 1) acceptability, how satisfying, appropriate and positive or negative SAFE was; 2) demand for SAFE; and 3) success or failure of ongoing implementation. This research utilized an integrated knowledge translation (IKT) approach. Thematic analysis of semi-structured interviews, focus groups and qualitative surveys with service users, SAFE students, practicum education office and school board staff was supported by descriptive statistical analysis of referrals and demographic information.

Finding:

Each feasibility objective was examined. 1) Acceptability of the program as a service for families was consistent, across the three years in particular the focus on parents, one parent asserted, “therapy made me a better me for my children. 2) In terms of demand, while referrals were slightly lower than anticipated in the first year, demand for the program has steadily grown as its reputation has spread. The focus of referrals has changed. 3) The implementation achieved the goal of accessibility through a flexible approach, no waitlist, and unlimited sessions. While virtual services were seen as increasing accessibility without negatively impacting service delivery there are recommendations to add face-to-face options. This research continues to be fed directly to the decision makers and immediately informing policy and practice decisions as the program grows.

Conclusion:

The SAFE program performed well in the feasibility areas that were explored in the first year. The program augmented school social work and addressed barriers such as wait-times and accessibility, while increasing practicum opportunities. This research continues to explore the ways that SAFE is implemented as the program grows and expands, what works well and what needs to change to adapt. The IKT approach ensured knowledge users were involved in the evidence-based development and expansion of this program. This research has direct implications for this social work service and university school-board partnership, as well as advancing general knowledge of social work education, school social work services, and remote service delivery.