Forensic social work education around the world: Challenges, dilemmas and hopes for the future

Forensic social work is not recognised as a separate discipline from generic social work education offered at the BA or MA level in universities worldwide (Wormer, 2008; Lattes and Davis,2023). The pedagogy and practice of forensic social work vary significantly depending on jurisdiction. Its focus is on supporting individuals involved in the criminal and legal systems of their country of residence, but it also encompasses other areas such as mental health, immigration, and family work, particularly in cases of violence or abuse (Lattes and Davis,2023). However, whilst the role of forensic social worker is related to working and supporting client engaged in the criminal justice system, it also holds a wider range of other functions, including mental health, immigration and family work, especially when violence or any evidence of abuse is present (Loue,2018).

This research study examines social work education, specifically in the field of forensic social work, across ten pre-selected countries involved in the World’s Prison Brief’s 10-country prison project. The review highlights the significant differences in forensic social work practices between countries and raises global concerns about the quality and attention given to forensic social work practice and education (Brennan et al., 1986; Robbins, Vaughan-Eden and Maschi,2015).

Forensic social work operating both alongside and in isolation from, the criminal justice systems across the countries examined.

Methodology

The study uses a cross-national comparison methodology based on the countries used in the World Prison Brief’s 10-county prison project. These countries, of various geographical, political, legal and socioeconomic context include the following: The United States, Brazil, England, the Netherlands, Hungary, Kenya, South Africa, Thailand, India and Australia. The authors mention using general website and secondary searches in English (and translations made on Google Translate) but no specific examples of such sources are provided. It is recognised by the authors that there are numerous discrepancies of definitions in each country and language. However, it is not indicated by them how well the subsequent translations reflected the authenticity of the English terminology used in reaches. It is not uncommon that Google Translate can often offer literal, word-by-word translations which, as a result, can lead to confusion and misunderstanding of the data (Choi et al.,2012).  A cross-national comparative reviews as a method, although a rarely used in social work research, is overall viewed as a useful conceptual framework (Salway et al., 2011).

Results

The findings are presented in a table and a subsequent discussion organised by country. This overview covers various aspects, including the legal framework, contextual factors such as historical background, the type of criminal justice system, and the impact of socio-political and cultural systems on the development of both the criminal justice system and social work practice. The discussion also explores the availability of social work courses, practice standards, and the diversity of specialist communities in each country.

Cross-national comparison in social work research is challenging, but this study tries to bridge the gaps.

For instance, in the United States, the review shows the most advanced conceptualisations of forensic social work. Notably, there is the National Organization of Forensic Social Workers (NOFSW), along with vocational training options and master’s programs that integrate criminal justice and law modules. Moreover, NOFSW offers shorter courses that provide advanced certificates in forensic social work.

Similarly, in England, social work education follows a generalist model overseen by the British Association of Social Workers (BASW). While forensic specialization is not a standalone qualification, BASW has published a Forensic Mental Health Capability Framework to define forensic social work practice within multidisciplinary contexts.

Australia does not have formal forensic social work specialisations within its social work education, although some practice-oriented programs have emerged. Kenyan social workers typically work in correctional, court, or probationary settings and receive education based on a generalist social work model without a distinct forensic pathway.

In other countries, e.g. India or Thailand, there are various pathways for forensic social work education, ranging from diplomas to Bachelor’s and Master’s degrees.

South Africa and the Netherlands stand out for their established forensic social work specialisations within social work education. In South Africa, forensic social work is a regulated specialization that requires a Master’s degree and a specified duration of practice.

Overall, while some countries have well-developed forensic social work education and professional frameworks, others lag behind, indicating a diverse landscape influenced by historical, cultural, and institutional factors.

Conclusions

The research concludes that there is still an overarching scarcity in forensic social work education across the identified countries.

There is still a scarcity of forensic social work education in many of the countries considered.

The researchers agree that the generalist social work education is a common delivery model offered at a high education level across these countries. They also identify the discrepancies between the need for well-informed and competent forensic practitioners across the board in all informed countries and the challenges around the available and easy access to forensic social work/criminology courses that are often only ‘minors’, rather than the core programmes. Finally, the lack of formal regulation as well as the lack of the formal representative body appears to be a major challenge. The lack of research interest and institutional rigour, separate dedicated curricula as well as pre-defined standards for set for educational programmes.

Strengths and limitations

This article offers a concise and relevant contribution to forensic social work education worldwide. It is well-organized and written in accessible language, with explanations for terminology and acronyms. The table summarising the review findings is particularly helpful for those who prefer to quickly scan the paper for data analysis. The research paper is well-presented, highlighting clear sections of the study, and the language used is accessible to both the general public and social work practitioners and academics. Additionally, the authors’ reflections on the methodological weaknesses of the cross-national comparison methodology are honest and could be seen as a strength.

However, a more thorough explanation and robust examples of this methodology would greatly benefit the study, especially for readers unfamiliar with it. Similarly, more information is needed on the World Prison Brief’s 10-country prison project.

Personally, I had to spend a significant amount of time familiarising myself with the project outside of this review since I was not familiar with it. A detailed overview of the project would help readers understand the complexities of various jurisdictions in the context of forensic social education and legal systems.

Furthermore, while the methodology section provides a clear overview of how the study was conducted, it lacks examples of the searched websites in each country. Including such examples would allow for useful comparisons and provide insight into the available information, even if the linguistic limitations prevent understanding the actual content.

Implications for practice

This research article provides valuable information on the state of social work education in the mentioned countries and globally. The review uncovers challenges in incorporating forensic social work into generic social work education due to factors such as socioeconomic structure, historical and political influences, and attitudes towards forensic social work. However, the article points out that the value of forensic social work in enhancing higher education curricula and current practice is rarely discussed.

This research study initiates a discussion on various aspects of global social work education, its variations, and its limitations in providing a broader range of social work experiences and contexts, including forensic social work. It also highlights dilemmas such as an overpowering Eurocentric perspective, a lack of culturally informed approaches to forensic social work education, and a lack of cultural diversity. Additionally, certain countries risk perpetuating an overwhelmingly ethnocentric and imperialist-based expertise, which restricts the concept, discipline, and educational model of forensic social work (Lattes and Davis, 2023).

It also serves as a tool for reflection and a reality check for practitioners, policymakers, and academics. It is important for them to recognize the challenges that the discipline faces in all aspects of its existence, including cases where it is lacking. From my perspective, the following actions are necessary:

• Implement robust regulations for social work education and establish a clear direction for its place in social work education curricula;
• Incorporate culturally informed training and expertise into forensic and other forms of social work education and practice;
• Actively include the voices of those involved in education and practice, as they are essential in developing meaningful, creative, and innovative approaches.

This study highlights the need to develop more knowledge in the field of forensic social work education. It can serve as a starting point for future research in this area. By conducting research on a global scale and in culturally diverse contexts, while also considering the perspectives of service users and professionals, forensic social work education can enhance its status, educational rigour, and professional standards nationally and internationally.

This study provides a starting point for the national and international conversation about professional standards and educational rigour in forensic social work education.

Statement of interests

I am a forensic social worker practising in England. This topic is of interest to me as a practitioner. I am interested in improving social work academic curricula in England, making them more diverse in its content. I am also interested in finding new innovative ways of working with the academia to advertise forensic social work as a valuable and interesting field to work in.

Potential conflicts include: NONE

Primary Paper

Lattas, D., Davis, C., & Creamer, C. (2023). Global forensic social work education: A cross-national comparison of education models in 10 countries. International Social Work, 0(0). https://doi.org/10.1177/00208728231214133

Other references:

Brennan, T. P., Gedrich, A. E., Jacoby, S. E., Tardy, M. J., & Tyson, K. B. (1986). Forensic Social Work: Practice and Vision. Social Casework, 67(6), 340-350. https://doi.org/10.1177/104438948606700603

Choi, J., Kushner, K. E., Mill, J., & Lai, D. W. L. (2012). Understanding the Language, the Culture, and the Experience: Translation in Cross-Cultural Research. International Journal of Qualitative Methods, 11(5), 652-665. https://doi.org/10.1177/160940691201100508

Lattas, D., & Davis, C. (2023). Forensic Social Work in Australian Undergraduate Social Work Education: A Generic Practice Versus Specialisation Consideration. Australian Social Work.

Loue, S. (2018). The Social Worker and Forensic Social Work. In: Legal Issues in Social Work Practice and Research. Springer, Cham. https://doi.org/10.1007/978-3-319-77414-5_6

Robbins, S. P., Vaughan-Eden, V. and Maschi, T. (2015) ‘From the Editor—It’s Not CSI: The Importance of Forensics for Social Work Education’, Journal of Social Work Education, 51(3), pp. 421–424.  https://doi.org/10.1080/10437797.2015.1046341

Salway, S.M., Higginbottom, G., Reime, B. et al. Contributions and challenges of cross-national comparative research in migration, ethnicity and health: insights from a preliminary study of maternal health in Germany, Canada and the UK. BMC Public Health 11, 514 (2011). https://doi.org/10.1186/1471-2458-11-514

Wormer, K. v., Roberts, A., Springer, D. W., & Brownell, P. (2008). Forensic social work: Current and emerging developments. In B. W. White, K. M. Sowers, & C. N. Dulmus (Eds.), Comprehensive handbook of social work and social welfare Vol. 1. The profession of social work (pp. 315–342). John Wiley & Sons, Inc.. https://doi.org/10.1002/9780470373705.chsw001019

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