David Wilkerson
- Ph.D., MSW
- Director of the Office of e-Social Work Education and Practice / Associate Professor
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Central Administration - All Campuses
Contact
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(317) 274-7659
- dawilker@iu.edu
About
David Wilkerson is an Associate Professor at the Indiana University School of Social Work (IUSSW) and Director of the IUSSW Office of e-Social Work Education and Practice.
Education
PhD
Emphasis/Major:2014 - Indiana University
Dissertation: Integrating individual and social learning strategies in a small-group model for online psychoeducational intervention: A mixed methods study of a parent-management training program
MSW
Emphasis/Major: Mental Health1979 - Indiana University
BA
Emphasis/Major: Sociology1973 - Indiana University Purdue University at Indianapolis
Research Interests
Dr. Wilkerson's primary research interests focus on integrating technology with social work practice in the critical areas of peer support and psychoeducation. His impact in this area has included interdisciplinary publications on technology for support and self-management of caregivers of persons with Alzheimer’s disease and related dementias. He also developed and researched a model for Digital Hybrid Group Psychoeducation and coedited the international text: Social Work in an Online World: A Guidebook to Digital Practice (2023). Other work in this area includes the development and research for a Telepractice basics CE program that has had over 10,000 participants. His work for integrating technology with education and practice includes research for 'Because You Matter', rural telehealth practice field practicum that is delivered through rural libraries.
Teaching Interests
Dr. Wilkerson's primary teaching interests focus on integrating technology into social work education. In 2015, he was PI for a SOTL project that created the school's first telepractice (e-social work) courses. Following this, he developed and received school and university approval for the first online e-Social Work Practice Graduate Certificate delivered by a social work education program in the United States. In 2022, he led the development for a fourth telepractice course, Digital Equity, Digital Citizenship, Data Justice and Practice. Students develop competencies to advance digital equity for marginalized and vulnerable clients and develop critical perspectives on AI, predictive data systems, and data justice. As the director of the IUSSW Office of eSocial Work Education and Practice, he manages the design, delivery, learning technologies, maintenance, and accessibility for IUSSW’s graduate online courses. In coordination with the Office's Associate Director he manages administration of e-simulations, e-social work practice course delivery, faculty onboarding, and faculty distance education professional development.
Awards and Honors
- September Scholar of the Month
2022 - IUPUI Center for Transnational Research
2020 - IUPUI Center for Teaching and Learning and the Institute for Engaged Learning- Early Career Teaching Academy Faculty Mentor
2018 - Center for Teaching and Learning, IUPUI - Esprit Spirit of Inquiry Award
2006 - Indiana University School of Social Work
Publications
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Yi, E.-H. G., Adamek, M. E., Hong, M., Lu, Y. Y.-F., & Wilkerson, D. A. (2023). The impact of online and offline social support on the mental health of carers of persons with cognitive impairments. Journal of Gerontological Social Work. Published. https://doi.org/https://doi.org/10.1080/01634372.2023.2191126
The carers of persons with cognitive impairments, including Alzheimer’s have migrated to online platforms to seek help, yet studies on the use of online social support within the context of caregiving are underdeveloped. Guided by the social support theory, we examined the association of online and offline social support with depression and anxiety in the United States. Using a subsample from the 2017 and 2018 Health Information National Trends Survey (n = 264), we conducted ordered logistic regression to test mediation and moderation effects, which revealed that only offline, not online social support had a direct association with carers’ mental health. In the moderation model, online social support interacted with life stressors, while offline social support interacted with caregiving burden. Findings are supported using a hybrid model that combines online and offline social support to improve carers’ mental health.
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Wilkerson, D. A. (2023). Digital hybrid psychoeducation: Model development and case illustration (pp. 205-226). NASW Press. View Publication For Digital hybrid psychoeducation: Model development and case illustration
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O’Sullivan, ., & Wilkerson, D. A. (2023). A Team-based approach to moderating online support groups (pp. 43-65). NASW Press.
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Wilkerson, D. A., & O’Sullivan, L. (2023). Social Work in an Online World: A guide to digital practice (pp. 1-265). NASW Press.
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Wilkerson, D. A., & O’Sullivan, L. (2023). Mapping social work practice in an online world (pp. 7-17). NASW Press.
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Wolfe-Taylor, S. N., Khaja, K., Wilkerson, D. A., & Work, . (2022). The future of social work education: A guide to developing, implementing, and assessing e-simulations. Advances in Social Work, 22(2).
Advances in technology, an increase in non-traditional students, a new generation of e-learners, the COVID-19 pandemic’s impact on education and practice, and the emergence of greater practitioner and client adoption of telebehavioral health present opportunities and challenges for curricular innovation in schools of social work. e-Simulations are reliable, valid, authentic high impact practices that address these challenges and prepare students for a future where social workers are called upon to adopt telebehavioral practice. Although there is literature on the development, implementation, and assessment of simulation-based learning in social work education, much of the literature explores the use of simulations in face-to-face social work education. Provided is a guide for educators and administrators on developing, implementing, and assessing online simulations (e-simulations) in social work education.
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McCarthy, K. M., Wilkerson, D. A., & Ashirifi, G. D. (2022). Student and faculty perceptions on feedback in a social work distance education program. Journal of Teaching in Social Work, 42(4), https://www.tandfonline.com/action/journalInformation?journalCode=wtsw20. View Publication For Student and faculty perceptions on feedback in a social work distance education program
Even prior to the widespread shift to online delivery during the COVID 19 pandemic, distance learning in BSW and MSW social work education was growing, especially for graduate programs. The 2019 Annual Survey of Social Work Programs conducted by CSWE reveals that of the participating social work programs and schools, 47.7% of BSW programs and 62.23% of MSW programs offered hybrid options and 7.1% of BSW programs and 30.1% of MSW programs offered at least 90% of the degree online (CSWE, 2020). Online instruction requires learning new technologies (Clarke, 2013) and new pedagogical practices such as incorporating teaching, social, and cognitive presence in the online classroom (Bentley et al., 2015). To be effective, social work instructors must develop new ways of teaching when engaging students online (Creswell Báez et al., 2019; Schmidt et al., 2016) and this requires a reexamination of longstanding teaching efforts. Even the familiar routine of grading and delivering feedback needs to be reconsidered when moving from on-the-ground to online education. This qualitative study examines the value of feedback for social work faculty and MSW students within an entirely online MSW program.
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Wilkerson, D. A., & McCarthy, K. M. (2021). A social work distance educator community of practice: Description, outcomes, and future. Professional Development: The International Journal of Continuing Social Work Education, 24(1), 29. View Publication For A social work distance educator community of practice: Description, outcomes, and future
The growth of higher education distance education has increased the need for teaching faculty to obtain pedagogical training and support to help them develop as effective online instructors. This case study researched how faculty made use of an online practice community during a semester teaching in an online MSW program. Community of practice theory guided the development of a practice community that provided a persistent space for mentoring, support, and pedagogy building. Unlike professional development programs, which are content-centered, this program was participant-centered and sought to develop expertise from within the teaching community. Faculty discussion posts identified content and process themes. This research describes how faculty made use of the community space, identifies the needs online faculty have for professional development and peer support, and considers motivation and the use of community for all faculty ranks.
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Wilkerson, D. A. (2020). Telebehavioral practice basics for social worker educators and clinicians responding to COVID-19. Social Work Education: The International Journal. Published. https://doi.org/https://doi.org/10.1080/02615479.2020.1807926
Social Work’s Grand Challenge to Harness Technology for Social Good calls for educators to reevaluate their role and its significance for the future of social work. Information and communication technology (ICT)-mediated practice methods like artificial intelligence, virtual reality, gamification, and big data, among others, represent a new arena for social work practice. However, educators have been mostly inactive in developing curricula that support student knowledge, training, and decision-making on the adoption of technology for practice. In the United States, the Council on Social Work Education Futures Task Force highlighted this inaction as a matter of critical uncertainty for the field’s future. In contrast, this paper describes how a school of social work rapidly deployed a free, CE training program on the basics of telebehavioral health practice to the social work community to aid their response to COVID-19. The rapid deployment of that training has been distilled as ‘lessons learned’ for those wanting to join in efforts to address the field’s critical uncertainty regarding the adoption of technology. Information is presented about the reach of this training and includes feedback from participants. Additionally, the authors discuss whether COVID-19 can influence social work’s future rate of technology adoption.
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O’Sullivan, L., & Wilkerson, D. A. (2020). Balancing dementia family carers’ rights to online supports with the rights of people with dementia to absolute privacy. International Journal of Care and Caring, 4(3), 435-440. https://doi.org/10.1332/239788220X15859364956738
In its mission to protect the personal data of European Union (EU) citizens, the reach of the General Data Protection Regulation (GDPR) extends into the research activities traditionally supervised and approved by university institutional review and ethics boards. This article discusses how transnational research for an online support intervention for family carers of people with dementia was obstructed by a particularly restrictive interpretation of the 2018 GDPR. Contested issues discussed include privacy, consent, the balance between risks and benefits, and the rights of family carers.
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Wilkerson, D. A., Gregory, V. L., & Kim, H.-W. (2020). Online Psychoeducation with Parent Management Training: Examining the Contribution of Peer Support. Child & Family Social Work. Published. https://doi.org/DOI: 10.1111/cfs.12701
Psychoeducation is an empirically based intervention that is increasingly delivered online to individuals and groups. Low participation has been a problem for online designs that include peer support. New technology designs have been called for,
and in response, we developed a model that synchronized the delivery of individual and group‐based psychoeducational activities for parent management training. We used a problem‐based learning strategy delivered to caregivers of youth demonstrating oppositional behaviours to encourage the development of helping processes and
peer support. This mixed methods intervention study had high rates of participant retention and positive measurable changes for two of its three psychoeducational outcome measures. When we merged the study data, we observed that mutual aid —a frequently sought goal of group‐based interventions—contributed to participant
outcomes. -
Wilkerson, D. A., Wolfe-Taylor, S., & Kinney, K. (2019). Adopting e-Social Work Practice: Pedagogies for Student Decision-Making to Address Technology Uncertainty. Journal of Social Work Education. Published. https://doi.org/doi.org/10.1080/10437797.2019.1661920
Social work educators can address the Grand Challenge of “harnessing technology for social good” and prepare students for information and communication technology (ICT)-mediated practice. This project considered student technology uncertainty in an introduction to e-Social Work (e-SW) practice course. e-SW practice includes advocacy, research, and practice in the field of social work through the innovation and use of information and communication technologies to create better outcomes and services for clients and organizations that serve them. Educators can participate in guiding the development of e-SW to infuse the profession’s core values and ethical standards. A convergent parallel mixed methods design included pre- and post-test e-SW self-efficacy survey and student reflection. The e-SW practice self-efficacy scale and sub-scales significantly increased and thematic analysis identified that the course addressed student needs for increasing their knowledge and confidence prior to engaging in e-SW practice. Privacy and security regulation compliance showed the least increase in self-efficacy and should be an area for additional development in future e-SW courses. The findings contribute to a growing literature supporting the need for investment in harnessing technology for future growth in the field of social work.
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A., W. D., & , . (2018). Friendsourcing peer support for Alzheimer’s caregivers using Facebook social media. Journal of Technology in Human Services, 36(2-3), 105-124. https://doi.org/10.1080/15228835.2018.1449709
This research piloted an e-health intervention that used social media to friendsource peer support for Alzheimer’s disease (AD) caregivers. Friendsourcing is a variant of crowdsourcing. Crowdsourcing recruits online participants who share a characteristic that makes their volunteerism meaningful when they join to achieve an outcome. Friendsourcing recruits online participants who share membership in a social network that makes their volunteerism meaningful when they join to achieve an outcome. This article introduces our friendsourcing intervention research and examines the effects on the psychological well-being of AD caregivers. After a 6-week intervention, caregivers were found to have significantly decreased burden (Z = −2.01, p < .05) and perceived stress (Z = −2.95, p < .01). Emotional and informational support scores were significantly increased (Z = −2.32, p < .05). Qualitative data analysis of the intervention identified positive effects in new caregiving knowledge acquisition and application and reduced stress in the acceptance of the caregiving role. Joining social networks in support groups through friendsourcing was feasible for AD caregivers who were familiar with social media, and can provide another means of guiding the development of their personal support networks.
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Bateman, D., Brady, E., David, W. A., Eun-Hye, Y., Yamini, K., & Callahan, C. M. (2017). Comparing crowdsourcing and friendsourcing: a social media-based feasibility study to support Alzheimer disease caregivers. JMIR Research Protocals, 6(4), e56. https://doi.org/doi:10.2196/resprot.6904
Background: In the United States, over 15 million informal caregivers provide unpaid care to people with Alzheimer disease (AD). Compared with others in their age group, AD caregivers have higher rates of stress, and medical and psychiatric illnesses. Psychosocial interventions improve the health of caregivers. However, constraints of time, distance, and availability inhibit the use of these services. Newer online technologies, such as social media, online groups, friendsourcing, and crowdsourcing, present alternative methods of delivering support. However, limited work has been done in this area with caregivers.
Objective: The primary aims of this study were to determine (1) the feasibility of innovating peer support group work delivered through social media with friendsourcing, (2) whether the intervention provides an acceptable method for AD caregivers to obtain support, and (3) whether caregiver outcomes were affected by the intervention. A Facebook app provided support to AD caregivers through collecting friendsourced answers to caregiver questions from participants’ social networks. The study’s secondary aim was to descriptively compare friendsourced answers versus crowdsourced answers.
Methods: We recruited AD caregivers online to participate in a 6-week-long asynchronous, online, closed group on Facebook, where caregivers received support through moderator prompts, group member interactions, and friendsourced answers to caregiver questions. We surveyed and interviewed participants before and after the online group to assess their needs, views on technology, and experience with the intervention. Caregiver questions were pushed automatically to the participants’ Facebook News Feed, allowing participants’ Facebook friends to see and post answers to the caregiver questions (Friendsourced answers). Of these caregiver questions, 2 were pushed to crowdsource workers through the Amazon Mechanical Turk platform. We descriptively compared characteristics of these crowdsourced answers with the friendsourced answers.
Results: In total, 6 AD caregivers completed the initial online survey and semistructured telephone interview. Of these, 4 AD caregivers agreed to participate in the online Facebook closed group activity portion of the study. Friendsourcing and crowdsourcing answers to caregiver questions had similar rates of acceptability as rated by content experts: 90% (27/30) and 100% (45/45), respectively. Rates of emotional support and informational support for both groups of answers appeared to trend with the type of support emphasized in the caregiver question (emotional vs informational support question). Friendsourced answers included more shared experiences (20/30, 67%) than did crowdsourced answers (4/45, 9%).
Conclusions: We found an asynchronous, online, closed group on Facebook to be generally acceptable as a means to deliver support to caregivers of people with AD. This pilot is too small to make judgments on effectiveness; however, results trended toward an improvement in caregivers’ self-efficacy, sense of support, and perceived stress, but these results were not statistically significant. Both friendsourced and crowdsourced answers may be an acceptable way to provide informational and emotional support to caregivers of people with AD. -
David, W. A. (2016). Lurking behavior in online psychosocial discussion forums: Theoretical perspectives and implications for practice. Journal of Technology in Human Services, 34(3), 256-266. https://doi.org/DOI: 10.1080/15228835.2016.1193456
Improving outcomes of telebehavioral psychoeducation requires rethinking program design when delivered wholly or partially for self-directed participation. Discussion forum participation often follows the “90-9-1 Rule” where 90% of participants lurk, rather than contribute content. A theoretical perspective on the behavior can help explain its adaptive functions, as well as the threats that this behavior poses to the lurker. Implications for practice require program redesign that actively links individual skills training and group-based discussion. The proposed linking design can synergize individual and group participation to support the development of mutual aid, as well as greater interaction with psychoeducation content and materials.
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McGregor, K., & , . (2016). A social work perspective on paediatric and adolescent research vulnerability. Social Work and Social Sciences Review , 18(2-3), 67-78. https://doi.org/doi: 10.1921/swssr.v18i2.904
Children’s and adolescents’ capacity to provide valid informed consent is one of the key ethical concerns in pediatric research. This review of adolescent vulnerability is presented to highlight the complex interplay between capacity and other forms of vulnerability. This review is offered as an interdisciplinary analysis to better understand why the study of vulnerable populations is critical to the ethical advancement of clinical research. Results from this analysis suggest the need for enhanced screening techniques as well as the utilization of specialized staff to identify and reduce the impact of different forms of vulnerability. These findings also provide insights into ways to ethically involve youth in complex biomedical research.
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Ouellette, P., & Wilkerson, D. A. (2013). Social work education: Electronic technologies. In Encyclopedia of Social Work: Vol. Continuously Updated Online. National Association of Social Workers and Oxford Press. https://doi.org/10.1093/acrefore/9780199975839.013.614
The growth in technological advances in recent years has revolutionized the way we teach, learn, and practice social work. Due to increases in educational costs and the need for students to maintain family and work responsibilities, an increasing number of social work programs have turned to today’s advances in technology to deliver their courses and programs. This change has resulted in the creative use of new multimedia tools and online pedagogical strategies to offer distance web-based educational programming. With increases in technology-supported programs, recent research studies have identified a number of areas needing further investigation to ensure that quality distance education programs are developed.
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Wilkerson, D. A. (2010). “We have a lot of sleeping parents:” Comparing inner-city and suburban high school teachers’ experiences with parent involvement. Advances in Social Work, 11(2), 144-157. View Publication For “We have a lot of sleeping parents:” Comparing inner-city and suburban high school teachers’ experiences with parent involvement.
Teachers’ experiences with parent involvement were compared at an inner-city high school and a suburban high school. Parent involvement has been described as
Ouellette, P. M., & Wilkerson, D. A. (2008). “They won’t come:” Increasing parent involvement in parent management training programs for at-risk youths in schools. School Social Work Journal, 32(2), 39-53.The absence of parents from schools is seen as an important factor related to the significant number of adolescents at risk of school failure. Effective parenting is known to be a key protective factor for adolescents at risk for school failure and other maladaptive developmental outcomes. While evidence-based parent management training models exist, their use has been limited by problems regarding recruitment and retention when services are offered through traditional means. We review the literature on parent involvement in schools, the effectiveness of parent education programs, and mutual aid activities. Logistical barriers to parent participation in parent management training programs and other school-related activities are examined, and a strategy using twenty-first-century technology will be described as a means to increase parent involvement in schools.
Wilkerson, D. A., & Ouellette, P. M. (2005). Community alternatives for love and limits (CALL): A community-based, family strengthening, multi-family intervention to respond to adolescents at risk . Advances in Social Work, 6(2), 263-275.Family strengthening has become a source of growing interest, research, and program design in the fields of prevention and treatment for problems of youth delinquency, school failure, alcohol, tobacco and other drug abuse (ATOD). Despite many studies that illustrate positive outcomes of family strengthening programs and family-focused interventions, their use in communities has not advanced commensurate with their promise. This article offers a rationale for why programming efforts should continue to be directed towards family strengthening efforts as opposed to youth-focused only interventions. In addition, a community-based, family-strengthening alternative is described that addresses issues of youth delinquency while reducing barriers associated with availability, accessibility, and cost.
Presentations
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Elswick, S. E., Wilkerson, D. A., & Caliboso-Soto, S. (2022). Supporting the Virtual Needs of Students and Community through University Partnerships. Council on Social Work Education.
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Funk, K., & Wilkerson, D. A. (2022). Teaching the Lessons of Digital Equity: We’re Trained to Serve Clients Digitally – But Can They Access Our Services. Our Lady of the Lake University, San Antonbio, TX.
Curricular inclusion of telehealth training has been recommended for schools of social work. COVID-19 increased the importance of these recommendations when practitioners found themselves unprepared to deliver technology-mediated services. As schools develop training, the issue of digital equity will be crucial. Do our clients have access to digital networks to enable them to receive our services? This presentation will describe a social work course in digital equity that prepares students to practice from a framework that recognizes technology access as a modern human right.
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Timmons, F., O’Sullivan, L., & Wilkerson, D. A. (2019). Friendsourcing Ireland: Leveraging Facebook’s Reach to Provide Online Education Support for Family Carers of People with Dementia. International Council for Open and Distance Education, Dublin, Ireland.
The need to regulate and harness technology for social good has followed the growth of information and communication technologies.For example, European Union General Data Protection Regulation was enacted in 2018 in response to numerous and systematic social media personal data violations. However, such regulation can also block and act as an inhibitor to research that seeks to harness social media for social good. This paper will discuss contested issues of privacy, consent, risks, benefits and family caregiver rights in the case of transnational project that was developed to research the use of Facebook to leverage dementia caregiver support
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Wilkerson, D. A., Fitch, D., Wolfe-Taylor, S. N., & Brown, J. R. (2019). Hi-Tech, Lo-Tech, or No-Tech? Educators’ Role and the Future of Social Work. Council on Social Work Education, Denver, CO United States.
A panel will address future opportunities and challenges for social work education and practice based on scenarios proposed by the CSWE Futures Task Force. A central focus will be how to prepare social workers for practice delivery that leverages technology for social good. What changes are required in educators’ roles?
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Brown, J., Keesler, J., & Wilkerson, D. (2019). Using Engaging Technology with Students and their Parents to Help Identify Aspects of Bullying. National Anti-Bullying Research and Resource Centre, Dublin, Ireland.
Hi-tech application for school safety includes the use of cloud-based services to develop communities of collaboration. Accessible applications that engage all community members and define a common set of keywords and understandings for shared action is a prerequisite for success.
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Wilkerson, D. A., & Wolfe-Taylor, S. (2019). Telemedicine and Social Workers: What You Need to Know. New Jersey National Association of Social Workers, Atlantic City, NJ United States.
Telemedicine is an important area for social work practice. What social workers need to know about technology-mediate or e-social work practice can be divided into 3 important categories: good, bad, and ugly. This presentation will address all 3 categories and include important considerations for risk management and ethical practice.
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McCarthy, K., & Wilkerson, D. A. (2019). Empowered Online Social Work Educators: Learning From Our Faculty. Our Lady of the Lake University, San Antonio, TX United States.
A dilemma can exist for programs and faculty when technology designs for online social work courses are pre-built While necessary in order to ensure alignment exists between course objectives, practice activities, content, and assessment, the success of the course is dependent upon instructor teaching enthusiasm and individualization which can be variable. Efforts to empower online social work faculty through spaces for collaboration, education, and discussion about feedback and course effectiveness are described.
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Wilkerson, D., & McCarthy, K. (2018). Building a Community of Practice for Social Work Distance Education Faculty Development. Council on Social Work Education, Orlando, FL United States.
Distance education professional development has primarily focused on instructional technology affordances rather than enhancing pedagogy. A pilot professional development program will be presented that joins faculty ranks in a community of practice to discover best pedagogical practices for social work and IPE distance education.
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A., W. D. (2018). InScribe Representation. eDS/UITS, Bloomington, IN United States.
Over the course of two and half hours, faculty and staff from across the Bloomington campus in varying departments came to tables to hear about the different technologies IU has to offer
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A., W. D., & Wolfe-Taylor, S. (2018). IUSSW MSW Direct Program. IU Office of Online Education, Indianapolis, IN United States.
MSW Direct program presentation included the following topics: MSW Direct Program Growth, Student Feedback and Needs, Faculty Development and Services, Technology Innovations in Curriculum Development, Creating Workforce Development Opportunities, and MSW Direct Program Sustainability
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Yi, E.-H., Bateman, D., Wilkerson, D. A., & Brady, E. (2018). Increasing Alzheimer’s Caregiver’s Informational/Emotional Support through Online Support Group. American Society on Aging, San Franciso, CA United States.
Friendsourcing recruits online participants who share membership in a social network that makes their volunteerism meaningful when they join to achieve an outcome. This paper introduces our friendsourcing intervention research and examines the effects on the psychological well-being of AD caregivers. After a six-week intervention, caregivers were found to have significantly decreased burden (Z=-2.01, p<.05) and perceived stress (Z=-2.95, p<.01). Emotional and informational support scores were significantly increased (Z= -2.32, p<.05). Qualitative data analysis of the intervention identified positive effects in new caregiving knowledge acquisition and application and reduced stress in the acceptance of the caregiving role. Joining social networks in support groups through friendsourcing was feasible for AD caregivers who were familiar with social media, and can provide another means of guiding the development of their personal support networks.
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Wolfe-Taylor, S., & Wilkerson, D. A. (2017). Redesigning and Rethinking OSCEs: Using Technology Innovation to Promote Practice Skills Development. Center for Teaching and Learning, Indianapolis, IN United States.
OSCE’s have been used to access students’ practice skill development since the early 1970s. During this breakout session, attendees will have the opportunity to look at using cost-effective technology innovations to implement OSCW’s into an online social work program
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Wilkerson, D. A., & Wolfe-Taylor, S. (2017). Teaching e-Social Work Practice. Our Lady of the Lake University, San Antonio, TX United States.
e-Social Work practice is a growing field for social workers. This presentation will describe courses developed to teach students the principles of social work telehealth practice, increase practice self-efficacy and aid decision-making regarding the uses of technology based on helping style and the clients being served.
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Wolfe-Taylor, S., & Wilkerson, D. A. (2017). How to Develop Assignments that Infuse Technology and Social Media into Online Practice Courses. Our Lady of the Lake University, San Antonio, TX United States.
How many times have we all either encountered, heard of or even created online practice courses filled with slide, after slide, after slide of text and videos? It is the never-ending cycle of content-page, video, content-page, video and so on. The average engagement time for attending to video instruction is limited 6 minutes, regardless of its length. Social work educators seek other methods to support student application and skill proficiency. This presentation focuses on the development of technology-infused assignments that create greater engagement with content. Technology tools and social media sites are examined to identify innovations to engage students in practice.
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Wilkerson, D., & Wolfe-Taylor, S. (2017). Preparing Social Workers for Technology-Mediated Practice in the Digital Age. Council on Social Work Education, Dallas, TX United States.
Berzin, Singer, and Chan (2015) described the possibilities of technology for opening a new practice frontier to social work practitioners and their clients. However, the diffusion of technology innovation in the field of social work practice was described as limited due to a variety of factors, one of which was the lack of training. While
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Wolfe-Taylor, S., & Wilkerson, D. A. (2017). Assessment Innovation through Technology: Adapting OSCE Assessments for Online Social Work Programs. Council on Social Work Education, Dallas, TX United States.
This presentation will discuss the steps to adapt face-to-face OSCEs for online social work programs, the strengths and challenges of implementing OSCEs in an online social work program, and the ways to harness technology for social good while ensuring the creation of practice innovation through cost-effective technologies.
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Wilkerson, D., Bateman, D., Brady, E., & Yi, E.-H. (2017). Joining Alzheimer’s Caregiver Social Networks in a Support Network: A Friendsourced Peer Support Intervention Using Facebook Social Media. Indiana University School of Medicine, Indianapolis, IN United States.
This interprofessional practice research project completed by a School of Medicine, geriatric psychiatry researcher, School of Social Work, telebehavioral health researcher, School of Informatics and Computing human-computer interaction researcher, and a social work doctoral student was supported by an innovations grant in the Regenstrief Institute’s Innovation Challenge, an event dedicated to promoting advances in transforming healthcare.
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Wilkerson, D. A. (2016). Increasing Alzheimer’s Caregiver’s Self Management through Social Microvolunteering. Council on Social Work Education, Atlanta, GA United States.
The field of telehealth offers social workers new opportunities for interdisciplinary collaboration. This presentation will describe research developed through collaboration between social work, informatics and psychiatry researchers to investigate the use of online social microvolunteering to enhance the support and self-management of caregivers of persons with Alzheimer’s disease.
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Wilkerson, D. A., Kondrat, D. R., & Paicely, T. (2016). Post-MSW Training and Certificate Program inTelebehavioral Health Social Work Practice. Indiana University, Indianapolis, IN United States.
Telebehavioral health practice is a new frontier for social work.Significant increases in network accessibility and affordability provide the means to expand telebehavioral mental health and substance abuse services. However, training and certification specific to social work is not yet available in any social work education program across the United States. Indiana University School of Social Work can play a leading role by becoming the first social work program to meet this need for social work-specific training in telebehavioral health practice.
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Wilkerson, D. A., & Bateman, D. R. (2016). Leveraging Technology for Supporting Caregivers of Persons with Alzheimer’s disease: Innovation development with “Ask Sandra”. Indiana University, Indianapolis, IN United States.
Technology-based innovations are growing for supporting the well-being of Caregivers of persons with Alzheimer’s disease. 7.1 million Adults, 65 and older are projected to have Alzheimer’s disease by 2025. Members of a multidisciplinary team at the Eskenazi Health, Sandra Eskenazi Center for Brain Care Innovation, a geriatric psychiatrist and a social worker will discuss current practices in technology-mediated Caregiver support, Caregiver preferences for technology mediation and technology-based innovations being developed for the “Ask Sandra” eHealth program. Participants will gain understanding of the strengths and limitations of these interventions and address how to use technology-mediated innovations to support Caregiver well-being.
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Wilkerson, D. A., Bennett, W., Khadja, K., & Humbert, J. (2016). Meeting the Needs of Students with Disabilities: Making Technology and Teaching Accessible. Indiana University, Indianapolis, IN United States.
Like any other student, students with disabilities seek benefits of online education. However, online courses are not always created accessibly. Students with disabilities may experience barriers like poor course navigation, inaccessible learning materials, and a lack of technical expertise utilized in course development. Online instructors must also effectively teach students with diverse mental and physical disabilities requiring different course modifications. They must also be highly skilled in making learning positive and challenging, while not lowering course expectations.
This presentation will address two key issues for meeting the needs of social work students with disabilities: accessible course content and effective instruction.
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Wilkerson, D. A., Kondrat, D. R., & Paicely, T. (2016). What Role Will Social Work Education Play in the Future of Telebehavioral HealthPractice?. Indiana University, Indianapolis, IN United States.
Major advances in ICT network accessibility and affordability are expanding telebehavioral mental health and substance abuse services delivery. However, multi-course training and certification for social workers is not available in social work education programs across the United States. Social workers are the majority of the traditional mental health workforce. Should social work education programs participate in the training for online social work practice? Online practice requires new skill sets to augment the skills used in face-to-face practice. This panel addresses the framing question “What is the role of social work education in training social workers to deliver of services online?”
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Wilkerson, D. A., & Brady, E. (2016). Increasing Alzheimer’s Caregivers’ Self-Management through Social Microvolunteering. Sandra Eskenazi Center for Brain Care Innovation eHealth Group, Indianapolis, IN United States.
Discussed Alzheimer’s caregiver peer support through technology research.
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Wilkerson, D. A. (2015). Telebehavioral Psychoeducation for Small Groups: Design, Delivery and Outcomes. Council on Social Work Education, Denver, CO United States.
Telebehavioral health interventions can increase the accessibility and availability of group-based interventions like psychoeducation. The design, delivery and outcomes for an online psychoeducational group are presented. Included in the presentation are methods for integrating individual and social features of learning with mutual support through facilitator-pacing and problem-based learning strategies.
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Wilkerson, D. A. (2015). Synergizing Group-Based Telebehavioral Psychoeducation for Caregivers. Sandra Eskenazi Center for Brain Care Innovation eHealth Group, Inianapolis, IN United States.
Presented on mixed methods caregiver research of an online web-based and discussion forum intervention that I developed.
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Wilkerson, D. A. (2015). Teaching Online Series Panel Discussion. e-Learning Design & Services, Indianapolis, IN United States.
Discussed how MSW Direct leveraged the Teaching Online Series developed by e-Design & Services with UITS.
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Wilkerson, D. (2015). A Small Group Model for Online Psychoeducation Intervention in Mental Health Treatment Settings. Indiana University School of Social Work, Indianapolis, IN United States.
Delivery of psychoeducational and psychosocial services through the internet or other networking technologies is a rapidly growing field. Large-scale, public health, online prevention programs are now free and readily available with access requiring no more than email registration. However, group-based elements of online psychoeducation often lack participation. One obstacle to their use is the “90-9-1 Rule”. In moderated discussion forums that were researched, one percent of users were daily or heavy users, while nine percent were infrequent users. The largest segment, 90 percent of users did not interact. This presentation will share how to overcome the 90-9-1 rule with a small user-group model that was designed for the delivery of online psychoeducational interventions in mental health settings. Methods that will be shared include the use of facilitator pacing, the application of problem-based learning and the integration of individual web-based learning with discussion forum group participation. The affordability of anytime-anyplace, online, group-based psychoeducational intervention designs like the one described in this presentation can support practitioners in mental health agencies to deliver cost-effective, accessible and most importantly, holistic treatments to their clients.
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Khaja, K., & Wilkerson, D. A. (2015). Group Discussion in Asynchronous Classrooms: Barriers and Lessons Learned. Indiana University School of Social Work, Indianapolis, IN United States.
A national survey on online learning found that almost a third of higher education students in the US took one course online in 2012 (Allen & Seman, 2013). Online learning environments are becoming more prevalent with instructors trying to learn new ways to replicate face-to-face instructional methods (Shi & Morrow, 2006). As instructors become more experienced with online learning environments, this focus then shifts to how to take advantage of the distinct affordability’s of online learning environments separate from face-to-face learning environments. For instance, in online learning environments, instructors can take advantage of their anytime, anyplace advantages for instructional delivery. Asynchronous courses can provide more flexibly paced access to course content (Skylar, 2009). When asynchronous group discussions take advantage of this flexibility, it is important to insure that discussions are highly structured, engaging and interactive. Research indicates that effective asynchronous learning in group discussions cannot be seen as learning in isolation. Even though online asynchronous discussions are widely used, they do pose challenges and students can become dissatisfied with their course experience as they may feel detached from others, this in turn may prevent students from working together to build knowledge (Moskal et al., 2010; van Tyron & Bishop, 2009). To create structure, engagement and interactivity, the discussion forum cannot simply be an ancillary activity that follows the presentation of content. Instead, the discussion forum offers the instructor the opportunity to facilitate peer-to-peer interaction in a manner that moves teaching and learning toward collaborative inquiry that supports meaningful discourse and reflection on what and how they are learning (COI, n.d.). The presenters will facilitate a discussion with participants on strategies that can foster effective group discussions in asynchronous classrooms with a mixture of strategies to promote social, cognitive and teaching presence (deNoyelles et al., 2014). The presenters will also share their experience utilization a Belgium model which can prove effective in fostering more quality level asynchronous group discussions (Wever, et al., 2008). They will share how the Belgium Model was used to foster processing of asynchronous group discussion assignment content so that it was in a similar format found in face-to-face courses. This type of learning environment created optimal collaboration, social negotiation, and quality graduate level communication of course material and provided positive feedback from students.
Contract Fellowship Grants
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Advancing Mental Health for Rural Hoosiers through University-Community Partnerships and Digital Social Work Practice
Co-PD/PI: David Wilkerson
Co-PD/PI: Todd Burkhardt
Program Director (PD)/Principal Investigator (PI): John Keesler -
Advancing Mental Health for Rural Hoosiers through University-Community Partnerships and Digital Social Work Practice
Co-PD/PI: David Wilkerson
Program Director (PD)/Principal Investigator (PI): John Keesler
Co-PD/PI: Todd Burkhardt -
Behavioral Health Workforce Education and Training (BHWET) Program for Paraprofessionals
Program Director (PD)/Principal Investigator (PI): Jessica Lee
Co-PD/PI: David Wilkerson -
Friendsourcing Ireland
Program Director (PD)/Principal Investigator (PI): David Wilkerson
Supporting Personnel: Daniel Bateman -
Improving Instructor Feedback to Students of a Fully Online Program: Using an Online Community of Practice Approach for Faculty Development in the MSW Direct Program
Program Director (PD)/Principal Investigator (PI): David Wilkerson
Co-PD/PI: Katie McCarthy -
Increasing Alzheimer’s Caregivers’ Self-Management through Social Microvolunteering
Co-PD/PI: David Wilkerson
Program Director (PD)/Principal Investigator (PI): Daniel Bateman
Co-PD/PI: Erin Brady
Supporting Personnel: Eun-Hie Yi -
MSW Training And Certificate Program In Telebehavioral Health Social Work Practice
Program Director (PD)/Principal Investigator (PI): Wilkerson Wilkerson
Co-PD/PI: Kondrat David
Co-PD/PI: Paicely Takiya
Institutional Services
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Committee Member
2021 - IUSSW Assessment Committee -
Committee Chair
2021 - MSW Curriculum Committee -
Committee Member
2020 - IUPUI Faculty Library Committee -
Committee Member
2020 - IUPUI Faculty Technology Committee -
Committee Member
2020 - Leadership Team -
Committee Member
2018 - IUPUI Faculty Distance Education CouncilRepresent the IUSSW IUPUI campus online programs at monthly meetings -
Other
2016 - MSW Direct DirectorDirector of MSW Direct -
Committee Member
2016 - Program Directors Committee -
Committee Member
2016 - MSW Curriculum CommitteeMember of curricullum committee that manages graduate curricullum business and moves items for further approval to the Faculty Senate -
Committee Member
2010 - Faculty SenateIUSSW Faculty Senate governs to set academic policies and authorizes the issue of degrees. -
Committee Chair
2021 - Learning Technology Coordinator Search and Screen Committee -
Committee Member
2020 - Web Developer Search and Screen Committee -
Committee Member
2020 - Strategic Planning Sub-Committee: Supporting and Enhancing Academic Quality -
Committee Member
2019 - Strategic Planning Sub-Committee: Collaborating as a Systems School -
Committee Chair
2018 - MSW Direct Academic AdvisorComplete draft job description and chaired search for new position of MSW Direct Academic Advisor -
Committee Member
2018 - IUPUI Faculty Council Distance Education CommitteeThis committee represents the IUPUI Faculty Council and administrative interests in programs of distance education, including those that involve collaboration with other institutions. The Committee coordinates its activities with those of the IUPUI Faculty Council Technology Committee, the Center for Teaching and Learning, the Community Learning Network, the Office of Online Education, and individual schools. -
Committee Chair
2017 - Faculty Search and Screen CommitteePerformed responsibilities of chair for search and screen for MSW Direct tenure-track faculty -
Committee Chair
2017 - Faculty Search and Screen CommitteeChaired search and screen for new faculty professor with MSW Direct -
Committee Chair
2017 - MSW Direct Tenure Track Faculty Search and Screen CommitteeChaired the search and screen committee charged with recommending 2 tenure-track faculty positions to the Dean of the IU School of Social Work. -
Committee Member
2018 - IUSSW Leadership CommitteeOur committee met with four candidates for the position of Dean with the IU School of Social Work during January 2018
Licensure
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Licensed Clinical Social Worker
National Association of Social WorkersThis license allows me to independently practice social work in the State of Indiana
Media Appearance
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Because You Matter: Rural Telehealth and Wellbeing
2023 - A Virtual View/Upper Midwest Telehealth Resource Center (UMTRC)
Read the Story Because You Matter: Rural Telehealth and Wellbeing -
Friendsourcing: Online intervention for family carers of people with dementia
2019 - Care Alliance Ireland
Read the Story Friendsourcing: Online intervention for family carers of people with dementia -
Researchers develop Facebook "friendsourcing app' for caregivers
2018 - Mobihealthnews
Read the Story Researchers develop Facebook "friendsourcing app' for caregivers -
Teamwork makes the dreamwork
2017 - Indiana University School of Medicine Research Updates
Read the Story Teamwork makes the dreamwork -
New app aims to connect Alzheimer's caregivers with answers
2016 - WFYI - National Public Radio
Read the Story New app aims to connect Alzheimer's caregivers with answers -
Technology Trends: Training Social Workers in Telebehavioral Health Care
2016 - Social Work Today
Read the Story Technology Trends: Training Social Workers in Telebehavioral Health Care -
Research team at IUPUI develops social app to support Alzheimer's caregivers
2016 - IUPUI Newsroom
Memberships
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Council of Social Work Education
2016 to Present
Professional Services
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Reviewer, Journal Article
2023 to 2023 - Journal of Medical Internet ResearchReview Article: The experiences of informal caregivers of people with dementia in online psychoeducation programs: a systematic review and meta-synthesis
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Reviewer, Journal Article
2023 to 2023 - Advances in Social WorkReviewed article: Boundary Issues in the Digital Age: Implications for Social Workers
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Reviewer, Journal Article
2021 to 2021 - Social Work EducationReviewed article: 360 degree virtual reality in social intervention. Relationship between the theory-practice binomial in social work
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Reviewer, Ad Hoc Reviewer
2016 to 2016 - Center for Credentialing and EducationReviewed 4 modules of online telehealth training content and evaluated its accuracy and usability.
Trainings
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Early Career Teaching Academy
2018 to 2018 - IUPUI Center for Teaching and Learning, Indianapolis, United StatesThe ECTA program is designed to introduce its Faculty Fellows to
evidence-based teaching practices, and to strategies for developing and leveraging the practices of one’s teaching as part of a powerful teaching career. ECTA also serves as a means to introduce its
fellows to a network of faculty who seek to share their knowledge and teaching practices
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