Virtual Simulations to Educate Social Work Students About Domestic and Family Violence: A Scoping Review.
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| Title: | Virtual Simulations to Educate Social Work Students About Domestic and Family Violence: A Scoping Review. |
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| Authors: | Schaffer, Krystal L. (AUTHOR), Bryce, India R. (AUTHOR), Martin, Neil I. (AUTHOR), Lawrence, Jill E. (AUTHOR) |
| Source: | Journal of Social Work Education. Spring2026, Vol. 62 Issue 2, p257-274. 18p. |
| Subjects: | Prevention of child abuse, Anxiety prevention, Computer simulation, Empathy, Curriculum, Risk assessment, Safety, Emotion regulation, Social workers, Abuse of older people, Intimate partner violence, Educational technology, Decision making, Reflection (Philosophy), Confidence, Students, Professions, Domestic violence, Ability, Storytelling, Outcome-based education, Experiential learning, Training, Social skills education |
| Abstract: | This scoping review systematically assesses and documents the landscape of immersive virtual simulation pedagogies used within social work education to teach students about domestic and family violence (DFV). The intent of this article is to map the existing methodologies, technologies, and pedagogical strategies employed in virtual simulations to educate social work students about DFV. In doing so, this article demonstrates the different types of virtual simulations that are used to educate social work students about DFV, the types of knowledge and skills that they seek to address, and identifies how this has been evaluated. The key findings highlight that virtual simulations are useful in building student confidence, reducing anxiety, and providing tailored exposure to complex practice scenarios. Developing insights about what has been done, the strategies used to implement them, along with gaps and limitations of virtual simulation use are instrumental in shaping future design strategies. Each contribute to building a continuation of innovative approaches to enhance social workers' education about DFV. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Social Work Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | This scoping review systematically assesses and documents the landscape of immersive virtual simulation pedagogies used within social work education to teach students about domestic and family violence (DFV). The intent of this article is to map the existing methodologies, technologies, and pedagogical strategies employed in virtual simulations to educate social work students about DFV. In doing so, this article demonstrates the different types of virtual simulations that are used to educate social work students about DFV, the types of knowledge and skills that they seek to address, and identifies how this has been evaluated. The key findings highlight that virtual simulations are useful in building student confidence, reducing anxiety, and providing tailored exposure to complex practice scenarios. Developing insights about what has been done, the strategies used to implement them, along with gaps and limitations of virtual simulation use are instrumental in shaping future design strategies. Each contribute to building a continuation of innovative approaches to enhance social workers' education about DFV. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10437797 |
| DOI: | 10.1080/10437797.2025.2602741 |
