Due to the COVID-19 pandemic, many social work students and educators had to switch gears quickly and replace face-to-face courses with online delivery. While most had had experience with remote learning, the unexpected and immediate transition was challenging. Students and educators who had chosen in-person instruction had to adapt quickly to a learning paradigm for which they had not planned, while simultaneously coping with the anxieties brought on by the pandemic, such as economic hardships, threat of illness, and new family responsibilities. The pandemic has engendered fear, trauma, grief, and loss, all of which negatively affect instruction and learning. This reflection paper identifies special challenges and issues with regard to teaching and learning in social work clinical practice courses brought on by the pandemic. Utilizing the theoretical frameworks of ambiguous loss, interpersonal neurobiology, and the here and now approach, this paper suggests effective teaching methods and collaborative learning strategies to inform social work education during academic disruption in this and future emergencies (e.g., natural disasters). It is suggested that social presence, as well as group cohesion among students and between students and instructors, can serve as a protective factor to ensure continued productive motivation for teaching and learning while facing the challenges that are experienced during such times.

由于 COVID-19 大流行，许多社会工作专业的学生和教育工作者不得不迅速换档，用在线授课代替面对面的课程。虽然大多数人都有过远程学习的经验，但这种意想不到的直接过渡是具有挑战性的。选择面对面教学的学生和教育工作者必须迅速适应他们没有计划的学习模式，同时应对大流行带来的焦虑，例如经济困难、疾病威胁和新的家庭责任. 大流行已经产生了恐惧、创伤、悲伤和失落，所有这些都对教学和学习产生了负面影响。本反思文件确定了大流行带来的社会工作临床实践课程教学和学习方面的特殊挑战和问题. 利用模糊损失、人际神经生物学和此时此地的方法的理论框架，本文提出了有效的教学方法和协作学习策略，以在当前和未来紧急情况（例如自然灾害）的学术中断期间为社会工作教育提供信息。建议社会临场感以及学生之间以及学生与教师之间的群体凝聚力可以​​作为一种保护因素，以确保在面对这些时期所经历的挑战时持续产生教学和学习的积极性。