Developing Forensic Social Work Competencies: A Delphi Study across International Contexts

Background and Purpose
Forensic social work practice requires specialized competencies that extend beyond generalist training. Educational and professional standards across forensic settings are often developed through top-down approaches that may not fully reflect practice realities, contributing to variability in workforce preparedness. This presentation examines two national studies surveying forensic social workers in their respective contexts to: (1) develop the Australian Forensic Mental Health Social Work Competency and Capabilities Framework and (2) advance forensic social work education standards in the United States. The purpose is to analyze how Delphi methodologies can be used to systematically generate practice-informed competency and education standards across international forensic contexts.

Methods
Two national Delphi studies conducted in Australia and the United States employed a three-round Delphi design. 26 Australian forensic social workers participated in an initial semi-structured interview followed by two rounds of online surveys. 125 American forensic social workers completed a three-round online Delphi process. Participants were purposively sampled based on expertise in forensic practice. Both studies used iterative rounds to refine competency items and establish consensus on core skills, knowledge domains, and educational priorities. Data analysis identified areas of convergence across rounds and compared emerging competencies across national contexts.

Results
Preliminary findings suggest intersection of key domains including legal knowledge, risk assessment, interprofessional collaboration, and ethical decision-making. Participants emphasized the importance of system navigation, psychosocial-informed practice, and the ability to translate legal terminology in both contexts. Early comparisons suggest shared core competencies and priorities, particularly in relation to service infrastructure and system design. Findings also identify gaps in current educational preparation, with practitioners reporting reliance on experiential learning and on-the-job training to develop specialized forensic skills. The Delphi process enabled the refinement of competencies grounded in practice realities rather than abstract professional standards.

Conclusions and Implications
Findings demonstrate that competency development in forensic social work education is being shaped through practice-based pathways rather than consistently embedded in formal education. Delphi methodologies provide a structured and replicable approach to capturing expertise and translating it into educational frameworks. These results have implications for social work education, including the need to integrate forensic-specific content into curricula and expand field-based learning opportunities in youth and adult justice settings. By positioning practitioners as co-producers of knowledge, this approach challenges traditional hierarchies of expertise and supports the development of contextually grounded, relevant competencies. This work supports the development of more cohesive training standards, strengthening workforce preparedness across diverse forensic contexts.