Browsing by Author "Ashirifi, Gifty"

Now showing 1 - 5 of 5
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    Are grandparents raising grandchildren receiving the services they need?
    (Mehmet Toran, 2021) Harris, Karleah; Ashirifi, Gifty; Harris, Charlene; Trauth, Jonathan; School of Social Work
    Grandparents play an important role in the upbringing of grandchildren and face increased levels of stress. Using family stress theory, the present study examined the effectiveness of service programs for grandparents raising grandchildren. Data were collected through focus group interviews and audiotaped from a sample of four custodial grandparents living in Ohio U.S.A. To better understand grandparents that are raising their grandchildren, we asked the following questions: 1) What support is needed for grandparents raising grandchildren? 2) At what stage is the support needed: beginning, middle or late stages of caregiving? 3) What are grandparent caregivers’ perceptions of service programs? The audiotape was transcribed verbatim and analyzed for themes relevant to the research questions. The findings from these questions are examined and implications discussed.
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    I have to cope with it: The voices of older African immigrants experiencing social isolation and loneliness in the US
    (Oxford University Press, 2022-12-20) Adeniji , Dolapo; Ashirifi, Gifty; School of Social Work
    Social isolation and loneliness have been recognized as significant challenges in the world of older adults. For older African immigrants living with their families in the US, researchers have captured factors such as language barriers, cultural differences, and limited access to transportation to contribute their feelings of social isolation and loneliness. However, little is known about how they cope with these challenges. As the population of older African immigrants continues to increase in the US, it is pertinent to expand knowledge about their experiences for the purposes of social work practice and policy development. Using a qualitative approach, this study recruited and conducted in-depth interviews with 11 participants aged 63 -79. Four themes emerged from the data through a thematic analysis approach which includes a) Positive Self-talk: “I have to cope with it”, b) Technology/Social media: "if I cannot interact physically outside, then, I go through the social media”/Watch TV”, c) Intergenerational social engagement beyond caregiving: "They [grandchildren] are my immediate constituency”, and d) Digging deep through faith. Although the result of this study shows that older Africans immigrants are finding strategies to cope with social isolation and loneliness further support is needed specially to strengthen their coping skills and enhance their social network with people outside of their families.
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    Intergenerational Equity: An Urgent Call for Aging Policies in Sub-Saharan Africa
    (Oxford University Press, 2024-12-31) Teshome, Abraham; Adeniji, Dolapo; Ashirifi, Gifty; Adamek, Margaret; School of Social Work
    Contrary to popular belief, family-based care and support for older people in Sub-Saharan Africa is gradually eroding due to various factors, including urbanization, migration, and modernization. As the issues of older people and aging are not mainstreamed into national economic and development agenda and policies, most older people in the region live in abject poverty, which has undermined their healthy aging and quality of life. Although many Sub-Saharan African countries are signatories to the 2002 Madrid International Plan of Action on Ageing (MIPAA), only a few have developed national aging policies to meet the needs of their older population. Against this backdrop, we conducted cross-sectional qualitative study to learn why public policy in Sub-Saharan Africa is sluggish in responding to the needs of the region’s growing older population. We conducted an online survey (n=78) and three FGDs (n=13) with African scholars and practitioners from 12 nations. Based on descriptive and thematic analyses, our study revealed five themes: a) lack of political will, b) disconnect between researchers and policymakers, c) lack of research and comprehensive data related to older people, d) inappropriate aging policy, and e) budget constraints. Our study’s findings call for more research and comprehensive data regarding the needs and challenges of the region’s older population, policy advocacy, and awareness-raising about older adults’ issues among policymakers, involvement of all stakeholders in aging policy development, and regular dialogues between policymakers, researchers, older adults, and other stakeholders.
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    Is a Universal Term for Older Adults Culturally Appropriate? Considering Preferred Terms in Africa
    (Oxford University Press, 2024-12-31) Adamek, Margaret; Ashirifi, Gifty; Adeniji, Dolapo; Teshome, Abraham; School of Social Work
    Terminology matters. For consistency’s sake, one may argue that aging scholars should use one universal term for older adults regardless of what part of the world they are studying. Others may argue that the terms used by scholars in the Global South to refer to older adults should not be dictated by scholars in the Global North. If the term “elder” is a term of respect for older adults in Sub-Saharan Africa, should African scholars writing about aging be required to use the preferred term of the Global North? Can a universal term for older adults be culturally appropriate globally? With such questions in mind, we conducted a mixed methods study of preferred terms for older adults. Respondents included 78 African scholars and practitioners who completed an online survey. For this study we analyzed responses of 13 scholars from 6 African nations who participated in online focus groups. Using descriptive narrative analysis, our results indicate a wide variety of preferred terms for older adults including elder (Ethiopia), elderly, senior citizen, seniors, pensioners, and golden agers (Malawi). Many terms for older adults exist in local dialects—some connoting respect for elders, others that are derogatory. Respondents indicated older Africans prefer terms that convey respect, honor, and endearment. In scholarly dissemination efforts, we recommend a balanced approach with a universal term such as older adults for international audiences and yet leeway for native scholars to use the term for older people (e.g., “elder”) that is a best fit for their culture.
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    Student and Faculty Perceptions on Feedback in a Graduate Social Work Distance Education Program
    (Taylor and Francis, 2022-09-04) McCarthy, Katherine M.; Wilkerson, David; Ashirifi, Gifty
    Online social work educators are responsible for fostering high quality academic growth experiences for their students. Feedback instructors provide to students aims to further this goal. The purpose of this study is to understand how social work instructors and students in an entirely online MSW program value instructional feedback. Open-ended survey questions were used to gather instructor and student perspectives. Qualitative analyses revealed similar themes. Faculty felt the main purpose of feedback was to facilitate learning, improve effectiveness of learning, enhance student social work capability, and foster engagement and connection. MSW students felt the main importance of feedback was that it fostered student development, assessed student progress, facilitated interaction and communication with instructor, and clarified misunderstanding. Contrary to the traditional role of feedback in on-the-ground programs, both MSW faculty and students felt that feedback in the online modality not only increased content comprehension but also influenced the student and instructor relationship. This study highlights the need to train faculty to deliver feedback that is consonant with distance education students' desire to experience connection and support as a part of their online education.