Browsing by Author "Boys, Stephanie"

Now showing 1 - 4 of 4
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    The Dilemma of Spare Embryos After IVF Success: Social Workers’ Role in Helping Clients Consider Disposition Options
    (Advances in Social Work, 2017-02-17) Boys, Stephanie; Walsh, Julie
    Social work services for persons undergoing the in vitro fertilization process (IVF) has greatly lagged behind the medical technology opportunities provided to these clients. Advocacy for social work services for persons undergoing IVF was advanced upon the procedure’s initial development, but there has been a stark lack of recent scholarship regarding social work in fertility health services. The existing literature suggests several talking points regarding the IVF process to be discussed with persons considering IVF, especially the medical and psychological risks of failure. This article discusses a newer and necessary topic to cover in pre-IVF counseling: the possibility of too much success in the form of excess embryos. Although the topic must be covered with sensitivity to the relatively low rate of IVF success, persons receiving care through assisted reproductive technology (ART) need to be prepared for the difficult moral questions raised when IVF procedures result in even more embryos than intended. Social workers need to be prepared to explore the pros and cons of each disposition option with IVF clients.
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    Establishing community collaborations in Marion County: Benefits and challenges
    (Office of the Vice Chancellor for Research, 2015-04-17) Boys, Stephanie
    The co-presenters direct an innovative experiential learning experience for law and social work students in which they provide legal and social services for low-income Marion county residents. Students are exposed to a variety of situations in which they interact with residents in our community. As the class examines these experiences, a few questions emerge – what is our community? How do we define community? What does our involvement consist of, and why? What limitations exist for us interacting with our community? The session poster will explore collected data over the two semesters this new clinic has been offered. Data presented will include who is in our community, how do we determine who is in our community, and why are some excluded? How do class, power, agency affiliation and court contact/interaction affect who makes up our community? What are the values that underlie decisions we make to engage with some community organizations or courts over others? How then do we resolve conflicts with courts and partner agencies when differences arise over the best options for our clients and/or our students? What decision making goes into picking a reliable community partner? The research will be presented in a way to spark interdisciplinary conversations with session attendees.
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    Faculty perceptions of multicultural teaching in a large urban university
    (2012-06) Bigatti, Silvia M.; Gibau, Gina Sanchez; Boys, Stephanie; Grove, Kathy; Ashburn-Nardo, Leslie; Khaja, Khadija; Springer, Jennifer Thorington
    As college graduates face an increasingly globalized world, it is imperative to consider issues of multicultural instruction in higher education. This study presents qualitative and quantitative findings from a survey of faculty at a large, urban, midwestern university regarding perceptions of multicultural teaching. Faculty were asked how they define multicultural teaching, how they engage in multicultural teaching, what they perceive to be the benefits of multicultural teaching, and what barriers to implementing multicultural teaching they experience. Results indicate faculty members most frequently define multicultural teaching as using diverse teaching pedagogies and materials. In line with their definitions, faculty also report engaging in multicultural teaching through use of inclusive course materials. Faculty identified positive learning outcomes for all students as a primary benefit to engaging in multicultural teaching. The primary barrier reported by faculty is an anticipated resistance from students. Variations in responses based on academic discipline and rank of faculty member are discussed.
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    Leaving Hate: Social Work and the Journey out of Far-Right Extremism
    (2022-09) Carroll, Danny W., II; Khaja, Khadija; Boys, Stephanie; Hostetter, Carol; Vogt, Wendy
    Over the last 20 years, domestic far-right extremism has risen to become the greatest threat to peace and safety in the United States. In the last few years alone, racialized, minoritized, and marginalized individuals and communities have been increasingly forced to feel the pain and experience the consequences of domestic far-right terrorism. Supposing academics, community leaders, and elected officials seek to combat the rising threat of far-right extremism in the United States, a greater focus must be paid to the lived experiences of men and women seeking to exit extremist groups. This study aimed to better understand the psychosocial processes involved in the disengagement and/or de-radicalization journey of former far-right extremists. Additionally, this study sought to understand better the potential role social work could play in the disengagement and de-radicalization of far-right extremists seeking to exit a life of hate and extremism. Charmaz’s (2014) grounded theory approach provided the framework for this qualitative study. Semi-structured interviews with 18 former white nationalist extremists recruited through community informants and snowball sampling were used to answer the research question; What are the psychosocial processes involved in the disengagement and de-radicalization journey of former far-right extremists, and how do they develop in society? To date, there has not been a study located utilizing grounded theory in disengagement and de-radicalization studies. Additionally, a theory of disengagement and de-radicalization has yet to be explored. This study sought to explore and conceptualize latent social patterns and structures within the disengagement and de-radicalization journey as a means to construct a theoretical frame to better understand one’s journey from a life of hate. Study findings emerged from over 3,500 coded items from 18 transcripts. Eight themes emerged from the data, and a proposed model conceptualizing the psychosocial processes involved in the journey out of far-right extremism is introduced.