Browsing by Author "Boys, Stephanie K."

Now showing 1 - 9 of 9
  • Thumbnail Image
    Item
    Catching Fire: A Case Study Illustration of the Need for an Interdisciplinary Clinical Case Partnership and Resulting Student Successes
    (Sage, 2015-01) Hagan, Carrie A.; Boys, Stephanie K.; Robert H. McKinney School of Law
    There is an increasing pressure calling for legal education’s evolution into building more practical competencies to better prepare law students for practice upon graduation. Collaborative learning between law students and social work students in a clinical setting enriches their respective educations well beyond their respective traditional curricula. By working together, the students learn other methods on how to handle different clients and their unique situations and how to work with someone of a different disciplinary expertise with the same client. This article begins with a law student’s mishandling of an initial client interaction, discusses the advantages of an interdisciplinary education with social work students and then reimagines the initial encounter after the law student has been taught by an interdisciplinary partnership between law and social work schools. Law students gain a better and broader perspective when working alongside social work students to tackle problems that they not only face in a clinical setting, but also will encounter both in practice and in life.
  • Thumbnail Image
    Item
    IVF and the Anti-Abortion Movement: Considerations for Advocacy Against Overturning Roe v. Wade
    (IU School of Social Work, 2019) Boys, Stephanie K.; Harris, Evan M.; School of Social Work
    As the anti-abortion movement gains ground in the United States, it is important to explore the potential impact of overturning Roe v. Wade (1973) on the practice of IVF (in vitro fertilization). If the United States Supreme Court abandoned the legal right to early pregnancy terminations, it would open the door for states to enforce laws defining life to begin at conception. In all likelihood, legally establishing life to begin at conception may make IVF far less likely to be successful, significantly more expensive, more likely to result in high risk pregnancies with multiples, and more medically invasive. As the prevalence of IVF grows, this is a practice that should no longer be ignored in the political discourse on abortion. Instead, the unintended consequences of life at conception bills on the cost, availability, safety, and success rates of IVF can provide a strong argument in the toolbox of strategies for social workers lobbying against anti-abortion legislation.
  • Thumbnail Image
    Item
    Learning From Their Stakeholders: Social Work Students’ Perspectives on a University’s Response to the COVID-19 Pandemic
    (Indiana University, 2024) Boys, Stephanie K.; Swafford, Tayon R.; School of Social Work
    Emerging initially in Wuhan, China in December 2019, COVID-19 steadily spread throughout and overtook the world by March 2020. College and university administrators were tasked with responding to COVID-19’s unpredictability and persistence. The purpose of this study was to learn social work students’ attitudes toward a large, public Midwestern U.S. university’s response to COVID-19 at the outset and in January 2022 during the surge of COVID-19’s Omicron strain. Using mixed methods, 43 social work students were surveyed (28 MSW and 15 BSW) in January 2022. The survey’s data suggested four important lessons for universities navigating public health responses. First, students are not oblivious to the politics and budgeting concerns that drive many university decisions. Second, pertaining to the emergence of the Omicron variant, students are extremely divided over their level of concern with contracting the virus themselves and/or infecting others. Third, colleges and universities need to have a plan of action prepared for addressing future public health emergencies and digital equity. Finally, faculty and staff from social work departments need to be “at the table” when university decisions are made because social workers will ensure that student concerns and well-being are at the core of policy decisions.
  • Thumbnail Image
    Item
    Legal Education for Human Rights Work: Social Work Practicum Students in Forensic Placements
    (Springer, 2021-03) Harris, Evan M.; Boys, Stephanie K.; School of Social Work
    The Council on Social Work Education tasks social work programs to ensure students illustrate competency with regard to advocating for and advancing human rights. Given the three generations of human rights experience differing levels of guarantee and protection, multiple tools are needed in order to advance human rights across the board. As human rights cannot be sufficiently realized until they are protected by law, many of those tools are made more useful when combined with knowledge of the legal system and processes. Advocacy is a key aspect of social work practice, and therefore social work education provides a solid foundational understanding on the legislative branch of government. However, as all three branches of government have the ability to impact human rights law, social work programs are advised to integrate more opportunities for students to learn about the judicial and executive branches as well. Recognizing that not all programs are positioned to inject forensic social work education into their curriculum, an interprofessional practicum model that integrates social work students into university legal clinics is provided.
  • Thumbnail Image
    Item
    Progress through partnership: Providing Holistic Services VIA SERVICE LEARNING to Benefit Students, the University and the Community
    (Office of the Vice Chancellor for Research, 2014-04-11) Hagan, Carrie A.; Boys, Stephanie K.
    In 2012, the presenters developed a new service learning opportunity through an interdisciplinary partnership between the schools of Law and Social Work. The purpose of the project was to enhance the joint JD/MSW program, as well as the experiences of JD and MSW students respectively. The presenters redesigned a Civil Practice Clinic, which had formerly involved only law students, to now pair law students and social work students in order to serve the holistic needs of clients. Referrals for the clinic are obtained through a variety of partner referrals. All of the clinic’s clients do not have the resources to retain legal counsel or services by other means. The law students address the clients’ legal issues and the social work students ensure the clients are connected with appropriate social services, such as domestic violence counseling and social welfare benefits. The teamwork between students increases law students’ aptitude in client-centered lawyering, and familiarizes social work students with the legal rights and resources available to clients. The presenters have adapted pedagogies of engagement, most notably through problem-based and peer-led interdisciplinary team teaching and learning. Students more effectively and efficiently serve community members in need of legal counsel and social services, resulting in a clinic that is beneficial for both students and community members. The partnership resulted after years of witnessing law students struggle with interpersonal skills how to handle client emotions (and a perceived inability to help connect to services) while social work students struggled with an awareness of the law, litigation process/strategy and the roles/responsibilities involved in legal case management. Key to this partnership was not only the development of the interdisciplinary model and structure, but also assessing both disciplines and the success of the pairings. Quantitative data is gathered through an interpersonal skills survey pretest and posttest research design, and qualitative data is gathered through a survey of open ended questions. All students were given the same questions, and responses were anonymous, with surveys administered by a third party. Using the generated responses, the presenters reformat the course each semester based upon feedback, as well as promote the use of this sort of model to other institutions and at various conferences. Other interdisciplinary partnerships are also explored based on student feedback, client and clinic needs. The initial surveys focused on a main goal of increasing law students’ interpersonal skills – as far too often law students’ focus is on the legal tasks and not the human components of interactions with clients. Data analysis found a statistically significant improvement in law students’ interpersonal skills, and level of comfort in dealing with clients in emotional situation. The second round of surveys have been submitted to both disciplines and hope to show two increases: 1) that the law students’ interpersonal skills maintain improvement; and 2) that social work students have a better understanding of the law and legal processes via their participation in the interdisciplinary clinic.
  • Thumbnail Image
    Item
    Sex-Based Employment Protections for Transgender Individuals: A Study of Title VII Legal Cases in the Sixth Circuit
    (2019-07) Harris, Evan Marshall; Gentle-Genitty, Carolyn; Boys, Stephanie K.; McCabe, Heather; McGregor, Kyle A.; Pfeffer, Carla A.
    In the U.S., the transgender community disproportionately experiences a rate of unemployment three times that of the national average. These nearly 1.4 million individuals receive no explicit federal employment protections. Though judges have historically concluded that Title VII of the Civil Rights Act of 1964 does not offer such protections, the Sixth Circuit recently concluded that transgender discrimination is prohibited under Title VII. A study was conducted to discern what lead to the Sixth Circuit explicitly extending Title VII’s sex-based protections to transgender individuals. Analysis consisted of data from historical Title VII legal cases—citing sex-based discrimination— brought by, or on behalf of, transgender individuals in the Sixth Circuit. The sample included 20 court records from 11 legal cases identified through the Nexis Uni database. Both a thematic analysis and a Critical Discourse Analysis (CDA) were conducted. The thematic analysis illustrated four distinct steps taken by the Sixth Circuit—in addition to the two steps previously taken by other Circuits and the Supreme Court. Each stage revealed small deviations in statutory interpretation and application, which lead to a marked change in the legal discourse on Title VII’s sex-based discrimination prohibition. The CDA compared the Circuit’s starting discourse to its more recent discourse and found judges’ moved from a passive to an active role in constructing the legal discourse. Overall, the study illustrates the judicial branch of government’s influential impact on employment rights, and more broadly, social justice. Further, the study presents legal engagement as essential to the pursuit of social change. Given social work’s value of social justice, forensic participation is a suitable addition to the social work toolkit.
  • Thumbnail Image
    Item
    Social Work and Law Interdisciplinary Service Learning: Increasing Future Lawyers’ Interpersonal Skills
    (Taylor and Francis, 2015) Boys, Stephanie K.; Quiring, Stephanie Q.; Harris, Evan; Hagan, Carrie A.; Robert H. McKinney School of Law
    Social workers and attorneys both interact with persons from diverse backgrounds every day, yet although interpersonal skills are an essential focus of social work education, these skills are not addressed in legal education. Interdisciplinary courses in which social workers and lawyers learn interpersonal skills together and have an opportunity to practice them through service learning opportunities are a way to remedy a gap in legal education. The authors describe a project recently piloted at a large midwestern university in which law and graduate social work students participated in an interdisciplinary course with a service learning component requiring students to work together on cases. As one component of the clinic’s assessment, all students were pre- and posttested via an interpersonal skills survey. The law students showed statistically significant improvement in interpersonal skills at the end of the course. The results indicate a need for increased support for interdisciplinary education, specifically partnerships between the professions of law and social work.
  • Thumbnail Image
    Item
    Social Work and Law: The Educational Benefits of Collaboration
    (Office of the Vice Chancellor for Research, 2013-04-05) Boys, Stephanie K.; Hagan, Carrie A.
    Low income clients seeking civil legal services are rarely in need of only legal assistance. Instead, the issues that drove them to seek an attorney typically overlap into multiple mental health and social service needs. The poster will explain how a newly piloted clinical partnership between the School of Social Work and the School of Law improved the educational outcomes of students, and also enhanced the services offered to clients. The clinic historically served the legal needs of low income clients in Indianapolis. In 2012, an interdisciplinary collaboration involving law and social work students and faculty from both fields was implemented in order to provide holistic services to clients. The poster will describe the model, including how the clinic is structured and the roles for students and faculty. Preliminary data on the educational benefits for both law and social work students will be provided. The clinic has been found to address both student learning needs and the needs of clients in the local community.
  • Thumbnail Image
    Item
    Social Work Skills Can Fill the Gaps in Legal Education: Law Student Opinions of their Preparation for Practice with Clients
    (2015-01) Boys, Stephanie K.; Quiring, Stephanie Q.; Hagan, Carrie A.; Robert H. McKinley School of Law
    Legal education focuses on case analysis, without instruction on practice with clients. Social workers argue the client, as the consumer of services, is the best source of knowledge when assessing needs. Therefore, the authors conducted a qualitative study of law students, as consumers of services, regarding whether law school prepares them for practice and what additional training they need. The responses indicate that law curricula do not prepare students for practice, and that students desire training in interviewing and human behavior. The respondents were enthusiastically receptive to interdisciplinary instruction. Therefore, the time is ripe for social work and law schools to further explore interdisciplinary collaborations, which will ultimately result in better served clients.