IU Indianapolis ScholarWorks :: Browsing by Author "Hostetter, Carol"

Browsing by Author "Hostetter, Carol"

Now showing 1 - 10 of 10

Child Abuse Prevention By Home Visitors: A Study of Outstanding Home Visitors Using Mixed Methods
(2010-03-03T17:32:01Z) Schaefer, Jaylene Krieg; Adamek, Margaret E.; Hostetter, Carol; Folaron, Gail M.; McBride, Angela Barron
Child abuse remains a serious health problem in the U.S. Yet, there are preventative programs that can significantly improve the parenting experienced by very young children and result in lower incidence of maltreatment. Home visitation is the most prevalent and successful form of primary prevention. These programs are staffed by home visitors who empower parents and are the lynchpin of home visitation programs. What makes some home visitors excel at this work is the focus of this research. A small, non-random, purposive sample of excellent home visitors and their administrators was used to learn about the personal characteristics of outstanding home visitors. The mixed methods design of this research included qualitative interviews, home visiting situational vignettes, and quantitative tests of personality attributes. The results indicated that this group of outstanding home visitors possessed important similarities. First, the home visitors were effective at forming and maintaining empathic relationships. The variables that facilitate the formation of the therapeutic relationships between home visitor and client include: (a) “good enough empathy” (need not be extraordinarily empathic but at least averagely so), (b) positive regard (showing respect to the families and recognizing that the parent is the expert on their child), and (c) congruence. Secondly, the home visitors possessed self-awareness allowing for reflective practice and forming and maintaining better client relationships. Thirdly, the excellent home visitors possessed an attitude of lifelong learning. Fourthly, the home visitors strongly believed in the ability of their clients to change. This was accomplished by focusing on client strengths. Finally, in order for the home visitors to assist parents in therapeutic change, they had a belief in and understanding of systems theory and the impact that the environment can or has had on those clients. Without an ecological approach, home visitors are likely to blame the families with which they work for their unfortunate situations such as poverty. Each of the five characteristics can be taught and improved, but entrenched beliefs are less easily manipulated. The five characteristics are ordered with the first (effective at forming relationships) the most amenable to change and the last (an ecological approach) the least.
Closing the Gap: Increasing Community Mental Health Services in Rural Indiana
(Springer Nature, 2021) Schultz, Kristi; Farmer, Sara; Harrell, Sam; Hostetter, Carol; Medicine, School of Medicine
Due to the significant need for mental health services in rural Martin County, IN and lack of providers, this study examined the current strengths of the community as well as the barriers preventing mental health service delivery. The goal of the study was to propose community-specific solutions to overcoming the barriers. Using a strengths-based approach (Saleeby in The strengths perspective in social work practice, Longman, White Plains, NY, 1992), the authors first sought to understand Martin County residents’ current experiences with mental health services. Second, the authors sought to understand Martin County residents’ opinions about church/mental health partnerships. As a result of this analysis, the authors comprised a list of feasible and sustainable recommendations for Martin County and similar rural areas that incorporate the strengths in the community, address their identified challenges, and thus created a model for mental health service provision that can be replicated in other rural communities with similar strengths as well as similar challenges.
Dismantling White Supremacy in Social Work Education: We Build the Road by Walking
(Indiana University School of Social Work, 2021) Yearwood, Charla Cannon; Barbera, Rosemary A.; Fisher, Amy K.; Hostetter, Carol; School of Social Work
We are excited to share this special edition of Advances in Social Work with you. When we distributed a call for abstracts, we were inundated – in a good way – with proposals. The need for social workers to discuss the role that white supremacy occupies within our history, education, and practice was obvious. Because of the number of abstracts received, we made the decision to publish a double edition so that the important information contained in these articles can be widely shared. The submissions fell into three general themes--historical, instructional, and institutional examinations. Each set of articles offers much for us to reflect and act upon moving forward. There is a reckoning happening and we are thrilled that this special edition is part of that reckoning. In all, we hope that this special issue will help advance our conversations in social work education around white supremacy and how it influences our practice, research, and education. Recognizing that our Code of Ethics calls us to “pursue social change, particularly with and on behalf of vulnerable and oppressed individuals and groups”, we believe it is important for social work as a profession to consistently evaluate its own institutions for ways we can practice what we preach. As social work educators, we have the ethical and moral responsibility to learn, grow, and challenge ourselves. We can do better. We must do better.
Domestic Violence Advocacy
(2014) Wood, Leila Grace; Hostetter, Carol; Sullenberger, Sabrina Williamson; Barton, William H., 1949-; Adamek, Margaret E.; Sloan, Rebecca S.
Advocacy, in the form of direct service, is a critical type of intervention to help intimate partner or domestic violence survivors. Little is known the best practices for social workers and other helping professionals to assist survivors of domestic violence who present for services at shelters, non-residential outreach, and legal settings. This dissertation reviews relevant research related to domestic violence direct services, which is also called advocacy. The study also outlines a brief overview of the history, theory, and paradigms of thought related to the movement to end intimate partner violence. The research project used the grounded theory method to conduct and analyze semi-structured, in-depth interviews with advocates at domestic violence agency to answer the research question: What constructs and practices inform the delivery of direct services to survivors of domestic violence from shelter and non-residential service advocates? A total of 22 women working primarily with domestic violence survivors in shelters and non-residential agencies participated in the dissertation study. Participants came from one Midwestern and one Southwestern state. The interviewees had a range 1-20 years of experience in the field of domestic violence advocacy. Eighteen of 22 participants had experienced some sort of intimate violence in their lifetime. Several important findings emerged. Advocates typically enter the field because of personal motivations. The empowerment and strengths-based perspective are important to the delivery of advocacy services, as is belief in hope. Advocates typically endorse a survivor centered approach to their work. Data analysis revealed a concurrent process of advocacy that occurs within advocates and between advocates and survivors. This parallel process is marked in the earlier state of assessing and grounding; in the middle stage of establishing and affirming; and the ending stages of hoping and reflecting. These findings suggest the importance of personal experiences, hope, and reflection in the delivery of advocacy services. Community collaboration and support are essential to maintaining services that are aimed at the individual needs of survivors. More research is needed about the perceptions of services among survivors of domestic violence.
The Effect of Real-World Research on Students’ Learning: Team-based and Project-based Learning
(Office of the Vice Chancellor for Research, 2012-04-13) Hostetter, Carol
Abstract: The paper presents the results of a study assessing students’ learning of the EPAS competencies taught in a BSW research class. The professor engaged students in conducting a mixed-methods research study, with students conducting interviews and surveys. Team-based learning was employed. Students’ knowledge and attitudes were found to be positive. Question SOTL practices encourage teachers to turn a lens to our classrooms, using theories and methods from the literature to solve classroom problems. One common problem is the lack of student engagement in certain required courses, such as research. An intriguing method for developing a more interactive classroom is Team-Based Learning (TBL). Engaging undergraduates in conducting research is an increasing trend in higher education. Could the combination of the two help create more interest and learning in an undergraduate research class? The research paper examines one way SOTL inquiry transformed teaching practices, and the impact the transformation had on students’ learning. Rationale TBL is an active learning pedagogical method which includes a specified classroom structure and experiential component. TBL supports content coverage through a team approach, frequent testing on class readings, group and class discussion, and application of knowledge (Michaelsen and Sweet, 2008). Research on TBL found students are more accountable and learn valuable team-work skills with TBL than in a traditional classroom (Michaelsen and Sweet, 2008). When used in medical school, students in the TBL classrooms significantly outperform others on exams. In addition, lower-performing students were found to benefit most (Koles, et al., 2010). Methods Students in an undergraduate research class were taught using TBL. Students were divided into teams responsible for completion of small research projects, while the entire class conducted interviews on the same topic. Students took unit tests based on assigned readings, discussed the readings and the test both with their team and the class at large, and applied their research knowledge in scaffolded assignments that built towards the final product. The team approach allowed for close mentoring and feedback as each task was completed. They presented their findings through a poster session and a paper. Student learning and attitudes were evaluated using multiple measures including testing, student reflection papers, and final papers. Quantitatively, the effectiveness of the TBL method was measured on tests and papers. Qualitatively, measures included reflection papers and course evaluations. Outcomes This instructional method was found to provide evidence of attained knowledge and feelings of engagement. Students’ scores on knowledge tests averaged 90% or better. Student reflections were strongly positive as to their perceptions of their learning and interest in the course. In addition, this method was found to improve the classroom environment. Students arrived prepared for class, the energy was high, and students were engaged. One aspect students particularly appreciated was that the research project they conducted had been approved by the institution’s IRB, so it was “real” research and could be published. A typical comment found in evaluations follows: “I think the team tests were extremely beneficial because not only does it make you retain information from the readings, it challenges you and makes you discuss.” Reflective Critique Since research is an important aspect of many undergraduate programs, it is crucial to find ways for students to learn and appreciate it. The growing body of literature on TBL and on engaging undergraduates in research projects provided ideas for aiding a lack of engagement in a required class. This case study of one course cannot be generalized, but may add to the body of literature in SOTL. Koles, Paul G., Stolfi, Adrienne, Borges, Nicole J., Nelson, Stuart, Parmelee, Dean X. (2010). The impact of team-based learning on medical students' academic performance. Academic Medicine, 85(11), 1739-1745.
Examining Organizational Learning For Application In Human Service Organizations
(2007-09-18T16:57:56Z) Busch, Monique; Barton, William H., 1949-; Chism, Nancy Van Note; Hostetter, Carol; Lyles, Marjorie A.; Pike, Cathy
This study examines organizational learning (OL) with member organizations of a state association for children and family services. OL has been studied in business organizations, but the concept has value in the context of Human Service Organizations (HSOs) as well. HSOs face increasing demands for accountability through evaluating outcomes, requiring new organizational skills and activities. The state association has collected outcome data from member organizations for nine years, and has recently provided external consultants to help organizations interpret and make use of the information to improve organizational functioning. The process of OL was measured pre- and post-external consultation using an OL questionnaire developed by Templeton, Lewis, and Snyder (2002). Sixty-two member agencies received questionnaires and 42 responded for a response rate of 67%. Qualitative semi-structured interviews were conducted with 11 CEOs/Executive Directors of HSOs. The OL questionnaire was found to have sufficient reliability and validity for the sample of HSOs in the study. Two factors were identified through factor analyses, Organizational Culture and Environmental Awareness. Satisfaction with an external consultant was not found to be related to increased OL. In the qualitative findings, the origins of learning themes that were identified were External Pressures, Philosophy, Planning, and Financial Pressures. The facilitating factor themes identified were Leadership, Philosophy, New Staff/New Leadership, Willingness, Planning, and Training. The perceived obstacles to OL were Resistance, Philosophy, Finances, and Time. External consultants were found to contribute to Evaluation, Awareness, Motivation, and Training. The main practice implication of the study is the identification of an instrument that may be used to examine OL in HSOs. The identification of facilitating factors and factors that may impede OL is a valuable contribution, as is the use of a standard definition of OL. The educational implications are for awareness in the education of future leaders by introducing OL and the application to HSOs. Future research is needed to address the development or modification of a better matched instrument for use with HSOs.
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.
Oppression in Social Work Education: How Do Oppression and Privilege Impact Social Work Educators' Pedagogy?
(2022-09) Rudd, Stephanie Ellen; Hostetter, Carol; Kyere, Eric; Burns, Debra; Khaja, Khadija
Social work has deep roots in and a commitment to social justice and eliminating and addressing the oppression of people of diverse backgrounds. This commitment is based on the National Association of Social Work 2021 Code of Ethics. In order for social workers to learn how to ethically challenge social injustice with cultural humility, they need to develop a high level of self-awareness, or critical consciousness (Freire, 2003) and commitment to marginalized groups. This makes the role of a social work educator a critical one. Social work educators have their own biases and experiences of oppression and privilege. In order to support and prepare social work students with the skills of self-awareness and cultural humility, the educator must analyze their pedagogy, such as the inclusion of Black, Indigenous, and People of color (BIPOC) authors, the use of open dialogue, and engagement in creating and supporting brave spaces, while accurately describing social work history. Specifically, social work educators need to be aware of their social positioning in which oppression and/or privilege shape their realities, since this impacts their sense of self and teaching practices. This proposal seeks to apply qualitative research methods to investigate whether social work educators' social positioning and the associated privilege or oppressive experiences are important to understand their pedagogical and instructional practices/strategies relative to antiracism.
"A piece of you is gone": foster parent experiences of pre-adoptive placement disruption
(2015-05-06) Bloomquist, Kori Rose; Hostetter, Carol; Byers, Katharine V.; Barton, William H.; Wood, Elee
Awaiting adoption is a social problem in America that affects thousands of children as well as families, agencies, communities, the mission of the child welfare system, and society at large. In 2014, over 101,000 children were awaiting adoption in the United States. On average, waiting children have been in out-of-home care for approximately three years. One phenomenon that plagues waiting children and their opportunity for adoption is the disruption of their pre-adoptive placements or the change in a waiting child's placement prior to a finalized adoption. Despite unique placement and permanency needs, waiting children and their foster parents are seldom recognized as unique cohorts. Thus, little is known about the experience of pre-adoptive placement disruption. The status of waiting children, foster care and adoption history and policy, and literature and theory relevant to pre-adoptive placement disruption are discussed. In-depth, semi-structured interviews and Interpretive Phenomenological Analysis were used to investigate the research question: What is the experience of pre-adoptive placement disruption for pre-adoptive foster parents? Eleven foster parents participated in nine interviews. Participants were licensed through public or private child welfare agencies. The majority of participants were married, Caucasian, and had adopted from foster care. Important findings emerged from the experiences participants shared. Pre-adoptive placement disruption is characterized by "compound loss" including both the loss of the child and the loss of purpose. Participants experienced the disruption like a broken social contract and attributed the disruption to the child welfare system or the children's perpetrators. Disruption experiences resulted in lasting effects including changes to the profiles of the children participants would foster or adopt in the future, pre-adoptive status, and advocacy efforts. Resolve emerged as a critical factor for participants to approach foster and pre-adoptive care in new ways. Vulnerability, isolation, and ambivalence emerged as essential elements of living through disruption. Findings suggest the importance of assessing pre-adoptive parents' motivations and expectations, validating their experiences, acknowledging their losses, and practicing with transparency and competency. Implications exist for child welfare and social work practice and education. Additional research is needed regarding barriers and supports of adoption from foster care.
Pivoting the Profession as We Approach the Quasquicentennial
(Indiana University School of Social Work, 2022) Menon, Goutham M.; Mondros, Jacqueline; Smyth, Nancy J.; Teasley, Martell; Hostetter, Carol; School of Social Work
The year 2023 marks professional social work’s quasquicentennial: the 125th anniversary of our profession since the first social work classes were offered in the summer of 1898 at Columbia University. The profession has grown in its reach across many human service sectors over all these years creating opportunities for those who want to serve their communities in myriad and impactful ways. As we observe disruptions in the higher education sector, with profound implications to the mission of the social work profession, we are also witnessing many cross-sector opportunities for the future of the social work profession. Given our changing environment, the time is right for us to re-envision social work education and practice in ways that center our professions’ commitment to social justice and the well-being of individuals, families, and communities. In our efforts to meet the needs of the people and communities we serve, we have seen several innovative and impactful expansions into areas that have augmented our original “scope of practice.” Some have occurred to meet the needs of the time; others have morphed due to market conditions for jobs that have been encroached on by other professions/disciplines. And as we see more complex and vexing societal issues in our current environment, it is time for us to collectively discern our purpose, adjust our mindset, and be prepared to meet future challenges and opportunities. This special issue on “re-envisioning social work” provides a space for thought leaders to showcase meaningful and purpose-filled advances for the profession.

Browsing by Author "Hostetter, Carol"

Results Per Page

Sort Options