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Browsing by Author "IU School of Social Work"
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Item Intention to Use Long-Term Care Facilities: Differences beween Korean Pre-elderly and Korean Baby-boomers(Springer, 2016-12) Hong, Michin; Hong, Seunghye; Kim, Mee Hye; Yi, Eun Hye; IU School of Social WorkWith the rapidly increasing number of older adults, dealing with long-term care (LTC) needs becomes an emerging issue in South Korea. This study aims to examine factors affecting the intention to use longtermcare facilities with two groups of young-old adults: (1) Korean pre-elderly (KPE) and (2) Korean babyboomers (KBB). Guided by Andersen's behavioral model of health service use and prior research, predisposing characters, enabling resources, need factors, availabilities of informal care and self-care activities were used as predictors. In the final analyses, 803 KPE and 966 KBB were included. The results of logistic regression analyses showed different findings in two groups. Age, education, spouse's physicalhealth, and self-care activities for relationship with family and friends are significantly associated with intention to use LTC facilities among KPE. However, income, physical health of respondents, and relationship satisfaction with children are significantly related to intention of use LTC facilities in the group of KBB. This study suggests different LTC needs between KPE and KBB. Health care professionals and policy makers need to consider such differences to provide quality LTC care for them.Item IUSSW mid-career mentoring and capacity building strategies: A path to professional development and career advancement(Office of Academic Affairs, IUPUI, 2015-02-02) IU School of Social WorkItem Study suggests schools need to be more creative in attempts to keep students in school(2008-04-04) IU School of Social WorkItem Teaching Respect: Effectiveness of the 'Me Others Property (M.O.P.) Civic Education Program'(CYC-Net Press, 2015-09) Gentle-Genitty, Carolyn; Jangmin, Kim; Gauss, Christy; Cudjoe, Tracy; Karikari, Isaac; Nichter, Susan; IU School of Social WorkMany factors often undermine the creation of safe and supportive environments for learning, academic, and social development in schools in general. These factors may include the conduct of students as well as that of school staff. The Me Others Property (M.O.P.) civic education program has been implemented for 25 years in local Indiana schools. However, its effectiveness to teach respect has not been evaluated. The program was designed to increase three outcomes, participants’ respect for themselves, others, and property. With the main goal of assessing effectiveness of the program properties, we evaluated the three outcomes and assessed differences according to age, gender, and ethnicity. This study highlights the role civic education programs may play in schools in general. It suggests that through these programs students, regardless of their age, gender, and ethnicity, learn values about helping self, others, and property to aid their country. More evaluation of the evidence based properties of civic education programs is necessary.