Browsing by Author "McGuire, Lisa"

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    From Homeownership to Foreclosure: Exploring the Meanings Homeowners Associate with the Lived Experience of Foreclosure
    (2014-10) Murphy-Nugen, Amy; Adamek, Margaret E.; Byers, Katharine; Luca Sugawara, Carmen; McGuire, Lisa; Suess Kennedy, Sheila
    This study is an interpretative phenomenological analysis that explored the meanings homeowners associated with their lived experience of foreclosure. In the wake of the 2006 housing crash and 2008 Great Recession, questions have been posed about the continued efficacy of homeownership as an asset-based strategy. In addition, the conversation has been dominated by traditional economic and business interests. Discussions about housing policy and foreclosure response have marginalized the voice of vulnerable populations. The literature on housing policy reflects a positivist perspective that privileges analysis of unit production, economic costs and benefits. Secondary attention is given to exploring housing and foreclosure from a critical and constructivist standpoint. Consequently, this study intentionally engaged people who have experienced foreclosure. Depth and meaning were uncovered through interpretative phenomenological analysis. A purposive sample of five homeowners who experienced foreclosure was identified. The five homeowners participated in semi-structured interview. Transcribed interviews were analyzed using the six-step process articulated for interpretive phenomenological analysis (IPA). IPA combines three philosophical foundations—phenomenology, hermeneutics, and idiography—to approach qualitative and experiential research. The findings of this study discovered that foreclosure represents disconnection for the participants. Specifically, due to experiencing foreclosure, participants felt separated from their self-identity, from housing finance literacy, from their relationship with their mortgage lender and servicers, from the benefits of homeownership and from self-sufficiency due to their social service-based, helping-based, and/or low-wage employment. Study findings both affirm and challenge relevant theoretical frameworks. In addition, this research underscores the need for social work education to address financial literacy. Further, social work practitioners should be prepared to either provide or refer consumers to home-buyer education and training. Social workers should also challenge exploitative consumer practices and offer empowering alternatives in their place. Lastly, this research offers strategies and practices to strengthen housing policy and foreclosure response for the benefit of consumers.
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    IU School of Social Work Partnership with Indiana Department of Child Services
    (Office of the Vice Chancellor for Research, 2011-04-08) McGuire, Lisa
    poThe Indiana University School of Social Work (IUSSW) has continued a partnership with the Indiana Department of Child Services (DCS) since 2001, providing Master/Bachelor's level education and pre-service training for the employees of DCS. As part of the ongoing evaluation of the services provided by IUSSW, a cohort of BSW graduates and a cohort of DCS trainees were surveyed to compare the relative strengths and challenges that new Family Case Managers face as they begin their careers in the demanding public child welfare system. A survey was adapted from the New Jersey social work education partnership and administered at five to seven months after the students/new employees had graduated/completed training. Survey results indicate that the BSW graduates felt more competent than their counterparts who attended twelve weeks of pre-service training on many items, some of which were significant. There was similarity on some areas that both the BSWs and trainees felt less competent which has implications for curricular changes for both forms of training to prepare the child welfare workforce. Retention data also shows that the BSW group was more likely to remain in employment almost one year later, however, results are limited by very small sample sizes.
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    Leadership as Advocacy: Transformational Leadership in Action
    (Office of the Vice Chancellor for Research, 2010-04-09) McGuire, Lisa; Murphy-Nugen, Amy; George, Kathy; Howes, Pat
    This poster presents findings from a case study of a partnership between the IU School of Social Work and the Indiana Department of Child Services (DCS), focusing on leadership as a form of administrative advocacy. Key findings from key informant interviews and focus groups will demonstrate how current and former MSW students have utilized transformational leadership in their administrative positions at DCS as the agency seeks to reform itself to achieve safety, permanence and well-being for Indiana children and families.