Browsing by Author "School of Social Work"

Now showing 1 - 10 of 180
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    88. The Impact of Sexual Identity Development On The Sexual Health of Former Foster Youth
    (Elsevier, 2019-02) Brandon-Friedman, Richard A.; School of Social Work
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    Adolescent social networks matter for suicidal trajectories: disparities across race/ethnicity, sex, sexual identity, and socioeconomic status
    (Cambridge, 2021-03-03) Xiao, Yunyu; Lindsey, Michael A.; School of Social Work
    Background Examining social networks, characterized by interpersonal interactions across family, peer, school, and neighborhoods, offer alternative explanations to suicidal behaviors and shape effective suicide prevention. This study examines adolescent social networks predicting suicide ideation and attempt trajectories transitioning to adulthood, while revealing differences across racial/ethnic, sex, sexual identity, and socioeconomic status. Methods Participants included 9421 high school students (Mage = 15.30 years; 54.58% females, baseline) from Waves I–IV of the National Longitudinal Study of Adolescent to Adult Health, 1994–2008. Latent class growth analyses were conducted to identify suicide ideation and attempt trajectories. Multivariate multinomial logistic regressions examined the relationships between social network characteristics during adolescence and suicidal trajectories. Interaction terms between social networks and sociodemographic characteristics were included to test moderation effects. Results Three suicidal ideation trajectories (low-stable, high-decreasing, moderate-decreasing-increasing) and two suicide attempt trajectories (low-stable, moderate-decreasing) were identified. Greater family cohesion significantly reduced the probability of belonging to high-decreasing (Trajectory 2) and moderate-decreasing-increasing (Trajectory 3) suicidal ideation trajectories, and moderate-decreasing (Trajectory 2) suicide attempt trajectory. Race/ethnicity, sex, and sexual identity significantly moderated the associations between social networks (household size, peer network density, family cohesion, peer support, neighborhood support) and suicidal trajectories. Conclusions Social networks during adolescence influenced the odds of belonging to distinct suicidal trajectories. Family cohesion protected youth from being in high-risk developmental courses of suicidal behaviors. Social networks, especially quality of interactions, may improve detecting adolescents and young adults at-risk for suicide behaviors. Network-based interventions are key to prevent suicidal behaviors over time and suicide intervention programming.
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    Adopting e-Social Work Practice: Pedagogical Strategies for Student Decision Making to Address Technology Uncertainty
    (Taylor & Francis, 2019) Wilkerson, David A.; Wolfe-Taylor, Samantha N.; Kinney, M. Killian; School of Social Work
    Student technology uncertainty was investigated in an introductory e-Social Work (e-SW) practice course. e-SW practice includes technology-mediated advocacy, research, and services delivery. A convergent parallel mixed methods design included pre- and post-test e-SW self-efficacy surveys and student reflections. There were significant measurable changes in the practice self efficacy scale and sub-scales. Thematic analysis demonstrated the course addressed student needs for increasing their knowledge and confidence prior to engaging in e-SW practice. Privacy and security regulation compliance showed the least increase in self-efficacy and should be an area for further development in future e-SW courses. The findings contribute to a growing literature supporting the need for investment in harnessing technology for future growth in the field of social work.
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    Advancing Equity-Based School Leadership: The Importance of Family–School Relationships
    (Springer, 2020) Flores, Osly J.; Kyere, Eric; School of Social Work
    This narrative inquiry study presents the stories of five urban public school principals who continually enact and engage in praxis around school/family engagement as their social justice and equitable practices. The findings focus on how participants conceived and engaged in parent interaction: (1) the power of relationships, (2) resistance toward deficit thinking of parents and/or families, and (3) connecting their work with families to equity. An equity-based parent engagement model was developed on how the school leaders employ the power of relationships to engage parents, what participant interpreted their trusting relationship with parents reciprocated to them, and why they prioritize positive relationships with racially and ethnically diverse and economically disadvantage families. Overall, the findings extend emerging empirical research on the role of school leadership in effective parent engagement practice from an equity standpoint.
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    Alternative to Zero Tolerance Policies and Out-of-School Suspensions: A Multi-tiered Centered Perspective
    (Taylor & Francis, 2018) Kyere, Eric; Joseph, Andrea; Wei, Kai; School of Social Work
    Although zero-tolerance policies were created to foster safe school environments for student engagement and performance, the implementation of these policies has inadvertently resulted in the exclusion of millions of students through suspension and expulsion. Students of color, African-Americans in particular, disproportionately experience these exclusionary practices. This article examines the disproportionate negative effects of school discipline under the era of zero-tolerance policies. We first examine school discipline in a historical context. Second, we introduce and describe critical race theory and its relevance for understanding racialized school discipline. We conclude with implications for social workers to engage schools, African-American students, and their families, and advocate for school policies to create safe and equitable school environments that promote learning, in a culturally and racially responsive manner.
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    "An Institution Can Have Good Intentions and Still Be Atrocious": Transgender and Gender Expansive Experiences in Social Work Education
    (WMU, 2023) Kinney, M. Killian; Cosgrove, Darren; Swafford, Tayon R.; Brandon-Friedman, Richard A.; School of Social Work
    Educational settings have been found to be challenging arenas for transgender and gender expansive (TGE) youth and young adults due to misgendering, lack of affirming bathrooms, systemic exclusion (e.g., legal names and lack of inclusive gender identity demographic options), and frequent silence or avoidance related to TGE issues. Though studies of TGE adult experiences in higher education are emerging, most explore disaffirming experiences. Social work education focuses on diversity, equity, and inclusion, along with how to promote social justice, which suggests more affirming environments for TGE individuals. However, little is known about the experiences of TGE students and even less about faculty in social work education. To help fill this gap, the researchers interviewed 23 TGE social work students and faculty to explore their experiences of gender-related affirmation and challenges in social work educational programs. The findings from a thematic analysis identified examples of affirming and disaffirming experiences and recommendations for improving gender affirmation and inclusion in social work programs. Social work is in a strategic position to serve the needs and impact the social welfare of TGE individuals, starting with educational settings.
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    Analysis of mothers’ perceptions affecting eating habits of young children with/without disabilities: A machine learning method
    (Kyobo, 2022) Park, So-young; Hong, Saahoon; Yoon, Cynthia; School of Social Work
    The purpose of this study was to confirm the mothers perceptions of the influence of eating habits of young children with/without disabilities. Through a survey study, the intersection between factors affecting understanding of baby food, practice of weaning food, and children's current eating habits was analyzed using a machine learning-based decision tree approach. Results indicate that, first, there was a significant difference in understanding of weaning foods between mothers of children with and without disabilities. The late timing of weaning foods was associated with an unbalanced diet and overeating. Second, there was a significant difference in the breastfeeding pattern before transitioning to baby foods in mothers of disabled infants and non-disabled infants. Before weaning, mothers of infants with disabilities were more likely to feed formula or a mixture of milk and formula. Third, the mother's job status during the weaning period showed a significant intersection with the current number of snacks, the preparation of weaning food, and the types of preferred snacks of the disabled infants. Discussion includes the need for diet education and related supports systematically for mothers of infants/children with disabilities.
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    Are grandparents raising grandchildren receiving the services they need?
    (Mehmet Toran, 2021) Harris, Karleah; Ashirifi, Gifty; Harris, Charlene; Trauth, Jonathan; School of Social Work
    Grandparents play an important role in the upbringing of grandchildren and face increased levels of stress. Using family stress theory, the present study examined the effectiveness of service programs for grandparents raising grandchildren. Data were collected through focus group interviews and audiotaped from a sample of four custodial grandparents living in Ohio U.S.A. To better understand grandparents that are raising their grandchildren, we asked the following questions: 1) What support is needed for grandparents raising grandchildren? 2) At what stage is the support needed: beginning, middle or late stages of caregiving? 3) What are grandparent caregivers’ perceptions of service programs? The audiotape was transcribed verbatim and analyzed for themes relevant to the research questions. The findings from these questions are examined and implications discussed.
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    Assessing the Impact of COVID-19 on Social Work Students: Burnout and Resilience During a Global Pandemic
    (IU School of Social Work, 2023-03-22) Keesler, John M.; Wilkerson, David; White, Kurt; Dickinson, Stephanie; School of Social Work
    COVID-19 had a profound impact on teaching and learning at academic institutions across the globe. This study examined the experiences of social work students (n = 884) during the pandemic and their associated level of burnout. Using a mixed methods approach, data from an online survey within a school of social work at a large Midwestern university were examined using stepwise regression and thematic analysis. Student demographics, academic characteristics, and experiences with COVID-19 were examined as predictors of burnout. Resilience was tested as a moderator of the association between COVID-19 experiences and burnout. Regression models accounted for 34.3% to 45.5% of variance across three domains of burnout (i.e., exhaustion, cynicism, and professional/academic efficacy), with COVID-related experiences accounting for most of the variance. Although resilience had a significant main effect, the interactions of resilience and COVID-19 experiences were not significant. Quantitative results were illuminated by thematic analysis of the qualitative data from which emerged four major themes: online teaching pedagogy, impact of COVID-19, transition of teaching and learning, and affective domains of learning. Engaging in humanistic education is discussed as a possible approach to circumvent burnout, bolster student resilience, and encourage academic success.
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    Bridging Education and Practice with e-OSCE Simulations
    (NASW Press, 2023) Wolfe-Taylor, Samantha; Khaja, Khadija; Deck, Christian; School of Social Work
    Advances in technology, expanding distance education course offerings, and the COVID-19 pandemic disrupted traditional teaching styles, and strategies for meeting the needs of the students and social service agencies in their implementation of training for social work practice (Wolfe-Taylor, Khaja, Wilkerson, & Deck, 2022). This has led to an increased emphasis by social work educators to explore and share the outcomes of simulation-based learning opportunities to prepare students for the field. Prior to the pandemic, Dodd, Heslop, and Meredith (2018) discussed the need for interactive, engaging, and immersive simulations, facilitated by modern technology to bridge the gap between knowledge and skills in social work education. However, post-pandemic, minimal research exists on social work students’ perspectives and experiences participating in online simulation-based learning opportunities. Online electronic objective, structured clinical examination (e-OSCE) is one form of online simulation-based learning, and this chapter will share findings from a qualitative case study that was conducted with online MSW students’ experiences and perspectives on completing and participating in an online e-OSCE.