Social Work School Theses and Dissertations

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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.
African-American Heterosexual Women Facing The HIV/AIDS Pandemic: Giving Voice To Sexual Decision-Making
(2008-07-07T16:08:35Z) Hill, Delthea Jean; Black, Carolyn J.
HIV infection is escalating among African-American heterosexual women in alarming rates. African-American women are 23 times as likely to be infected with the AIDS virus as white women. African-American women account for 72% of new HIV cases among women in 29 states. The risk of contracting HIV virus is highest in African-American communities, which inevitably places African-American women at higher risk than other populations of women. The purpose of this study was to advance knowledge regarding what is unknown about risky sexual behaviors among African-American heterosexual women by giving them the “voice” to share their own personal experiences in their natural environments. I examined participants’ perceptions of risk for contracting HIV/AIDS in relationships with male partners. This qualitative research design focused on a constant comparative analysis. I conducted one focus group [four members and one recorder] along with seven individual interviews, of African-American heterosexual women involved in the Women In Motion [WIM] HIV/AIDS prevention program. The following three health behavior frameworks were examined as a means of understanding the limitations of existing models of sexual risk behaviors among African-American women: The Health Belief Model (HBM), the Transtheoretical Change Model, and the Black feminist perspective. Gaps in the literature included insufficient knowledge of how cultural taboos and myths influence sexual decision-making. An overview of the findings of this study has been explicated under the following three main headings: (1) Observation, (2) Interpretation, and (3) Application. The results of the study are discussed under the following three main categories 1) Understanding Sexual Decision-Making, 2) Understanding Intimacy, and 3) Understanding HIV/AIDS Prevention With Male Partners. In conclusion, sexual decision-making in this inquiry became an all encompassing construct based on African-American women’s perceptions of how they viewed the paradox of sexual needs in intimate relationships with male partners and the risk of contracting HIV/AIDS.
Cross-border fathering: The lived experience of Mexican immigrant fathers
(2009-01-16T17:14:33Z) Navarro, Daniel E.; Sullivan, William P.; Kim, Hea-Won; Queiro-Tajalli, Irene; Horton-Deutsch, Sara
This phenomenological study explores the lived experience of Mexican immigrant fathers who migrate to and settle in the United States initially alone and eventually bring the rest of their families from Mexico to join them permanently. This project explores fathers’ understanding of their fathering efforts along the journey of migration; from departure from Mexico to family resettlement in the U.S. There is a conspicuous paucity of research focusing on the fathering experience among these men. In addition, negative stereotypes about the Mexican men in general abound. Thus, this study clarifies and contributes to the existing knowledge about these men. Fifteen Mexican immigrant fathers participated in the study through extensive qualitative interviews and field observation. Interviews were carried out in Spanish, audio taped, and simultaneously translated and transcribed into English. Data were treated through the process of phenomenological reduction. Nine core themes emerged: (1) fathers immigrate to rescue their families from poverty and fulfill what they perceive to be their roles as breadwinners; (2) they could not embark upon this journey without the support of family and kin in both countries; (3) they sacrifice themselves and their families as well; (4) despite the geographical distance, their fathering efforts involve much more than providing for their children; (5) they vow to ensure that neither they nor their families would ever experience certain risks again; (6) once in the U.S., they experience a type of poverty they did not anticipate; (7) due to immigration policy, the border is never left behind; (8) the role of the wife is significant throughout the father’s experience; and (9) despite the challenges experienced, fathers recognize and appreciate the gains from their decisions to engage in cross-border fathering. The essence of the phenomenon involves the recognition that although the Mexico - U.S. border is left behind after crossing the border, the father never stops crossing familial, social, and psychological borders. As a triangulation strategy, five professionals with significant experience working with Mexican immigrant families were also interviewed. Implications for practice, education, research, and policy are identified and discussed. Questions about the future of this population group are raised.
Impact of Schools' Social Bonding on Chronic Truancy: Perceptions of Middle School Principals
(2009-03-18T18:34:05Z) Gentle-Genitty, Carolyn Sherlet; Westhuis, David; Barton, William H., 1949-; Adamek, Margaret E.; Anderson, Jeffrey; Jarjoura, G. Roger
No longer is the family the only unit of care for children and their education; schools are now the primary unit of education and are responsible for at least 6-8 hours of student connectedness. Yet, one in every 100 US students is truant. Among students ages 14-17, the number of truants is one in 10. In one township in Indiana, one in every three students is a chronic truant. Understanding why children disengage from school before reaching the compulsory attendance age of 16 is essential. This study explored the relationship of schools’ social bonding opportunities and principals’ perceptions of students’ social bond on rates of chronic truancy in middle schools. Chronic truancy was defined as 10 or more absences reported to the Indiana Department of Education during the 2006-2007 school year. Methods. A cross-sectional online survey consisting of 81 items was administered using Survey Monkey™. The list of participants was generated from the Indiana Department of Education’s online database of middle and junior high schools in Indiana. Of the 429 principals invited to participate, 144 responded. The final sample consisted of 99 public schools. Secondary data was used to compare school demographic characteristics. Results. Using multiple regression analyses, the results showed that schools’ social bonding opportunities and principals’ perceptions of students’ social bonding in middle school were positively but not significantly related to rates of chronic truancy. The variables in the model of best fit accounted for 16% of the change in rates of chronic truancy. Principals reported doing well at creating opportunities for students to attach and be involved in school but that they needed to improve on building relationships to effectively increase social bonding in their middle schools. Conclusions. Student success is dependent on not only what the student brings to the school environment but what the school environment provides to the student. Creating an environment for students to thrive and succeed relies on the opportunities for social bonding in the middle school. Truancy prevention and school engagement is a shared responsibility.
Gregory Research Beliefs Scale: Factor Structure and Psychometric Properties
(2009-06-23T21:31:07Z) Gregory, Virgil L., Jr; Pike, Cathy K.; Adamek, Margaret E.; Kim, Hea-Won; Appleby, Drew C.
GREGORY RESEARCH BELIEFS SCALE: FACTOR STRUCTURE AND PSYCHOMETRIC PROPERTIES The study at hand involves developing the Gregory Research Beliefs Scale (GRBS) to reliably and validly measure social work students’ beliefs about the function of research in social work practice. Research has considerable actual and potential benefits for practice. Social work students’ beliefs about this construct are vital. A description of the advantages of using research to inform practice is given. Additionally, the Council on Social Work Education and National Association of Social Workers’ policies that mandate the merger of research and practice are also provided to further justify the need for adequate psychometric evaluation of the construct. Details of the literature search strategy are described and critical evaluations of the empirical articles are conducted. Based on critical evaluations of instruments which have previously measured the same construct, a number of psychometric shortcomings are outlined to validate the need for further scale development of the construct. The present study’s objectives were to develop a scale which has an empirically and theoretically supported factor structure, acceptable coefficient alpha levels, empirically supported discriminant (divergent) validity, concurrent criterion validity, and known–groups criterion validity. Steps for developing the GRBS’s items, response format, sample, research design, and statistical tests are specified and conducted to determine the factor structure and psychometric properties. Finally, the strengths, limitations, and areas for future research are discussed.
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.
TRAJECTORIES OF PARENTS’ EXPERIENCES IN DISCOVERING, REPORTING, AND LIVING WITH THE AFTERMATH OF MIDDLE SCHOOL BULLYING
(2010-06-01T16:49:47Z) Brown, James Roger; Adamek, Margaret E.; Chang, Valerie Nash; Chism, Nancy; Sloan, Rebecca S.; Blackman, Lorraine; Aalsma, Matthew C.
Bully victimization takes place within a social context of youths’ parents, peers, teachers, school administrators, and community. Victims often rely on parents, educators, or peers for support. However, there is a gap in the literature in understanding parents’ experiences of what occurs before, during, and after reporting bullying to school officials. Therefore, this dissertation study examined parents’ experiences in discovering, reporting, and living through the aftermath of their child being bullied. This study used a purposeful sample that was criterion-based. Nine mothers and one mother/father pair were tape-recorded using face-to-face semi-structured interviews. Follow-up phone interviews followed. Key themes and patterns were analyzed using the philosophical method of interpretive phenomenology based on Heidegger’s philosophy of being. Exemplars were used to illuminate several themes. Results suggest three unique stages. In the first stage, discovery, parents often noticed psychosocial changes in their child related to bullying. Parents often responded initially by providing advice to their children. When signs of their schoolchildren being bullied persisted, parents decided to report the incidents to school officials. Nine parents reported incomplete interventions that let their youths’ victimization continue. One parent, a paradigm case, shared understandings of how her son’s school official provided a full intervention that was restorative. However, all other parents who received an incomplete intervention found themselves rethinking how to protect their children from bullying. In this aftermath, several parents moved their children out of the school into a new district or began to home school. However, half the parents were left unable to move their child and therefore could not provide protection. Indiana’s anti-bullying law was unknown to eight parents and was unsuccessful in leveraging protection for one parent who used it with school officials as a threat. School official’s responses to bullying were incongruent with student handbook procedures. Recommendations from a parent’s perspective indicate school officials must: 1) have a clear process in place for parents to report, 2) follow through by calling parents back with results from investigating and procedures that will be taken to intervene, and 3) call the bullies’ and victims’ parents to notify what has occurred and what will be done to ensure safety. Discussed are implications for school officials, including social workers, and state policymakers. There is a proposed intervention model (Appendix J) that addresses how parents can respond to school officials who are hesitant to provide bullied youth protection.
Dual Degree Programs in Social Work and Divinity: Graduates' Experiences of Journey Companions
(2010-07-21T19:40:41Z) Muehlhausen, Beth L.; Adamek, Margaret E.; Byers, Katharine V.; Caucci, Frank; Sloan, Rebecca S.
There is a growing trend for graduate schools of social work to offer students the option of receiving dual degrees, which gives students the ability to obtain a Master of Social Work (MSW) along with a second graduate degree in less time than it would take to complete each degree individually. As of 2005, there were approximately 30 different types of degrees that could be combined with graduate studies in social work--one of which is a Master of Divinity (M.Div.). Very little is known about the effectiveness of such programs and the experiences of graduates completing them. The aim of this study was to describe the lived experiences of persons receiving an MSW and an M.Div. from dual degree programs. The National Association of Social Workers (NASW) includes religious and spiritual beliefs in its definition of culturally competent practice within the code of ethics. Dual degree graduates are trained to engage in culturally competent practice by virtue of being extensively trained in the cultural context of the church through their M.Div. degree and extensively trained in the context of social work service delivery though their MSW degree. Dual degree programs in social work and divinity are quite timely given that 96% of Americans say they believe in God or a universal spirit. Phenomenology seeks to understand a particular phenomenon from the point of view of those who have experienced it. With this in mind, this study reports the findings resulting from interviews conducted with 16 graduates regarding their experiences while in a dual degree program. One of the key phenomenological patterns that emerged in all the interviews conducted was that dual degree graduates want “journey companions,” i.e. persons who share their worldview.
The Lived Experiences of African American Grandfathers Raising Their Grandchildren
(2010-08-05T16:45:57Z) Twyman, Michael R.; Vernon, Robert, 1947-; Patchner, Michael A.; Siegel, Sheldon; Jarjoura, G. Roger
According to the most recent US Census statistics, there is an estimated 2.5 million grandparents raising their grandchildren in the United States without the children's parents present in the household. In Indianapolis, the figure constitutes nearly 9,000 households. There are a disproportionately higher number of African American grandparents that are primary caregivers to their grandchildren. However, 6 percent of this population is grandfathers who are raising their grandchildren, while some 40 percent of the grandmothers are married. The research is a compilation of interviews with ten African American grandfathers living in Indianapolis who are raising their grandchildren in their households without the presence of the grandchildren’s parents. These men were either married or widowed and have either formal custody of their grandchildren through adoption, foster care/kinship care, court-appointed guardianship or informal living arrangements. The objective of the research was to capture the lived experiences of these grandfathers who were fulfilling their caregiving roles. Thus, the research methodology used was reflective of the phenomenological paradigm of inquiry.
Cancer: The Lived Experience of the Older Adult
(2010-08-05T18:46:41Z) Pentz, Marty; Adamek, Margaret E.; Barton, William H., 1949-; Moller, David Wendell; Chang, Valerie Nash
Half of those who are diagnosed with cancer in any given year are over age 65. Approximately 3.1 million males and 2.3 million females over age 65 became ill with cancer in 2000. The purpose of this study was to investigate the psychosocial experience of the older adult with cancer to enable social workers to better serve this population. It is not clear from previous research whether their lived experience in adapting to cancer is different from that of younger persons. Thirteen older adults with cancer were interviewed in-depth along with a focus group of three oncology social workers.

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