Browsing by Subject "Social Work"

Now showing 1 - 10 of 26
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    5 Phases of Theory Application
    (2011) Gentle-Genitty, Carolyn
    Theory case plan is a plan of action of how to effectively approach and respond to a client and a client situation through theory application
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    Chronic truancy: Outsourcing care - understanding the role of schools and parents in social bonding
    (IU School of Social Work, 2009-11) Gentle-Genitty, Carolyn; Cowles, Hannah
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    Coronavirus Health Inequities in the United States Highlight Need for Continued Community Development Efforts
    (SAGE Publications, 2020-07-01) Walter-McCabe, Heather A.; School of Social Work
    The coronavirus (SARS-CoV-2) pandemic of 2020 has shown a spotlight on inequity in the USA. Although these inequities have long existed, the coronavirus and its disparate impact on health in different communities have raised the visibility of these deeply ingrained inequities to a level that has created a new awareness across the US population and an opportunity to use this heightened awareness of the existing conditions for change. ‘Community and social development’ efforts in the post-pandemic USA can be informed by a health justice framework, across economic, societal and cultural, environmental and social dimensions. Dimensions which have all been implicated in the coronavirus response and complement other social and community development models. Although health disparities and inequities did not begin with coronavirus and will not end in the post-pandemic USA, social and community development efforts which value health justice and concentrate on social determinants of health can provide needed policies and programmes for a more equitable US health system.
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    The e-OSCE and Social Work Education: Creating Authentic, High-Impact Practice Learning Opportunities for Students
    (2023-01) Wolfe-Taylor, Samantha N.; Khaja, Khadija; Wilkerson, David; Brown, James; Price, Jeremy
    Advances in technology, non-traditional students, and a new generation of elearners all challenge institutions of higher learning to support innovations that create relevant distance education opportunities for their students. Due to the COVID-19 pandemic dramatic shifts to education occurred, requiring schools of social work to consider new ways to prepare students for the field and new evaluation methods of students’ practice skills. Smoyer and colleagues explored this further in their study on BSW students’ experiences in distance education during the pandemic and found when students were unexpectedly thrust into online learning platforms most were able to learn online; however, substantive interactivity and synchronous engagement were factors that were necessary to maintain student overall satisfaction in the distance learning environment. In addition, they point out the need for interactive technology in online social work classrooms to simulate the human interaction that is essential to student learning and practice. The online objective, structured clinical examination (e-OSCE) is one form of online simulation-based learning that offers highly interactive and engaging HIP learning opportunities for social work students. The OSCE is a standardized, valid, and reliable assessment method that social work education programs use to ensure successful practice skills development. This study used a qualitative, exploratory embedded single-case method to investigate online MSW students’ experiences participating in an e-OSCE, their perspectives on the use of an e-OSCE in online social work education, and future practice considerations students identify upon completing the e-OSCE.
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    Exploring a Model-Driven Approach to Social Work Theory Education
    (Taylor and Francis, 2018) Gentle-Genitty, Carolyn; Bragg, Natasha W. M.; McCarthy, Katherine M.; Thomison, Erika; School of Social Work
    Accredited social work programs must use practice experience and theory to inform research and practice, policy, engagement, assessment, intervention, and evaluation with varied constituents. Models to teach theory have been all but non-existent. This manuscript presents the S.A.L.T. model for theory assessment and shares findings when the model is applied to assess students’ knowledge.
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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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    Gender Bias in Employment: Implication for Social Work and Labor Studies
    (IUPUI, 2020) Walker, Marquita R.; School of Social Work
    Gender bias in employment is not a new phenomenon. The historical devalued status of women and equity-seeking groups preserved in cultural and social gendered roles permeates the workplace and contributes to institutional structures which are fashioned by and reproduced through traditional norms and mores relegating women and equity-seeking groups to secondary status roles. The question then becomes is the continuation of these reinforced structural norms in the best long-term interest of all humanity? What are we giving up when we relegate over half of the world’s population to secondary and devalued status? What gains could be made if all workers were given the same opportunities, supports, and encouragements to reach their full potential.
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    Hospice in the nursing home: perspectives of front line nursing home staff
    (Elsevier, 2014-12) Unroe, Kathleen T.; Cagle, John G.; Dennis, M. E.; Lane, Kathleen A.; Callahan, Christopher M.; Miller, Susan C.; Department of Medicine, IU School of Medicine
    OBJECTIVE: Use of hospice has been associated with improved outcomes for nursing home residents and attitudes of nursing home staff toward hospice influences hospice referral. The objective of this study is to describe attitudes of certified nursing assistants (CNAs), nurses, and social workers toward hospice care in nursing homes. DESIGN, SETTING, AND PARTICIPANTS: We conducted a survey of 1859 staff from 52 Indiana nursing homes. MEASUREMENTS: Study data include responses to 6 scaled questions and 3 open-ended qualitative prompts. In addition, respondents who cared for a resident on hospice in the nursing home were asked how often hospice: (1) makes their job easier; (2) is responsive when a patient has symptoms or is actively dying; (3) makes care coordination smooth; (4) is needed; (5) taught them something; and (6) is appreciated by patients/families. Responses were dichotomized as always/often or sometimes/never. RESULTS: A total of 1229 surveys met criteria for inclusion. Of the respondents, 48% were CNAs, 49% were nurses, and 3% were social workers; 83% reported caring for a nursing home patient on hospice. The statement with the highest proportion of always/often rating was 'patient/family appreciate added care' (84%); the lowest was 'hospice makes my job easier' (54%). More social workers responded favorably regarding hospice responsiveness and coordination of care compared with CNAs (P = .03 and P = .05, respectively). CONCLUSIONS: A majority of staff responded favorably regarding hospice care in nursing homes. About one-third of nursing home staff rated coordination of care lower than other aspects, and many qualitative comments highlighted examples of when hospice was not responsive to patient needs, representing important opportunities for improvement.
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    Immigrant Inmates in the Correctional System
    (2018) Khaja, Khadija; Jaggers, Jeremiah W.
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    Integrating Inter-Group Dialogue
    (2017-04-08) Gentle-Genitty, Carolyn; Bragg, Natasha; Thomison, Erika
    To examine the effects of intergroup dialogue in social work. Project aimed to increase faculty knowledge and improve students’ skills in communicating about difficult subjects by participating in intergroup dialogue. Faculty infused the 4-stage IGD model in seven Bachelor of Social Work courses. Assessment, using pre-post tests, were administered to evaluate increases in students’ level of … 1) Empathy, 2) Awareness of social inequality, 3) Beliefs about inequality in society, 4) Capacity to engage in dialogue, 5) Communication regarding difference