School of Social Work

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https://hdl.handle.net/1805/4063

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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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    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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    Absenteeism: School mental health: Define, spot, and deploy
    (Pivot Attendance Solutions, 2021) Gentle-Genitty, Carolyn; Taylor, James; Martin, Kristen
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    Addressing Disparities through TCOM Strategies
    (2016-11) Walton, Betty A.; Harrold, Wendy
    While America is rapidly become more diverse, the human service workforce is changing more slowly. Behavioral health disparities in accessing appropriate services and in outcomes are well documented. Can TCOM strategies be leveraged to address these issues? Combining existing information (insurance claim and workforce data) with TCOM information clarifies local challenges and provides a framework to monitor progress. Moving beyond considerations of gender and age, possible access issues and lower or disrupted service use may be reflected in differences in service utilization by language, race, and ethnicity. Exploring available information can identify access and/or engagement and systematic reporting issues. Implementing recommended TCOM reports provides tools to help identify disparities in behavioral health outcomes for programs and services by geography and demographics. In reviewing outcome management reports for teenagers and transition age youth, questions arise about the significance of observed differences. In response, a predictive analysis using ANSA data asks if age, gender, race, ethnicity, current personal recovery factors (strengths and recreation), or the identification of cultural or linguistic challenges predict resolving actionable needs over time. Routinely monitoring differences in access and outcomes is recommended as a TCOM quality improvement process.
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    Addressing specialization and time to enhance adult learning: Workshop participants’ perceptions
    (The University of Texas at Austin’s Steve Hicks School of Social Work, 2020-06) Alamdari, Sara M.; Walton, Betty A.; Moynihan, Stephanie
    Interdisciplinary workshops trained and supported supervisors and coaches to implement common assessment tools in practice across social service sectors. By applying adult learning, learning transfer, and situated learning theories, this qualitative study elicited perceptions of trainers and trainees to identify improvement training and technical assistance strategies. Ten semi-structured interviews were completed. Using thematic analysis, six themes emerged (specialization, time, engagement/interest, content, marketing, and technology). Specialized training for experienced adults helped match new knowledge and skills to practice. Addressing time constraints of busy professionals required consideration of participants' availability and training duration. Consistent with applied theories, suggestions for improvement included interactive training, small group discussions, realistic examples or vignettes, and helping participants comprehend the importance of the content. The creative use of technology, pre-training need assessment, reflexive practice, and supportive organizational factors can be helpful to advance continuing education in social service professions. Utilization of suggestions to modify workshops improved engagement and the transfer of knowledge to practice.
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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.