Social Work School Theses and Dissertations

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Adolescents with Cancer: Social Support, Family Environment, and Coping
(2010-08-05T19:07:04Z) Decker, Carol L.; Daley, James G.; Adamek, Margaret E.; Black, Carolyn; Haase, Joan E.
Research has shown that adolescents with cancer (AWC) face treatment that is complex, invasive, and onerous. Coming during a time with major developmental changes, it brings the potential of making high demands on the coping capacity of these adolescents. Using the theoretical frameworks of stress and coping, life-span development and Haase's (1996) Adolescent Resilience Model (ARM), this study explored the influences of social support and family environment on coping for AWC.
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.
American Muslim Well-Being in the Era of Rising Islamophobia: Mediation Analysis of Muslim American Social Capital and Health
(2023-04) Miller, Keith Matthew; Kondrat, David; Khaja, Khadija; Fukui, Sadaaki; Latham-Mintus, Kenzie
This study aims to examine American Muslim well-being and social capital in the face of Islamophobia. Ecological frameworks and social capital theory were synthesized to provide an approach for research, analysis, and social work practice. A mediation analysis was conducted to test the mediating effect of cognitive social capital on the relationship between structural social capital and distress. The paths of structural social capital, cognitive social capital, and distress were conceptualized using the ecological framework of Berkman and colleagues. Special attention was paid to how experiences of Islamophobic discrimination affect cognitive social capital and distress. Structural social capital was operationalized as the number of active memberships in civic organizations; Cognitive social capital was operationalized as trust in major institutions such as schools and the local police and Distress was operationalized using the Kessler Distress Scale. It was hypothesized that an increase in structural social capital would show a decrease in distress with cognitive social capital mediating the path. Results showed that cognitive social capital mediates the relationship between structural social capital and distress. However, an inconsistent mediation was found where an increase in cognitive social capital shows a decrease in distress, but higher levels of structural social capital show an increase in distress. Lastly, the results of the analysis were interpreted to inform current interventions with the American Muslim community through a social work lens.
Applied Educational Neuroscience in Elementary Classrooms: a Grounded Theory Study
(2018-11) Dennis, Sheila R.; Lay, Kathy; Adamek, Margaret; Brown, James; Draucker, Claire; Glassburn, Susan
Educational neuroscience (EN) is a transdisciplinary convergence of neurosciences, education, and psychology that has gained international momentum. Its purpose is to advance the application of neurosciences in P-12 education as a way to improve the design of instructional environments and practices that support the multidimensional social, affective, and cognitive learning needs of students. The potential integration of EN practices into school settings affects educators and school social workers who promote positive school climates and address barriers to learning. Despite the ascension of scholarly discourse proposing the integration of neuroscience knowledge with education practices, a shared conceptual framework remains elusive for the emergent discipline, and the translation of EN into education practices is unexamined. A constructivist grounded theory study was conducted to investigate the emerging conceptualization of EN practices and implications for promoting a positive classroom climate. Data collection included semi-structured interviews with two administrators, three teachers, and 48 students as well as four classroom observations from three different fourth and fifth grade classrooms in a US Midwest city. The data analyses generated a conceptual model that revealed how EN practices unfolded in the classroom to facilitate the co-creation of a positive classroom climate. The data indicated that a humanistic organizational structure facilitated the EN practice implementation, and the teacher’s regulatory state was central to the application process. Five themes emerged that characterized EN practices: teaching neuroanatomy, reflecting on emotions, selfregulating, adapting classroom boundaries, and honoring the whole student. Interactions resulting from these practices aligned with four established climate dimensions: teaching and learning, structure of the learning environment, safety, and relationships. The resulting classroom climate contributed to students’ resiliency, as observed by reduced office referrals, readiness to learn, empowered decision-making, greater empathy, and enhanced social connectedness. Findings from this study support a conceptual model for the application of EN practices in elementary classrooms and align with existing research that suggests positive climates promote healthy development, social-emotional learning, and academic success. The results of this study will inform future translational EN inquiry as well as educators and school social workers who seek to co-create positive classroom climates using transdisciplinary EN practices.
Bennett Expansion to the International Trauma Questionnaire: Results of Thematic Analysis and Psychometric Testing
(2024-08) Bennett, Lindsay Michelle; Pierce, Barbara J.; Adamek, Margaret E.; Fukui, Sadaaki; Bigatti, Silvia M.
Complex Post Traumatic Stress Disorder (C-PTSD) is distinct from Post Traumatic Stress Disorder based on genesis of trauma type leading to disorder and resulting symptomatology. Currently, C-PTSD is not included as an official diagnosis in American mental healthcare systems but is recognized worldwide by the International Classification of Diseases. Lack of awareness and recognition of this disorder has resulted in few behavioral health scales available to evaluate symptoms experienced by survivors of complex trauma. This study is a mixed methods approach to scale development and builds on the International Trauma Questionnaire (ITQ). This ITQ is currently available to the public as a brief diagnostic tool for C-PTSD. In this study, thematic analysis was used following qualitative interviews to generate items for the Bennett-Expansion to the International Trauma Questionnaire. Themes emerged from qualitative analysis of affect regulation, physical symptoms, self-concept, interpersonal relationships, systemic influence and injustice and contextual triggers. These themes and codes provided language to capture C-PTSD symptoms more robustly. Results of exploratory factor analysis show six subscales named “Self-concept and interpersonal relationships,” “PTSD symptoms,” “Self-awareness,” “Physical symptoms,” “Affect regulation,” and “Conflict avoidance”. Internal consistency ranged from “acceptable” to “very good” in the subscales, with the total scale being “very good”. The BE-ITQ could be used in therapeutic practice to evaluate the efficacy of interventions with populations experiencing C-PTSD.
Building transformative school-community collaboration : a critical paradigm
(2017-01-18) Kim, Jangmin; Vernon, Robert
School-community collaboration has received increasing attention in social work because of its potential for enhancing the quality of services to meet the multifaceted needs of students. However, there is little understanding of how to create and maintain successful school-community collaboration. The purpose of this research is to develop and validate a comprehensive framework for transformative school-community collaboration based on a critical paradigm and its corresponding theories. Using school survey data, an exploratory factor analysis identified the four dimensions of transformative school community collaboration, including (1) critical member capacity, (2) equal relations, (3) democratic network governance, and (4) empowering coordination. The results of multiple regression analyses showed that the identified dimensions were positively associated with the quality outcomes of Out-of-School Time programs although their significant effects varied across different quality outcomes: high-quality activities, student engagement, and linkages with family/community. Another key finding was that structural dimensions—democratic network governance and empowering coordination—appeared to be stronger factors. However, this research suggested that critical member capacity and equal relations may be associated indirectly with the quality outcomes. This dissertation paper concludes with practical implications and future research agenda to successfully build transformative school-community collaboration.
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.
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.
Child labor: a critical discourse analysis
(2016-03-23) Karikari, Isaac; Khaja, Khadija; Adamek, Margaret E.; Reza, Hasan; Seybold, Peter
Child labor is a complex global phenomenon. Though poverty is widely accepted as the primary cause of child labor, there are many dimensions of the phenomenon that still remain to be explored. Very little attention has been given to the policies that drive efforts to address child labor and how they are framed. Of particular interest is how we determine who is a child, and the notions of childhood underpinning these policies. Less attention has been given to the relationships and power dynamics underlying the policy-making process that surrounds this discourse. A qualitative method, namely, critical discourse analysis (CDA) was used to examine the discursive construction of children and childhood in child labor discourse. Underlying power dynamics through the analysis of diverse child labor-related policies at the global (ILO), regional (OAU/AU), sub-regional (ECOWAS), global/sub-regional (Harkin-Engel Protocol), and local (Ghana) levels was explored. Findings revealed that homogenized and hegemonic trends are visible in child labor discourse. While the ILO's discourse on child labor was either reproduced or referenced in the other policies, there was generally a homogenized definition of children based on Western social constructions and views of children. Child labor policies were not fully cognizant or sensitive to local constructions and conceptions of how we define children and what we determine are appropriate roles at various ages. In particular reference to Ghana, the Government of Ghana's child labor policies did not reflect the sociological and cultural realities of the nation. Findings of the study also suggest that for some organizations and countries, especially in the Global South, political and economic considerations influenced whose voices were included in child labor policy creation. Critical discourse implications for social work education, policy analysis, practice and research are discussed.
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.

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