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Student Social Workers' Attitudes About Domestic Violence And Implications For Social Work Education, Vonnie L. Hawkins
Student Social Workers' Attitudes About Domestic Violence And Implications For Social Work Education, Vonnie L. Hawkins
LSU Master's Theses
This descriptive, correlational and exploratory study used the Domestic Violence Blame Scale and Domestic Violence Myth Acceptance Scale, with questions suggested by the literature, to examine attitudes about domestic violence, knowledge and self-reported preparedness of a purposive sample of student social workers (N=236) in a southern state. An anonymous online web-based survey was used for data collection, and universities distributed the survey hyperlink directly to their students. Response rate was approximately 22% out of an estimated 1060 students who were reported to have received the hyperlink by their universities. Lower victim blame and myth acceptance scores were observed in students …
Lsu Mental Health Service Program Evaluation, Elizabeth S. Johnston
Lsu Mental Health Service Program Evaluation, Elizabeth S. Johnston
LSU Master's Theses
This study includes a program evaluation of LSU Mental Health Services and its impact on the college students receiving services. The study used both an outcome survey (Schwartz Outcome Survey-10) to determine any changes in current life functioning and a satisfaction survey (Client Satisfaction Questionnaire-8) to assess the client’s perceived contentment with services provided. The expectations were that students would demonstrate an improvement in their current functioning after receiving treatment and that their outcome scores would correspond positively to reported client satisfaction scores. Results reveal that the student participants reported significant improvement in their overall functioning. In addition, the participants …
Interrelationships Between Demographic, Psychosocial, And Academic Characteristics And Ged Attainment Among At-Risk Youth, Judith L. Rhodes
Interrelationships Between Demographic, Psychosocial, And Academic Characteristics And Ged Attainment Among At-Risk Youth, Judith L. Rhodes
LSU Master's Theses
This exploratory-descriptive research examines demographic, psychosocial, and academic characteristics of at-risk youth (N = 111) who attempted the General Educational Development (GED) Tests. Among students who passed and did not pass the GED Tests, numerous significant relationships emerged. Non-passers were more likely than passers to leave school for academic environment reasons (t = 2.21, df = 109, p < .05). As compared with those who passed the GED Tests, a greater number of moderately strong interrelationships among demographic, psychosocial, and academic characteristics emerged among students who did not pass. Most notably, for non-passers, significantly strong and positive relationships emerged between academic environment reasons for leaving school and two other variables: family reasons for leaving school (r = .55, p < .01) and psychosocial reasons for leaving school (r = .57, p < .05). In addition, a very strong and negative interrelationship emerged among non-passers between academic environment reasons for leaving school and the poverty indicator of status (r = -.68, p < .01). A multivariate perspective is critical for increasing knowledge regarding the social problem of dropout. Such knowledge is crucial for research and policy formation at the local, state, and national levels as well as for school social work practice and education.