Social and Behavioral Sciences Commons^™

"Challenge And Hold One Another Accountable:" Social Work Faculty Respond To Incivility, Njeri Kagotho, Jennifer Mcclendon, Shannon R. Lane, Todd Vanidestine, Matthew Bogenschutz, Theresa D. Flowers, Lauren Wilson

Social Work (Graduate) Faculty Publications

Incivility within social work education reflects patterns seen across higher education and within society. Previous work has found that social work faculty are reluctant to report incivility and have limited confidence in their ability to address it effectively. In order to address potential solutions, this paper uses qualitative data (n = 164) drawn from a larger survey of social work faculty in the United States. The exploratory analysis focuses on strategies social work faculty use when experiencing incivility and bullying them-selves, and methods recommended by social work faculty to confront incivility administratively and systemically within the social work academy. Responses …

Multi-Level Barriers To Prison Mental Health And Physical Health Care For Individuals With Mental Illnesses, Kelli Canada, Stacey Barrenger, Casey Bohrman, Anthony Banks, Punita Peketi

Social Work (Graduate) Faculty Publications

Objectives: People with mental illnesses are overrepresented in the U.S. prison population. It is well established that incarceration for this population poses physical and mental health risks including greater likelihood of victimization and suicide compared to the general prison population. Yet, research is less clear about how staff and services shape these prison experiences. The aim of this study was to examine how people with mental illnesses experience incarceration through interactions with correctional officers and treatment staff and their use of physical and mental health care services.

Methods: This project utilized a non-experimental design and qualitative research approach to address …

Exploring The Expansive Properties Of Interpretive Description: An Invitation To Anti-Oppressive Researchers, Mia Ocean, Rose Montgomery, Zoe Jamison, Karon Hicks, Sally Thorne

Social Work (Graduate) Faculty Publications

There is an ever-present need to challenge, create, and expand upon qualitative research approaches in the applied and practice disciplines to avoid repeating mistakes of the past and to realize a research agenda for socially just practice. Toward these goals, anti-oppressive researchers engage with a variety of methodologies to co-produce accounts that reflect a comprehensive understanding of social problems with the people who experience them and to enact solutions for real world change. In this article, we reflect on the manner in which Interpretive Description may be a useful option for anti-oppressive researchers to consider as a methodological approach in …

Telework During Covid-19: Exposing Ableism In U.S. Higher Education, Mia Ocean

Social Work (Graduate) Faculty Publications

Abelism, like the many other ‘isms,’ pervades the rules and norms within the U.S. higher education system. Through a first person narrative, this article explores one person’s perspective and experience with the accommodation process - first, as a person without a dis/ability serving as an Americans with Dis/abilities coordinator and then as a faculty member with a dis/ability. It also documents the miraculous ability to institute telework accommodations within weeks when people without dis/abilities needed it due to COVID-19 and consequently exposes one form of ableism in the U.S. post-secondary educational system. The article concludes with a call to anti-ableism …

A Social Work Education Grounded In Human Rights, Lanelle E. Quzack, Grace Picard, Stacie M. Metz, Christina M. Chiarelli-Helminiak

Social Work (Graduate) Faculty Publications

In response to a mandate to advance human rights through social work education, this article focuses on the curricular redesign and program evaluation of one MSW Program. The program’s specialization focused on advanced social work practice with individuals, families, and communities grounded in social justice and human rights. A pre-experimental one-group posttest-only program evaluation design was implemented. Multiple assessment instruments were used to measure human rights exposure in social work education, as well as a human rights lens and engagement in social work practice among 93 graduating MSW students from a public university with suburban and urban campus locations. How …

Implementation Of Dialectical Behavior Therapy In A Residential Setting: Dissemination And Evaluation, Amber M. Holbrook, Susan Hunt, Jehan Morsi

Social Work (Graduate) Faculty Publications

The use of evidence-based practices (EBPs) in social services is gaining momentum as the standard of care. However, many residential settings employ individuals without advanced formal education and training as Direct Service Professionals (DSPs). Typically, these lower-level workers provide the majority of daily care to the more challenged clients, often leading to poorer quality of client care, staff burnout, and high staff turnover rates [1]. The use of EBPs has the potential to mitigate poor client and staff outcomes in such settings when appropriate training can support fidelity to the intervention model. Dialectical Behavior Therapy (DBT) is demonstrated to be …

The Teachable Moment: Engaging Students In Social Justice Movements, Tiffany Yvette Lane, Christine M. Chiarelli-Helminiak, Casey Bohrman, Terrence Lewis

Social Work (Graduate) Faculty Publications

Social justice has long been at the forefront of the core values of the social work profession. Social workers are charged to confront social injustices and advocate for social change. In 2014, there was a societal response across the United States to the deaths of two African-American men, Mike Brown and Eric Garner, and the decision to not indict the police officers who killed them. The collective reaction was reflective of a country unsettled by the criminal justice system’s ongoing acceptance of structural discrimination. This article will focus on one university’s social work faculty’s collective response to the brutal killings …

Longitudinal Trajectory Of Adolescent Exposure To Community Violence And Depressive Symptoms Among Adolescents And Young Adults: Understanding The Effect Of Mental Health Service Usage, Wan-Yi Chen, Kenneth Corvo, Yookyong Lee, Hyeouk "Chris" Hahm

Social Work (Graduate) Faculty Publications

Research on the impact of exposure to community violence tends to define victimization as a single construct. This study differentiates between direct and indirect violence victimization in their association with mental health problems and mental health service use. This study includes 8947 individuals from four waves of the National Longitudinal Study of Adolescent to Adult Health and examines (1) whether sub-types of adolescent victimization are linked to depressive symptoms; (2) whether adolescent victimization is linked with mental health service use; and (3) the role of mental health service use in attenuating symptoms arising from victimizations. Adolescents witnessing community violence were …

Building Relationships And Facilitating Immigrant Community Integration: An Evaluation Of A Cultural Navigator Program, Rebecca L. Thomas, Christine M. Chiarelli-Helminiak, Brunilda Ferraj, Kyle Barrette

Social Work (Graduate) Faculty Publications

Despite the United States’ long history of immigration, large and small communities around the country struggle to integrate newcomers into the social, economic, cultural, and political spheres of society. Utilizing results from the program evaluation of one public library’s Cultural Navigator Program (CNP), the authors illustrate how communities and public institutions can promote integration and relationship building between newly arrived immigrants and long-time residents. Existing social networks, conceptualized in this article as social capital, within receiving communities were leveraged to build capacity among newly arrived immigrants and foster inclusivity and integration at the community level. As a place of intervention, …

Engaging Msw Students In Faculty Research: Students’ Perspectives Of Involvement In A Program Evaluation, Rebecca Thomas, Christina M. Chiarelli-Helminiak, Kyle Barrette, Brunilda Ferraj

Social Work (Graduate) Faculty Publications

Engaging social work students in research is challenging, in part, because of the way research is taught in the classroom and the need for learners to effectively develop connections between the “abstract world” of research concepts with the “real world” of professional experiences. This article describes the experiences of graduate social work students involved in a process and outcome evaluation of a community-based program. Analysis of student learning outcomes and the team-based model used to engage students in the evaluation are provided to put forth a paradigm of teaching social work research through direct, supervised, and collaborative engagement.

Women Empowering Women, Victoria A. Anyikwa, Christina M. Chiarelli-Helminiak, Diane M. Hodge, Rhonda Wells-Wilbon

Social Work (Graduate) Faculty Publications

No abstract provided.

Medication-Assisted Treatment For Pregnant Women: A Systematic Review Of The Evidence And Implications For Social Work Practice, Amber M. Holbrook, Viba H. Nguyen

Social Work (Graduate) Faculty Publications

Evidence-based practice with pregnant clients who are opioiddependent can be especially challenging because pregnant women are rarely included in clinical trials. The paper synthesizes systematic reviews on the outcomes of medication-assisted treatment for opioid dependent pregnant women and compares the effectiveness of methadone and buprenorphine. We explore evidence on maternal and neonatal outcomes, the safety of breastfeeding, and discuss the implications for social work practice. Searches were conducted in 6 databases. Ten reviews met the inclusion criteria. Results suggest medication-assisted treatment with either methadone or buprenorphine are equally effective in reducing maternal substance use, although methadone may offer slightly higher …

Introducing Field: Field Instructors Extending Ebp Learning In Dyads, Julie Tennille, Joretha Bourjolly, Phyllis Solomon, Andrea Doyle

Social Work (Graduate) Faculty Publications

Field Instructors Extending EBP Learning in Dyads (FIELD) has been crafted in consideration of the social work profession’s need for innovative and collaborative models with field education that further evidence-based practice (EBP) implementation efforts. FIELD is driven by the continuing education interests of field instructors and the availability of local expertise, and it embraces the complementary strengths of students and field instructors. Herein, we provide the background for the development of such a curricula model and delineate model components. FIELD may offer a viable curricula option for synchronizing academic and field efforts toward sustainable social work workforce improvements.

Community Violence, Wan-Yi Chen, Kenneth Corvo

Social Work (Graduate) Faculty Publications

No abstract provided.

Working With Mild Traumatic Brain Injury: Voices From The Field, Page Walker Buck, Rebecca G. Laster, Jocelyn Spencer Sagrati, Rachel Shapiro Kirzner

Social Work (Graduate) Faculty Publications

No abstract provided.

Child Neglect And Its Association With Subsequent Juvenile Drug And Alcohol Offense, Wan-Yi Chen, Jennifer Propp, Ellen Delara, Kenneth Corvo

Social Work (Graduate) Faculty Publications

No abstract provided.

Adolescents’ Internalizing Behaviors After Extreme Violence Exposure: A Comparison Of Race And Gender For African American And Asian American Youth, Wan-Yi Chen

Social Work (Graduate) Faculty Publications

No abstract provided.

Childhood And Adolescent Neighborhood Effects On Adult Income: Using Siblings To Examine Differences In Ordinary Least Squares And Fixed-Effect Models, Thomas P. Vartanian, Page Walker Buck

Social Work (Graduate) Faculty Publications

No abstract provided.