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Articles 1 - 6 of 6
Full-Text Articles in Social Work
A Look At Empathy, University Belonging, And Intersectionality: How To Support A Diverse Student Body Amid The Covid-19 Crisis, Shantalea Johns, Stephanie Hawkes
A Look At Empathy, University Belonging, And Intersectionality: How To Support A Diverse Student Body Amid The Covid-19 Crisis, Shantalea Johns, Stephanie Hawkes
Social Work Faculty Publications
The present short essay discusses the impact COVID-19 has had on college students. As universities work to build supportive learning environments during these unprecedented times, it is important for practitioners to consider how mental health and student identity impact student success. The framework proposes that empathy, university belonging, and an intersectional approach to academic support can contribute to a student's mental health, identity, and emotional well-being as they transition back to academic life.
Program Evaluation Of The Wayne State University (Wsu) Transition To Independence Program (Tip), Dinah Ayna
Program Evaluation Of The Wayne State University (Wsu) Transition To Independence Program (Tip), Dinah Ayna
Wayne State University Dissertations
Background: A significant number of children in the US are placed in the child welfare system every year. Among the multiple negative outcomes associated with being in the foster care system is a wide academic achievement gap between foster students and the general population, as well as other disadvantaged groups (e.g. low income). Low academic achievement is particularly pronounced in college. The government and higher education institutions are recognizing these educational gaps and developing specialized programs to address the unique needs of foster students; however, the effectiveness of these programs remains unclear. This study aims at evaluating the effectiveness of …
Student Perspectives On How Trauma Experiences Manifest In The Classroom: Engaging Court-Involved Youth In The Development Of A Trauma-Informed Teaching Curriculum, Shantel D. West, Angelique G. Day, Cheryl L. Somers, Beverly A. Baroni
Student Perspectives On How Trauma Experiences Manifest In The Classroom: Engaging Court-Involved Youth In The Development Of A Trauma-Informed Teaching Curriculum, Shantel D. West, Angelique G. Day, Cheryl L. Somers, Beverly A. Baroni
Social Work Faculty Publications
This study explores how the lived experience of court-involved youth impacts learning and school culture, and solicits youth voice in creating a trauma-informed intervention to improve student educational well-being. Thirty-nine female students, ages 14 to 18, participated in focus groups to describe externalizing behaviors that they have both witnessed and personally struggled with in the classroom, discuss the perceived causes of these behaviors, and their suggestions for improving school culture to reduce these behavior manifestations in the classroom. Two major categories of behavior were identified, including: “anger emotions” and “aggressive actions.” Students described the causes of behavior as, “environmental influences” …
Barriers And Opportunities For Evidence-Based Practice: Curriculum Changes In Fieldwork And Classroom In Social Work Education, Anwar Najor-Durack
Barriers And Opportunities For Evidence-Based Practice: Curriculum Changes In Fieldwork And Classroom In Social Work Education, Anwar Najor-Durack
Wayne State University Dissertations
The purpose of this study was to consider perceptions held by social work faculty and agency-based field instructors to incorporate EBP into social work student classroom and field placement experiences. This study identifies perceptions of social work faculty and field instructors about EBP, determines the extent to which social work faculty and field instructors incorporate and use EBP; and considers how organizational leadership and/or technology supports influence adoption and utilization of EBP. The population for this study included all full-time social work faculty members employed by three large public universities in southeast Michigan (Michigan State University [MSU], University of Michigan …
Racial/Cultural Identity Development In Foster Children Placed In Transracial Foster Homes, Vanessa Brooks Herd
Racial/Cultural Identity Development In Foster Children Placed In Transracial Foster Homes, Vanessa Brooks Herd
Wayne State University Dissertations
This qualitative study was designed to identify how racial and cultural identity is developed and maintained in foster children who are placed in foster homes racially and culturally different than they are. The research questions included how the foster care system addresses racial identity issues and how foster parents assign meaning to the transracial foster care experience. Another area of interest was the preparation by the foster care system for foster parents to manage issues of racial identity. The pre-training curriculum for foster parents was subjected to a content analysis.
Child Welfare And Children In The Education System: Prioritizing The Need For Statewide Anti-Bullying Policies, Angelique Day, Suzanne Cross
Child Welfare And Children In The Education System: Prioritizing The Need For Statewide Anti-Bullying Policies, Angelique Day, Suzanne Cross
Social Work Faculty Publications
This study was conducted to explore the responses of 380 students enrolled at Michigan State University who had experienced bullying in high school as victims, perpetrators, and witnesses. Findings included significant predictors of bullying behavior. For example, male students were more likely to bully than their female counterparts; and bystanders who witnessed bullying incidents were more likely to become both victims and/or perpetrators of bullying. The MSU students offered recommendations for policymakers to create anti-bullying legislation with enforcement guidelines and other methods of improving school culture to reduce future bullying incidents.