The Social Relationships and Social Support of Aging Mothers Whose Adult Daughters Are Mentally Ill

Guided by a conceptual framework highlighting multiple facets of social relationships and social support, this study examined the extent to which aging mothers of adult daughters with a serious mental illness were socially integrated with members of their network. It further examined the relational content of these mothers’ social ties as tangible or intangible support and the nature of their supportive exchanges with network members, particularly their adult daughters with mental illness. A structured face-to-face interview was conducted with 22 aging mothers of these adult daughters. Two methods of analysis were used to analyze data: counting and content analysis. Findings showed aging mothers of daughters with mental illness were socially integrated with relatives and nonrelatives, evidenced relational content of tangible and intangible support in their social ties and engaged in bidirectional and asymmetrical support exchanges with network members, including their daughters with mental illness. These findings suggest that social resources in the form of social relationships and support are embedded in the networks of aging mothers who have adult daughters with serious mental illness. Practitioners should assess support contributions to the aging mothers of adult daughters with serious mental illness from a wide range of social relationships including their daughters.     

Ethnic monitoring in higher education: Some reflections on methodology

Ethnic Monitoring in higher education has been limited and piecemeal. It often fails to explore the relationships between ethnicity and student progress and achievement, and to account for any ethnic inequalities revealed. In this paper an approach to ethnic monitoring that utilizes quantitative and qualitative methods is discussed. We argue that such an approach gives a clear statistical picture of group progress and achievement, identifies social, economic and institutional factors that might account for ethnic inequalities, and highlights the processes of racism and discrimination in higher education. All of these aspects are vital to a thorough understanding of ethnic inequalities in the higher education sector in the United Kingdom.     

A big hole with the wind blowing through it: Aboriginal women's experiences of trauma and problem gambling

Although studies have shown a link between social trauma and problem gambling (PG), there is little research involving Aboriginal women in this area, despite Aboriginal women being potentially at higher risk for both social trauma and problem gambling. This article describes the results of a qualitative phenomenology study asking seven Aboriginal women living in Western Canada to describe their experiences of social trauma and gambling problems. Results suggest four main themes, describing: (1) the Aboriginal women's experiences of social trauma (‘the three tigers’); (2) their use of gambling to cope with these experiences (‘a big hole with the wind blowing through it’); (3) their experience of problem gambling (‘I'm somebody today’); and (4) their process of healing from social trauma and gambling problems (‘a letter to John’). Participants described what they felt was a clear link between social trauma and problems with gambling, and how gambling helped to change their mood and block out the past. The results raise the possibility that Aboriginal women with gambling problems may need support to heal from social trauma – including racism and colonization – and that upstream initiatives to reduce the incidence of social traumas may be an important response to problem gambling among Aboriginal women.     

Courage to Teach for Social Work Educators

Teaching social work is a science, an art form and a passion. Within that context, the purpose of this article is to explore teaching as a science/art, and to integrate the work of Parker Palmer into the scholarship of teaching and learning for social work education. Using the narratives of two ‘still learning’ social work educators, Palmer's work will be described and its application experiences shared. The article concludes by making a link between Palmer's ideas and social work education.     

Social Workers’ and Students’ Attitudes toward Electronic Tracking of People with Alzheimer's Disease

Global Positioning Systems (GPS) have recently been employed to help monitor persons with dementia. While the advantages of such technologies are clear, making use of them raises a number of ethical dilemmas. Considering the fact that social workers may be called upon to assist families in making decisions regarding the use of GPS, their attitudes on this issue are important. Fifty-five social workers and 61 social work students completed a questionnaire including: attitudes toward tracking, knowledge of Alzheimer's Disease (AD) symptoms, familiarity with persons who have AD, and ratings of who should be involved in the decision-making process regarding GPS use. Findings showed that the highest-scored attitude factor was respecting elders’ autonomy, while the lowest-scored factor opposed GPS use. The elderly and their spouses were rated as important decision-makers regarding the use of GPS. Knowledge of AD and respecting autonomy were negatively correlated. Students gave a higher rating to respecting elders’ autonomy than the social workers. Social workers gave a higher rating to the importance of a multidisciplinary team. Implications for social work education are discussed including recommendations for person-centered AD care on the one hand, and the need to balance the interests of the individual and the family on the other.     

Preparation for practice: embedding the development of professional identity within social work curriculum

Newly qualified social workers often enter challenging interdisciplinary settings where they need to be able to clearly articulate a distinctive professional identity. To prepare for these realities, this paper discusses how the development of professional identity has become increasingly central to qualifying social work curriculum at an Australian university. Preparation for social work practice has long been the focus of research in a number of countries, with a significant emphasis on knowledge and skill acquisition, rather than on the development of an overarching professional identity that is also underpinned by shared values and sense of professional purpose and expectations. Against this backdrop, the paper describes initial changes that have been made within core social work courses to progressively embed the development of professional identity more consciously across their studies, to be better prepared for contemporary challenges in the workplace. It is concluded that further changes are needed to fully transform the curriculum, and that the impacts of these changes be systematically evaluated in relation to preparedness for practice.     

A Survey Experiment of Women’s Attitudes About Intimate Partner Violence Against Women in Rural Bangladesh

According to the Demographic and Health Surveys (DHS) in poorer countries, 50 % of women of reproductive age report that wife hitting or beating is justified. Such high rates may result from structural pressures to adopt such views or to report the perceived socially desirable response. In a survey experiment of 496 ever-married women aged 18–49 years in rural Bangladesh, we compared responses to attitudinal questions that (1) replicated the 2007 Bangladesh DHS wording and portrayed the wife as transgressive for unstated reasons with elaborations depicting her as (2) unintentionally and (3) willfully transgressive. The probabilities of justifying wife hitting or beating were consistently low for unintended transgressions (.01–.08). Willful transgressions yielded higher probabilities (.40–.70), which resembled those based on the DHS wording (.38–.57). Cognitive interviews illustrated that village women held diverse views, which were attributed to social change. Also, ambiguity in the DHS questions may have led some women to interpret them according to perceived gender norms and to give the socially desirable response of justified. Results inform modifications to these DHS questions and identify women for ideational-change interventions.     

Interview group therapy: Process and effects 1

Abstract

This article identifies major forms of institutional racism in the United States today. It considers how taken together they form a web of oppression which obstructs economic, social, and political mobility for people of color while white people are issued passports of privilege. The implications of this enduring form of social inequality for social workers and other helping professionals are considered.