Food insecurity,financial priority,and nutrition literacy of university students at a mid-size private university

Abstract

Objectives: The purpose of the study was to examine food insecurity in a mid-sized private Catholic university, taking into consideration students’ financial prioritization and nutrition literacy. Participants: Participants included 560 university undergraduate and graduate students in the fall of 2017. Methods: Measures assessed food insecurity, nutrition literacy, and financial prioritization. The USDA 6-question food insecurity screener and the New Vital Signs Food Label Instruments were utilized to measure food security and nutrition literacy. To measure financial priority, participants ranked nine items from highest to lowest priority. Results: Out of 560 university students, 35.8% of students were characterized as food insecure. Students who prioritized spending money on alcohol or tuition had higher odds of experiencing food insecurity. Conclusion: Prevalence of food insecurity may be as prevalent in private universities as in public universities. This warrants exploration to identify contributing factors and long-term solutions.     

Vertical Farming: Social Work and Sustainable Urban Agriculture in an Age of Global Food Crises

Abstract

Environmental concerns, including issues of ecological justice, attention to sustainability, and focus on issues of food security have gathered increased momentum in social work. This article will trace the background of sustainable urban agriculture as a partial solution to the issue of global food insecurity and its impact on marginalised urban populations. It will review the development of a sustainable agricultural initiative called vertical farming and suggest that it holds promise for communities struggling with chronic food security problems. It will outline some tentative steps social work may consider in order to become more fully involved in support of vertical farming initiatives.     

Food Insecurity in Regional Rural Australia

ABSTRACT

This study explores food relief recipients' and providers’ experiences and perceptions of food insecurity in a large regional town in Australia. The cross-sectional qualitative methods research design incorporated survey-based interviews of four food relief services, a focus group of food relief recipients and two biographical interviews of food insecurity experience. Qualitative thematic data analysis provided insight into the respondents’ experience and perceptions of the causes of food insecurity, the provision of food relief and the limitations of a charity model. An ecological-model-based analysis shows that food insecurity is the product of multiple complex causes including chronic and situational poverty. Political dimensions emerged in terms of the policies that are developed or omitted.

IMPLICATIONS

• Social workers need to advocate for the human right to food and strengthen capacity at multiple levels to improve food security.

• Improving access to quality and culturally appropriate food requires the implementation of multiple strategies.

     

A University-Community Partnership to Change Public Policy

Abstract

This paper describes a project aimed at promoting major change in government policy toward the growing problem of food insecurity in Israel. The project was initiated by Ben-Gurion University in collaboration with community service and social advocacy organizations. This joint action led to a dramatic change in government activity. The problem of food insecurity moved from a state of obfuscation to the establishment of a special ministerial committee mandated to develop policy guidelines for a national school lunch program. For higher education to contribute to the community, necessary preconditions must exist: Is the faculty committed to promotion of social change? Do the organizational and community environments legitimize university-sponsored activity for such purposes? Is the faculty competent to act effectively in the community and adopt strategies for political influence? Are there organizational mechanisms, action frameworks, and community contacts that enable collaboration for the purposes of social change? This case discussion uses the analytical framework developed by Taylor (1985) to evaluate the preconditions for action and the processes involved in facilitating university-community collaboration for promoting policy change.     

Food insecurity among college students

Many college students experience food insecurity. It is important that researchers understand this issue for students because food insecurity is a measure of material hardship more broadly, and it could have negative implications for students' success in college and their lifetime economic opportunities. This review synthesizes researchers' current understanding of food insecurity among college students from a sociological lens focused on economic insecurity and material hardship. It focuses in detail on the breadth and depth of research around food insecurity among college students, exploring how food insecurity is measured, researchers' varying methodologies for assessing it, and topic areas of interest, such as how food insecurity differs by institution type, demographic characteristics, and its associations with health and academic outcomes.     

Peer support and food security in deaf college students

Abstract

Objective: The purpose of the study was to investigate whether peer support and demographic characteristics predicted food security among deaf college students. Participants: The sample included 166 deaf college students at Gallaudet University. Methods: Participants completed a bilingual online survey in American Sign Language (ASL) and English. This survey included USDA’s 6-item food security survey, questions about peer support and socio-demographic characteristics. Results: Out of 166 students (mean age =23; SD?=?6), 60.7% were food secure. About 26.4% were at-risk for low food security and another 12.9% had very low food security. The sample included respondents who identified as people of color (54%) and women (52%). Binary logistic regression revealed that compared to people who reported always receiving peer support, people who never received peer support were 16.3 times more likely to experience food insecurity (adj OR: 16.325, 95% CI 1.824–146.107). Conclusions: This study demonstrates a strong relationship between peer support and deaf college students' food security experiences.     

Redefining Food Security in a Community Context: An Exploration of Community Food Security Indicators and Social Worker Roles in Community Food Strategies

Large numbers of households experiencing the effects of food insecurity threaten a community’s viability. Although hunger has been viewed as a social problem, research focused on household-level food security tends to primarily focus on the household economics. This thematic overview of academic and grey literature (a) describes community food security (CFS) research and indicators related to accessibility, affordability, community self-reliance, social justice, and sustainability; (b) provides examples of how community social workers can participate, lead or evaluate CFS strategies that can create sustainable food secure communities; and (c) invites social work researchers to develop holistic measures of CFS.     

Using Experiential Learning to Help Students Understand the Impact of Food Insecurity

Experiential learning theory suggests that students increase their understanding when given the opportunity to experience a particular situation in addition to learning about it intellectually. This theory was used to construct an assignment to assist social work master’s students in better understanding food insecurity and the Supplemental Nutrition Assistance Program (SNAP). Through coding previously collected reactions to the assignment, the researchers discovered multiple reoccurring themes: increased understanding of SNAP, feelings about the program, realizations regarding individual privilege, client stigma, the social experience of eating, and empathy for those who experience food insecurity. Through this exercise, students increased their knowledge of the program and also gained a better understanding of how food insecurity personally affects individuals and families.     

Racial microaggressions and black social work students: a call to social work educators for proactive models informed by social justice

ABSTRACT

With efforts to create and sustain racial diversity and inclusive practices at institutions of higher education, a corollary emphasis on proactive implementations to support students of color in these environments is essential. Informed by a commitment to social justice, there are rich opportunities for social work to take leadership in strategizing new ways of approaching and prioritizing the wellness and success of students of color. This paper serves to explore the impact of racism specific to Black students by applying the theoretical lens of Racial Battle Fatigue (RBF) to challenge social work education in confronting racialized experiences within their programs. A modified, context-specific framework is proposed that (1) defines microaggressions in social work education programs, 2) prompts critically informed dialogue to enhance how social work as a profession understands the prevalence and role of microaggressions in social work educational contexts, and (3) explores considerations for the unique needs and challenges of Black social work students in an effort to inform strategies to most effectively recruit, retain, support and empower.     

Water Insecurity: A Case for Social Policy Action by Social Workers

Abstract

This article discusses the nationally and internationally urgent water insecurity issue, and why it represents a highly relevant area for social policy action by social workers, both at local and global levels. Drawing on secondary data analysis, the paper explores the nature and scope of water insecurity as a global social work issue, discusses its social policy dimensions, and suggests a framework for social policy action by social workers. It argues that, due to the complex nature of the water insecurity issue and its consequences, particularly on the poor and disadvantaged groups, and on ecosystems, it is critical to analyse it from conservation, distribution, and access perspectives and to act. Social workers need to think creatively about the application of their knowledge, skills, and virtues to the water insecurity issue in order to bring about necessary changes in human and institutional behaviour relating to water.     

Teaching Note—Meeting the Demand for Behavioral Health Clinicians: Innovative Training Through the GLOBE Project

ABSTRACT

The national move toward integrated mental health and substance abuse service delivery has a significant impact on social work education and necessitates changes in how we train students. To address this need, the Global Leaders of Behavioral Health Education (GLOBE) training project was developed. GLOBE is a student training and stipend program that prepares students for clinical behavioral health practice in integrated care. This teaching note describes GLOBE, reports challenges encountered in its implementation, and provides strategies for overcoming them. The challenges include assigning students to grant-compliant field placements, engaging other health care professionals in the educational efforts, and implementing curriculum changes. Suggestions for social work program administrators interested in integrated care training are provided.     

Social workers: a new precariat? Precarity conditions of mental health social workers working in the non-profit sector in Greece

ABSTRACT

Traditionally, in western countries, the social work profession primarily has come into contact with issues of precarity through the lives of service users. This paper introduces precarity in the social work scholarly literature as a feature of social workers’ professional and personal lives. It draws from the findings of a qualitative small study of mental health social workers working in the non-profit sector in Greece. The findings reflect a picture of social workers experiencing precarious conditions as they have become part of the growing phenomenon of the working poor, surviving by loans, experiencing housing insecurity, reproductive insecurity, fuel poverty and unable to pay for their commuting expenses to and from work. Furthermore, the paper maintains that the expansion of the conditions of precarity to university-educated professionals, such as social workers, needs to be understood within an International Political Economy (IPE) perspective in order neoliberal capitalism which brings rising levels of inequalities to become a focus of intervention.     

Evaluating a Teaching Module on Ethically Responsible Evidence-Based Practice Decision Making in an Advanced Micro Practice Course

ABSTRACT

This article adds to the growing body of literature on the use of evidence-based practice (EBP) in social work. Specifically, it examines a 9-hour EBP educational model designed to prepare MSW students for appropriate decision-making strategies in working with multicultural client populations. The model places emphasis on identification and application of critical thinking skills for micro- and mezzo-level practice in urban social work systems. It moves beyond traditional research approaches and emphasizes community-based and emic approaches for generating evidence appropriate for ethnic minority populations. Students’ written assignments (N = 80) demonstrated the model’s pedagogical value as a learning strategy for applying EBP. Students’ evaluations demonstrated the model’s value in sensitizing students to the importance of becoming ethically responsible research consumers.     

Cultivators of Change: Food Justice in Social Work Education

Food security is an important social work issue historically, and social work educators are responsible for teaching a curriculum that ensures social workers advance human rights, social justice, and economic justice. Contemporary food justice work focuses on the intersecting issues of policy, health, social justice, economic development, and the natural environment. The long-term global public health and environmental threats posed by the mainstream food system in combination with increasing poverty and food insecurity have led to questions about the ability of communities to sustain a nutritionally adequate and equitably distributed food supply. This paper provides examples of social work courses, units, and assignments that focus on educating students about food and environmental justice issues. Much of this work is based on service learning, which is an effective pedagogical tool for fostering connections between classroom concepts and practice. Courses that help students understand the contextual environments in their local communities provide optimal learning environments to address social, economic, and environmental injustices in the food system. Food justice, in particular, is one lens by which students can learn about environmental justice issues for application to their future practice.     

Teaching self-care: The utilization of self-care in social work practicum to prevent compassion fatigue,burnout, and vicarious trauma

ABSTRACT

Field practicum is paramount to social work pedagogy in the preparation of emerging direct practice professionals. Field students integrate foundational knowledge as they implement practice skills learned in the classroom during the social work practicum experience. Working with clients who are suffering is inevitable in direct social work practice and field practicum students can be exposed to a broad range of intense emotional experiences as they assist clients in need. Integrating self-care skills, techniques and strategies into daily social work practice becomes essential to prevent compassion fatigue, burnout, and vicarious trauma. Incorporating self-care skills into the field practicum enhances opportunities for transformative student learning and helps to strengthen professional socialization during this critical educational experience. This article highlights the implementation of professional self-care instruction, use of activities and written student critical reflection assignments designed to enhance the practice experience through incorporating self-care education and strategies among undergraduate students within the field practicum seminar.     

Decrypting cultural nuances: using drama techniques from the theatre of the oppressed to strengthen cross cultural communication in social work students

ABSTRACT

Despite widening participation in social work education in the UK, social work students from black and minority ethnic (BME) backgrounds can find that they have less positive experiences on social work courses than their counterparts. This can happen when courses do not equip students to navigate the subtle rules of communication with service users that are premised on dominant UK values. As a consequence BME students can be assessed as having poor interpersonal skills and poor skills in engaging service users. However, the issue is often more one of cultural differences and high expectations of cultural integration than one of incompetence.

This paper reports on a drama workshop using techniques from the Theatre of the Oppressed to foster awareness of the complexities of cross cultural communication that BME students may face. The workshop facilitates insight into the nuances of culturally informed values that differ from dominant UK values.

Drawing on student workshop evaluations, the authors highlight the positive use of techniques from the Theatre of the Oppressed as a pro-active pedagogical approach to equipping BME students with insight and skill to circumnavigate cross cultural communication in practice and develop awareness of empowering strategies to combat negative paradigms about BME cultures.     

Challenges,Barriers, and Opportunities: Social Workers With Disabilities and Experiences in Field Education

ABSTRACT

The purpose of this study was to explore the experiences of social work students with disabilities in field education. This qualitative inquiry used semistructured interviews exploring inclusion and accommodations in field education. The 15 participants were graduates of accredited BSW or MSW programs and reported one to five disabilities each. Four themes emerged: different experiences with visible versus invisible disability, confusion about accommodation, field as a learning opportunity regarding disability, and a sense of isolation being a social worker with a disability. This study provides information valuable to social work educators and field instructors regarding strategies for improving opportunities for students with disabilities as future social workers, aligning with the mission and values of the social work profession.     

LIMITATIONS OF EVIDENCE-BASED PRACTICE FOR SOCIAL WORK EDUCATION: UNPACKING THE COMPLEXITY

Abstract

64 students in their first semester of a four year BA program in social work were found to have social attitudes and occupational values that differed significantly from those of their contemporaries who majored in the social sciences (N = 75). The study attempted to determine whether social background, individual occupational choice or institutional selection could account for these differences.

The attitudes of the social work students were practically identical to those of a comparison group (N = 58) of unsuccessful applicants for the same school of social work. Therefore institutional selection procedures could not account for the differences between the social work and the social science students. It was found that the differences in attitudes between social work students and candidates on the one hand and social science majors on the other hand persisted when differences in social background and previous work experience were statistically controlled. It was therefore concluded that individual occupational choice was the main source of the attitude differences found.     

Reporting Suspected Child Maltreatment: Educating Social Work Students in Decision Making and Maintaining the Relationship

ABSTRACT

As future mandated reporters, social work students face the dual challenge of rendering accurate reporting decisions while concurrently maintaining the therapeutic relationship in an effort to decrease future child abuse and neglect. To address the paucity of training in this regard, 42 bachelor of social work (n=18) and master of social work (n=24) students participated in a workshop focused on decision making and the therapeutic relationship in mandatory reporting of child abuse and neglect. Participants were given a case vignette and responded in writing to structured questions. Two patterns emerged from the qualitative analysis: factors that centered on the case and those that centered on the social worker. Implications for social work education are suggested.     

Field Note—From MSW to J-O-B: Using Field Seminar to Prepare Students for Employment

ABSTRACT

Social work field education is expected to help students transition from the classroom to the practice setting. Yet, few social work programs adequately provide career development support to increase students’ employability. This Field Note presents practical, relevant and immediate strategies for implementing the MSW to J-O-B curriculum innovation in the field practicum seminar. The purpose is to help students clarify professional goals and successfully obtain employment or career advancement opportunities following graduation. Formative evaluation results for this professional development curriculum are presented.