Coaching Family Caregivers to Become Better Problem Solvers When Caring for Persons with Advanced Cancer

Family caregivers of persons with advanced cancer often take on responsibilities that present daunting and complex problems. Serious problems that go unresolved may be burdensome and result in negative outcomes for caregivers’ psychological and physical health and affect the quality of care delivered to the care recipients with cancer, especially at the end of life. Formal problem-solving training approaches have been developed over the past several decades to assist individuals with managing problems faced in daily life. Several of these problem-solving principles and techniques were incorporated into ENABLE (Educate, Nurture, Advise, Before Life End), an “early” palliative care telehealth intervention for individuals diagnosed with advanced cancer and their family caregivers. A hypothetical case resembling the situations of actual caregiver participants in ENABLE that exemplifies the complex problems that caregivers face is presented, followed by presentation of an overview of ENABLE’s problem-solving key principles, techniques, and steps in problem-solving support. Though more research is needed to formally test the use of problem-solving support in social work practice, social workers can easily incorporate these techniques into everyday practice.     

在“项目为基础”的研究学习中成长

研究性学习是以问题为导向,通过学生自主解决问题的过程来学习的教学模式。本文以老年社工实务为平台,以“老年照顾与管理”为主题,组成了“研究性学习”团队,在教师的引导下相继完成四个优秀本科训练计划（SRTP）,并获得“云南省大学生创新实验计划”立项。在循环迁升和环环相扣的项目链上,不仅调动了学生学习的主动性和积极性,还激发同学们的创新思维和创新意识,对学生掌握思考和解决问题的能力具有积极的作用。     

USE OF GROUPS AT INTAKE

In 1976, Children's Center, like many public mental health centers, had long waiting lists for service. In response to this need, a group intake and orientation program was developed. After screening, clients with mild to moderate problems were assigned to "Group Intake," where a general orientation is presented and simple screening tests are administered, followed by a diagnostic conference. The majority of clients then proceed to the "GO Group, " a structured group designed to deliver immediate problem-solving assistance. The impact of these group therapy projects on clients, staff, and overall outpatient programming has been dramatic: waiting lists were almost immediately eliminated, clients expressed positive responses about the program, staff experienced increased group practice, and graduate students benefited from the training. Specific procedures used and experiences of the staff are presented as well as a review of of the history of other agencies establishing the program.     

INCORPORATING COGNITIVE-BEHAVIORAL TECHNIQUES INTO A TRADITIONAL GROUP WORK MODEL

The development of an eclectic model of group work is proposed, which incorporates specific cognitive-behavioral techniques into a traditional group work approach. The model for stages of group development put forth by Garland, Jones and Kolodny (1973), serves as the framework into which the techniques of modeling, problem-solving/negotiation training, etc., are introduced. The development of cohesion during the first two stages is the focus of discussion. Unobtrusive behavioral measurement and evaluation methods are also introduced.     

Information management support for international negotiations

This paper examines the information processing requirements that surround the international negotiations process. General problem-solving models and generic task taxonomies are explored to provide insight into this process, a process that can be characterized as iterative options analysis. The paper also identifies a set of existing and emerging information technologies that can support the negotiation process, technologies that range from electronic mail to group decision support systems. The premise of the paper is that cost-effective information technology can support many important negotiation tasks and that existing technology has been vastly under-exploited by negotiators and their staffs. A program for introducing and evaluating information technology is also proposed.     

Coping Skills Training for School-Age Mothers

This study reports the development and evaluation of a program to increase adolescent mothers' ability to cope by promoting their interpenonal and cognitive skill and social supports. Program development efforts identified high-stress situations for young mothers and informed construction of a skills-training program to improve direct and indirect methods for handling stressful situations. Adolescent mothers in the program more than a comparison group of teenage mothers report improved self-reinforcement and interpersonal problem-solving after the groups and at 4-month follow-up. Videotape performance measures indicated that trained participants increased their interpersonal skills for buildmg and keeping social supports. Self-reports of social supports and parenting skill showed modest posttest gains but significant improvement by follow-up. Measures of well-being show change for participants with the lowest well-being at pretest. Consumer ratings were favorable. These results argue that social and cognitive skills training can increase social supports and perceptions of parenting skill and enhance well-being for those mothers at greatest risk.     

The Development of Same- and Opposite-Sex Social Relations Among Adolescents: An Analogue Study

The present study, utilizing an analogue procedure and a short-term longitudinal design, examined the relative strength of observed behavior in predicting mid- to late-adolescents' ratings of that behavior. Direct observations were made of 89 adolescents during videotaped problem-solving interactions with groups of unfamiliar peers. Within 6-member peer groups, counterbalanced for gender, the adolescents participated in a series of problem-solving and discussion tasks. Peer groups met one hour daily for six consecutive days. The interactions were coded with the LIFE code and three behavioral constructs were assessed: facilitative, problem-solving, and aggressive. Same- and opposite-sex peer ratings of three factors, sociable, aggressive, and withdrawn, were obtained at the end of the second and sixth days. Hierarchical linear modeling analyses revealed that same-sex sociability ratings were predicted by prosocial behaviors of both girls and boys whereas boys' aggressive behavior also predicted these ratings across gender. In contrast, aggressive behavior displayed by girls predicted boys' ratings of girls' aggression. Withdrawal ratings were related to low levels of all behaviors. The results provide further evidence that peer perceptions may be driven by characteristics associated with gender that have been determined by culturally proscribed practices and socialization efforts.     

Mothers' Representations of Relationships with their Children: Relations with Parenting Behavior, Mother Characteristics, and Child Disability Status

Representational models of mother-child relationships were assessed through interview for 112 mothers of children ages 14 to 52 months. Fifty-eight (51.8%) children had a diagnosis of cerebral palsy, 19 (17%) were diagnosed with epilepsy, while the remaining 35 (31.3%) had no diagnosis. Relations were examined between dimensions of representations (compliance, achievement, secure base, enmeshment, worry, pain) and maternal age, education and stress; diagnostic group and child developmental status; and mother's behavior with the child in a problem-solving task. Mothers for whom boundary violations were represented were also less focused with child achievement and experienced more worry and pain in the relationship. More severe disability status was associated with less compliance and more pain in representations. Longer time since diagnosis was positively correlated with painful representations. Representations were unrelated to child gender, child age, maternal education or age, or parenting stress. With educational level controlled, mothers' support for the child and positive affect in a problem-solving task were negatively related to representations of worry about the child's future. Boundary concerns were predictive of mothers' pressuring behavior in the problem-solving task. Findings suggest representations are related to caregiving behavior apart from other maternal characteristics, and that mothers' representations reflect variability in their children.     

震后社会工作介入儿童友好家园的思考

在灾害中儿童和妇女是弱势群体,四川地震后,儿童友好家园的建立旨在为灾区儿童及其家庭提供以社区为基础的游戏、娱乐、教育、卫生和社会心理支持等一体化服务,帮助灾区儿童尽快消除地震造成的不利影响,回归正常生活。通过在家园活动的开展对＂优势视角＂、＂儿童保护＂、＂儿童参与＂、＂社会工作本土化＂等有了一些理解。在活动开展的过程中也遇到各个方面的问题,在解决问题过程中,思考社会工作专业的若干问题。     

The Interference of Stereotype Threat With Women's Generation of Mathematical Problem-Solving Strategies

At the highest levels of math achievement, gender differences in favor of men persist on standardized math tests. We hypothesize that stereotype threat depresses women's math performance through interfering with their ability to formulate problem-solving strategies. In Study 1, women underperformed in comparison to men on a word problemm test, however, women and me performed equally when the word problems were converted into their numerical equivalents. In Study 2, men and women worked on difficult problems, either in a high- or reduced-stereotype-threat condition. Problem-solving strategies were coded. When stereo-type threat was high, women were less able to formulate problem-solving strategies than when stereotype threat was reduced. The effect of stereotype threat on cognitive resources and the implications for gender differences in mathematical testing are discussed.     

Graduate Social Work Training in Geriatrics in an Acute Care Setting

An enriched clinical placement in an acute care academic training institution was developed for graduate social work students in aging. The teaching context of the team approach is noted, and specific goals of social work training are discussed. Demographic changes and anticipated demand on VA facilities are highlighted, along with specific VA responses and opportunities for training.     

Emotional Regulation and Display in Classroom Victims of Bullying: Characteristic Expressions of Affect, Coping Styles and Relevant Contextual Factors

Research suggests that victims of bullying may lack skills in emotional regulation, a process which facilitates coping with provocative situations to lessen the stress of negative emotions (Cicchetti, Ackerman, & Izard, 1995). The present study examined the emotional regulation and display patterns of victims during classroom bullying episodes. Children in grades one through six were observed during free play in the winter and spring of three consecutive school years. Results of the study indicated that the coping styles observed in victims of bullying can be grouped into two distinct clusters: 1) problem-solving strategies that are associated with the de-escalation and resolution of bullying episodes; and 2) aggressive strategies that tend to perpetuate and escalate the bullying interaction. Parallels were found between victims' and bullies' emotional displays. Results are discussed in the context of how maladaptive emotional regulation processes may act as risk factors for chronic victimization.     

全项目实战型实践教学模式在社会工作人才培养中的开发与应用

为更好提升社会工作人才职业性、专业性的素质要求,切实解决在专业人才培养过程中的实际问题,契合社会工作专业人才市场发展趋势的内在要求,从服务区域经济社会发展需求出发,贯穿于理论讲授、实习实践,毕业设计各环节,探索教师、学生和服务机构工作人员共同参与的"全项目全过程实战实践教学模式",从理论课程教学设计、实践课程教学设计、专业教师的督导制度、实习实训基地建设、社会服务项目实战等教学实践环节全面实施,明显提升学生专业视野、专业认知、专业技能等,教师的教学能力与科研水平在项目实践中得到了提高,项得到了实习机构的高度认可,打开了就业市场,赢得了就业单位的好评。     

Kids' Club Letters: Narrative Tools for Stimulating Process and Dialogue in Therapy Groups for Children and Adolescents by DeGangi,G. A., & Nemiroff,M. A.

The benefits of assertion training have been well documented, but this approach to helping people become more effective in obtaining their rights has largely been confined to work with the middle class. In this presentation of a six-session workshop, the principles and techniques of assertion training are applied to the particular needs of public welfare clients. Specific exercises involving the use of behavior rehearsal, coaching or prompting, model presentation, and homework have been designed for use in training clients in assertion skills. This application of assertion training has been developed with a workshop format, but the exercises can be used selectively and integrated with other treatment approaches.     

Effects of a Therapeutic Community on Korean Substance Abusers in Prison

ABSTRACT. This study tested the effectiveness of a therapeutic community (TC) intervention on imprisoned Korean substance abusers. Volunteer participants from 2 Korean prisons were randomly assigned to either the experimental group (n = 24) with the TC intervention or a control group (n = 24) with optional supportive sessions. Pretest and posttest data were collected on measures of abstinence self-efficacy and problem-solving skills. Participants in the TC intervention showed significant increases in abstinence self-efficacy and problem-solving skills, whereas those in the control group did not. The differences in abstinence self-efficacy for the TC were found for 2 of 3 subscales: Problem-Solving Confidence and Approach-Avoidance Style but not Self-Control. Further study is needed to replicate these findings with larger Korean prison populations and to establish the relationship between these skill dimensions and subsequent drug use and criminal recidivism for this population. Nevertheless, the findings suggest potential benefits of using a TC intervention with imprisoned Korean substance abusers.     

儿童自闭症干预新路向——整合治疗模式

目前针对儿童自闭症患者流行的是密集式的感觉统合训练和行为训练,虽然取得一定效果,但在自闭症儿童的情绪情感上疗效甚微。本研究在梳理目前常用的自闭症方法的基础之上创造性的形成了整合治疗模式。该模式旨在以行为分析方法为主导,结合结构化教学、音乐治疗、感觉统合训练、家庭支持式咨询等方法中的各项优势,以期帮助儿童更好的全面发展。     

Foster Parents Who Stay Licensed and the Role of Training

A two-year follow-up evaluation was conducted for a foster parent training program. Data were collected from 105 families with 267 foster children. A substantial positive effect of training on licensing outcomes is observed even after controlling for the foster parents' personal qualities of assertiveness and activism, and childrens' risk characteristics. The process by which training brought about its benefits is illuminated in terms of foster parent program participation. Licensing rates for various combinations of foster parents' characteristics, childrens' risk characteristics, and foster parent training are examined to pinpoint where training helped the most and the least. The discussion concludes with an argument for the mandatory training of foster parents.     

论研究生创新能力的培养

研究生创新能力的培养受多种条件与因素的制约,但教育条件、教师因素,尤其是研究生导师所起的引领、规范作用则是至关重要的。在研究生创新能力培养的过程中,研究生导师应遵循《国家中长期教育改革与发展规划纲要》精神,把确立科学的创新人才培养理念作为培养研究生创新能力的基础和前提,把严格规范的科研训练作为培养创新型人才的实践路径,真正担当起培养创新型研究生人才的重要使命,发挥其在创新型研究生人才培养中的引领、规范作用,这是实现创新型研究生人才培养的基础和前提,是实现创新型研究生人才培养的必然路径选择。     

A Model for Inservice Training with Professional Staff in Work with Groups

The lack of practitioners who are trained in the group work method has a negative impact on the: development of new group services, quality of group work and the education of students. Inservice training for professional staff can help to reduce these problems. The paper describes a model for inservice training which the author has developed and implemented to train agency practitioners. The model consists of four stages. Marketing strategies to recruit agencies make up the first stage. The second stage is devoted to planning activities. The third stage covers the training, and the fourth deals with follow-up steps after the formal training is completed.     

Measuring intention to refer: Older adults and social service agencies

The public is encouraged to engage in socially responsible behaviors such as helping people get needed services, possibly by referring them. However, referral behavior is little researched. Informed by the theory of planned behavior, intent to refer older adults in need to the Connecticut’s Gatekeeper Program (GP) which identifies elders at risk and connects them with community resources was studied and the Social Service Agency Referral Scale (SSARS) was developed. Senior center attendees, seniors who received GP training, and referrers to the state’s GP were involved. SSARS and its subscales were internally consistent (Cronbach’s α = .90, with α ≥ .733 for each subscale). SSARS was strongly correlated with a validated social responsibility scale (r = .48). Knowledge gained from the training enhanced the associated intention subscale. With little modification, SSARS could be used to elucidate similar efforts. Additionally, the process used to create SSARS could be replicated to develop related instruments.