A Safe Place for Predators: Online Treatment of Recovering Sex Offenders

ABSTRACT

This study examines the process and effectiveness of a voluntary online support group for recovering sex offenders. The study used unobtrusive observation of the group for a period of 10 months. The support group was facilitated by two nonprofessional, recovering sex offenders. The group was found to be a positive therapeutic environment, with members providing positive support and confrontation through the process of change. Among those who were active participants, there was significant improvement in several indicators of change.     

Health Promotion using Tablet Technology with Older Adult African American Methadone Clients: A Case Study

This exploratory study examined three single case studies to investigate the feasibility of handheld tablet computers for older adult methadone clients. The intervention targeted African American adults (N = 3) over the age of 50 who were in substance abuse treatment. Subjects participated, via a face-to-face video program, in 12 educational sessions focused on healthy living. Both the feasibility of teaching older adult subjects to use tablet computers and their levels of engagement in the intervention were assessed. In addition, completion of participants’ goals and their ability to remember those goals were tracked weekly. Findings revealed that participants were able to learn how to operate the tablets and enjoyed using the technology. Frequent interactions between the counselors and the participants, using face-to-face video, facilitated success in achieving program goals.     

Efficacy of a Web-Based,Tailored, Alcohol Prevention/Intervention Program for College Students: Initial Findings

Abstract

Objective: Reduce college student at-risk drinking (ARD) using a Web-based brief motivational alcohol prevention/intervention called Michigan Prevention and Alcohol Safety for Students (M-PASS). Participants: Participants included 1,137 randomly sampled first-year college students, including 59% female, 80% white, and averaged age 18.1 years. Methods: Intervention group participants (n = 616) attended 4 online M-PASS sessions, receiving feedback tailored to individual drinking patterns and concepts from 4 behavior change theories. Control group participants (n = 521) completed a mid-phase survey, and both groups were surveyed at baseline and posttest. Results: Evidence of M-PASS's efficacy was found. The intervention was associated with advanced stage of change, lower tolerance of drinking and drink/driving, fewer reasons to drink, and use of more strategies to avoid ARD. Preliminary evidence of behavioral change was also found. Efficacy was greater for women than men. Conclusions: Web-based programs may be useful in reducing alcohol-related risk among college students. Further evaluation is needed.     

Physical activity and nutrition program for adults with metabolic syndrome: Process evaluation

IntroductionThe Vietnam Physical Activity and Nutrition (VPAN) program aimed to improve physical activity and nutrition for adults aged 50–65 years with Metabolic Syndrome in Vietnam. The VPAN program consisted of a range of resources and strategies, including an information booklet, resistance band, face-to-face education sessions, and walking groups. This process evaluation assessed the participation, fidelity, satisfaction, and reasons for completing and not-completing the VPAN.MethodsData were collected by mixed-methods from a sample of 214 intervention participants. Quantitative data were collected via surveys (n = 163); qualitative data via face-to-face exit interviews with intervention program completers (n = 10) and non-completers (n = 10), and brief post education session discussions.ResultsMost participants (87%–96%) reported the program resources and strategies useful, assisting them to increase their physical activity level and improving their diet. The education sessions were the most preferred strategy (97%) with high attendance (>78% of participants). The main reasons for withdrawal were work commitments and being too busy.ConclusionThe evaluation indicated that the program reached and engaged the majority of participants throughout the six-month intervention. The combination of printed resources and face-to-face intervention components was a suitable approach to support lifestyle behavioural change in the Vietnamese population.     

Real-life closeness of social media contacts and depressive symptoms among university students

ABSTRACT

Objective: To examine the association between degree of real-life closeness of social media (SM) contacts and depressive symptoms. Participants: Students ages 18–30 (N = 1124) were recruited in August 2016. Methods: Participants completed an online survey assessing SM use and depression. We used multivariable logistic regression to assess associations between real-life closeness of SM contacts and depressive symptoms. Results: After controlling for covariates, each 10% increase in the proportion of SM friends with whom participants had no face-to-face relationship was associated with a 9% increase in odds of depressive symptoms (AOR = 1.09; 95% CI = 1.05–1.13). However, each 10% increase in the proportion of SM friends with whom participants had a close face-to-face relationship was associated with a 7% decrease in depressive symptoms (AOR = 0.93; 95% CI = 0.89–0.97). Conclusions: Having no in-person relationship with SM contacts is associated with increased depressive symptoms; however, having close in-person relationships with SM contacts is associated with decreased depressive symptoms.     

Randomized controlled trial of the Resilience and Coping Intervention (RCI) with undergraduate university students

Objective: The purpose of this pilot study was to evaluate the Resilience and Coping Intervention (RCI) with college students. Participants: College students (aged 18–23) from a large Midwest US university who volunteered for a randomized controlled trial during the 2015 spring semester. Methods: College students were randomly assigned to an intervention (n = 64) or a control (n = 65) group. Intervention participants received three 45-minute RCI sessions over subsequent weeks. All participants completed pre- and post-intervention assessments at the beginning of Week 1 and end of Week 3. Student resilience, coping, hope, stress, depression, and anxiety were assessed. Results. RCI participants reported significantly more hope and less stress and depression from Week 1 to Week 3 compared with control participants. Results for resilience also approached statistical significance. Effect sizes were small to moderate. Conclusions: This study found preliminary evidence that RCI is an effective resilience intervention for use with college students.     

Video conferencing applications in social work: Work locally,think globally

Abstract

Video conferencing is a technology that facilitates the provision of high quality education, health-care and consultation to clients and families served by rural area health professionals via visual and audio transmissions. It also plays an important role in the education, and training of rural health professionals and the development of a multidisciplinary team dialogue between rural and metropolitan partners. This paper describes our experience of a video conferencing program conducted at the Goulburn Valley Mental Health Service and St George's Older Persons Mental Health Service. We have found a number of benefits of this technology for clients, their families and for health professionals themselves. The development of expertise in the use of video conferencing technology has empowered social workers in their work places. Video conferencing has been extended to other aspects of social work practice. A pertinent example of this is the use of video conferencing in Guardianship and Administration hearings for patients who would otherwise be unable to attend because of health problems (physical, mental and mobility).     

Brief online surveys to monitor and evaluate facilitated peer support groups for caregivers of children with special needs

BackgroundThere have been few systematic evaluations of experiences of participating in peer support groups for parents and other caregivers of children with special needs. In Australia, facilitated groups are available to caregivers in community settings, through a nationally funded program, MyTime. Mechanisms for ongoing monitoring and evaluation have not yet been instituted.AimTo establish whether brief, online surveys can be used for monitoring and evaluating peer support groups for caregivers of children with special needs.MethodsTwo brief, online surveys, with both fixed-choice and open-ended questions, were developed. All caregivers who attended any MyTime group during a 1-month period were invited to participate.ResultsOf 89 caregivers who expressed interest in participating, 54 and 31 respondents completed respectively. Respondents represented a variety of backgrounds and circumstances. Responses revealed both positive and negative aspects of group participation. Linked data on expectations and experiences provided important feedback for the program.ConclusionBrief, online surveys are a suitable mechanism for ongoing monitoring and evaluation of peer support group programs for caregivers.     

How to Inform: Comparing Written and Video Education Interventions to Increase Human Papillomavirus Knowledge and Vaccination Intentions in Young Adults

Abstract

Objective: To compare the efficacy of 2 human papillomavirus (HPV) educational interventions on increasing HPV knowledge and vaccination intentions in college students. Participants: Male (n = 60) and female (n = 140) undergraduates (M _age = 20.4, SD = 2.3) recruited from a university in Montreal, Quebec, Canada, from October 2009 to March 2010. Methods: Using theory-based interventions, participants were randomly assigned to either a written HPV pamphlet, an HPV video, or a control. HPV knowledge and vaccination intentions were assessed pre and postintervention. Results: Low baseline knowledge and intentions were found across groups. Postintervention, participants in the written and video interventions had significantly higher knowledge and intentions than the control. No differences were found between written and video interventions on knowledge or intentions. Conclusion: This study, a first in comparing HPV educational formats, suggests that both written and video interventions are equally effective in educating about HPV and increasing young adults’ vaccination intentions.     

Evaluation of an avatar-based training program to promote suicide prevention awareness in a college setting

Objective: Training programs exist that prepare college students, faculty, and staff to identify and support students potentially at risk for suicide. Kognito is an online program that trains users through simulated interactions with virtual humans. This study evaluated Kognito's effectiveness in preparing users to intervene with at-risk students. Participants: Training was completed by 2,727 university students, faculty, and staff from April, 2014 through September, 2015. Methods: Voluntary and mandatory participants at a land-grant university completed Kognito modules designed for higher education, along with pre- and post-assessments. Results: All modules produced significant gains in reported Preparedness, Likelihood, and Self-Efficacy in intervening with troubled students. Despite initial disparities in reported abilities, after training participants reported being similarly capable of assisting at-risk students, including LGBTQ and veteran students. Conclusions: Kognito training appears to be effective, on a large scale, in educating users to act in a facilitative role for at-risk college students.     

Internet Use,Abuse, and Dependence Among Students at a Southeastern Regional University

Objective: To assess Internet use, abuse, and dependence. Participants: 411 undergraduate students. Results: Ninety percent of participants reported daily Internet use. Approximately half of the sample met criteria for Internet abuse, and one-quarter met criteria for Internet dependence. Men and women did not differ on the mean amount of time accessing the Internet each day; however, the reasons for accessing the Internet differed between the 2 groups. Depression was correlated with more frequent use of the Internet to meet people, socially experiment, and participate in chat rooms, and with less frequent face-to-face socialization. In addition, individuals meeting criteria for Internet abuse and dependence endorsed more depressive symptoms, more time online, and less face-to-face socialization than did those not meeting the criteria. Conclusions: Mental health and student affairs professionals should be alert to the problems associated with Internet overuse, especially as computers become an integral part of college life.     

Collaborative argumentation through role-play by students on a degree programme in social services

ABSTRACT

The aim of this study was to investigate the nature of collaborative argumentation by students enrolled in a degree program in social services. Students (n = 29) in a University of Applied Sciences participated in role-play discussions and problem solving on adolescents’ substance abuse. The discussions were conducted either online (15 students) or face-to-face (14 students). The data comprise the students’ asynchronous online and face-to-face discussions, which were analysed by identifying discussion fragments relevant in collaborative argumentation, and by comparing the results of the two groups. The results showed that the face-to-face discussions were more collaborative than the online discussions. Collaboration during the face-to-face interaction was particularly evident in the higher number of explanations and acceptances. The online discussions, in turn, exhibited a higher quality of argumentation than the face-to-face discussions. However, the level of students’ justifications in both discussion types was rather low. In conclusion, these results emphasise the importance of developing methods of learning collaborative argumentation in social work education for students’ multifaceted understanding of issues encountered in the field.     

How Much Does the Distance in Distance Education Matter? Our Students Speak

Distance learning programs in social work education have been growing exponentially throughout the United States. This study interviewed Master of Social Work (MSW) students enrolled in two synchronous distance-learning courses that employed a blended pedagogy, and evaluates their insights about the learning experience. For these two courses, material was presented via video conferencing and supplemented with online media at two campuses at a large school of social work. In order to give students a voice about their experiences, data were collected using semi-structured face-to-face interviews. Common themes included: autonomy, emotional connectedness, technological challenges, and knowledge acquisition. Both the strengths and challenges related to distance learning are discussed.     

A Comprehensive Review and a Meta-Analysis of the Effectiveness of Internet-Based Psychotherapeutic Interventions

ABSTRACT

Internet-based psychotherapeutic interventions have been used for more than a decade, but no comprehensive review and no extensive meta-analysis of their effectiveness have been conducted. We have collected all of the empirical articles published up to March 2006 (n = 64) that examine the effectiveness of online therapy of different forms and performed a meta-analysis of all the studies reported in them (n = 92). These studies involved a total of 9,764 clients who were treated through various Internet-based psychological interventions for a variety of problems, whose effectiveness was assessed by different types of measures. The overall mean weighted effect size was found to be 0.53 (medium effect), which is quite similar to the average effect size of traditional, face-to-face therapy. Next, we examined interacting effects of various possible relevant moderators of the effects of online therapy, including type of therapy (self-help web-based therapy versus online communication-based etherapy), type of outcome measure, time of measurement of outcome (post-therapy or follow-up), type of problem treated, therapeutic approach, and communication modality, among others. A comparison between face-to-face and Internet intervention as reported on in 14 of the studies revealed no differences in effectiveness. The findings of this meta-analysis, and review of additional Internet therapy studies not included in the meta-analysis, provide strong support for the adoption of online psychological interventions as a legitimate therapeutic activity and suggest several insights in regard to its application. Limitations of the findings and recommendations concerning Internet-based therapy and future research are discussed.     

Building a Predominantly Web-Based Course from Face-to-Face and Interactive Video Pilots: Administrative Skills for Social Work Practice

SUMMARY

This paper describes the design, development, pilot, and revision of a predominantly web-based macro social work practice course on administrative skills required for all MSW students at Michigan State University, a Research I, land grant university. The course was intentionally developed in stages, first in a face-to-face (F2F) and interactive video (ITV) setting and then predominantly online after content revision and update. The course uses streamed videotaped lectures as a central teaching format, with extensive use of discussion boards and other interactive tools. The contributions made by the F2F and ITV iteration will be highlighted, along with lessons learned from multiple online replications.     

The Use of Internet Chat Rooms to Meet Sexual Partners: A Comparison of Non-Heterosexually Identified Men with Heterosexually Identified Men and Women

ABSTRACT. Objectives: Prior work suggests that many individuals use the Internet to meet romantic or sexual partners. Our intent was to explore perceptions and experiences with meeting people online. Methods: In 2008, the authors conducted U.S.-based online interviews with 65 predominantly White, self-identified heterosexual men and women and gay/bisexual men (Mean age = 30.8 years). Results: Reasons for meeting people online, desired partner characteristics, and the process of connecting for sex paralleled those observed in face-to-face contexts. People used Internet chat rooms to identify more partners and specific partner characteristics. “Background checks” of online partners, though often believed to be inaccurate, increased familiarity and trust leading to reduced condom use. Participants said online condom use negotiation was easier but usually occurred in face-to-face contexts. Conclusions: The fundamental processes of meeting partners online are similar in many ways to meeting partners face-to-face; however, the Internet facilitates rapid access to relatively large numbers of potential partners.     

Risk Management in Online Human Services Practice

SUMMARY

The growing use of the Internet for human service practice has resulted in ethical and legal issues that have yet to be fully addressed by current professional codes of ethics and the courts. This paper describes issues and risk-management procedures related to online human service practice, including: use of novel and untested services, unclear jurisdiction, equivalence of face-to-face and online practice, duty to warn and to provide emergency services, privacy and security of online transactions, establishment of fiduciary relationships, online assessment, and fees for online services. In addition, risk-management issues related to human service agency Web sites including copyright, ownership of the Web site, posting of staff names, online fundraising, online threats and disruption of services, unsolicited e-mail, and agency e-mail policies are discussed.     

Exercise Motivation of College Students in Online,Face-to-Face,and Blended Basic Studies Physical Activity and Wellness Course Delivery Formats

Abstract

Objective: The purpose of this study was to assess exercise motivation among college students self-selected into 4 online (OL) and face-to-face (F2F) basic studies’ physical activity and wellness course delivery formats. Participants/Methods: Out of 1,037 enrolled students during the Spring 2009 semester, 602 responded online to demographic questions and to the Behavioural Regulation in Exercise Questionnaire, which assessed exercise motivation on 5 subscales. Results: There were no significant differences (p > .05) in exercise motivation for students across course delivery formats, but there was a significant difference in age and employment status between the completely OL and F2F course formats. Conclusions: Health and physical educators can utilize these findings to better understand that physical activity and wellness students are not necessarily trying to avoid physical activity when selecting the OL course format, but are more likely trying to balance work and school responsibilities and need greater flexibility in time and location.     

Personality and Gender as Predictors of Online Counseling Use

ABSTRACT

Extraversion, neuroticism, and gender as predictors of online counseling help-seeking behavior were investigated. A total of 176 college student participants, 30 men and 146 women, were given the NEO-PIR and ATSPPH-S that assessed, respectively, their personalities and attitudes toward seeking professional psychological help through different modes: traditional face-to-face counseling, video-conferencing, e-mail, instant text message, and microphone. Results were analyzed using MANOVA and MANCOVA. Subjects were grouped by scores on personality variables: low, medium, and high. Findings suggest that attitudes toward different modes of seeking counseling were associated primarily with gender and extraversion but not with neuroticism.     

Evaluation of a Web-Based Malaria Risk Reduction Game for Study Abroad Students

Abstract

Objective: Compare feedback strategies in 3 versions of an educational game. Participants: Study abroad students (N = 482) participated by playing the game and completing pregame/postgame surveys January–March 2010. Methods: This study employed an experimental design. Primary outcome measures were knowledge gain, player satisfaction, and risk perception. Results: One-third had previously traveled to a malaria-risk region, and two thirds planned to do so. Baseline malaria knowledge was low. Postgame knowledge and risk perception were significantly higher than pregame, irrespective of past travel status. The group that automatically received explanatory feedback following game decisions scored higher for mean knowledge gain, without differences in player satisfaction. Conclusions: The challenges of designing a feedback strategy to support Web-based learning make these results highly relevant to health educators developing interactive multimedia interventions. The increasing number of students traveling to higher-risk destinations demands attention. Both malaria-naive and malaria-experienced students would benefit from this approach to travel health education.

[An appendix to the article is featured as an online supplement at the publisher's Web site.]