Sí, Yo Puedo Curricula and Police Departments: Educating Immigrant Latinas

ABSTRACT

Immigrant Latinas experiencing incidences of interpersonal violence require services from police departments. In a mixed-methods study using a culturally specific curriculum, Si, Yo Puedo, designed to foster self-esteem and provide education on interpersonal violence and healthy relationships, two groups (n = 14) were conducted in 2015 at a precinct in a midwestern state. This group-format curriculum is a 2-hour, topic-specific educational program, conducted in Spanish, offered in 11 weeks. Participants reported an increase in self-esteem and knowledge of interpersonal violence after completing the program. Findings implicate this curriculum as a suitable service tool for police departments working with immigrant Latinas.     

What Can an Evaluation of the AGESW Predissertation Fellows Program Tell Us about the Mentoring Needs of Doctoral Students?

ABSTRACT

Good mentoring is a key variable for determining success in completing a doctoral program. The Association for Gerontology Education in Social Work (AGESW) provides leadership in the areas of gerontological social work education, research, and policy. In 2010, AGESW began offering the Pre-Dissertation Fellows Program (PDFP) to enhance social work doctoral students’ professional development and skillset for academia. The purpose of this study was to examine student participants’ perceptions of the PDFP in its role to providing mentorship and training for an academic position that encompasses research, teaching and professional service. This qualitative study examined eight cohorts (2010–2018) of the AGESW PDFP (N = 85). Participants identified a number of aspects of professional development gained, gratitude for the training, an appreciation for candid advice received, and areas of professional development they felt they were lacking within their doctoral training. Implications for doctoral education, doctoral mentorship programs, and the AGESW pre-dissertation program are discussed. Further, programs such as AGESW pre-dissertation fellowship program can serve as a model for other doctoral training initiatives to prepare students to work in academia.     

The Model Development Dissertation

ABSTRACT

Asset-building programs, such as Individual Development Account (IDA) programs within social service agencies, assist low-income employed clients in building credit, purchasing affordable assets, and gaining wealth. This longitudinal exploratory study examines the credit outcomes of IDA programs to add to the knowledge concerning the effects of IDAs as an asset-building tool. Data were analyzed using a convenience sample of IDA participants and nonparticipants (N = 164), and the results indicated that initial credit score and history are associated with program participation. However, results also suggested that initial credit score is not a meaningful indicator of program completion, time to completion, or type of asset purchased for participants. Those who completed the IDA program within 2 years experienced the highest credit gains. Future research with larger samples is needed to further assess the impact of credit on program participation and completion and on whether credit gains are sustained.     

Enhancing Student Gerocompetencies: Evaluation of an Intergenerational Service Learning Course

This article describes the development and evaluation of an intergenerational service-learning course designed to promote social work gerocompetencies. Service-learning opportunities were structured into the course, including an optional evidence-based falls prevention program, for older adults, entitled A Matter of Balance (MOB). Significant differences between pre- and posttest scores on the Geriatric Social Work Competency Scale (GSWCS) were noted for students in the service learning course (n = 13). Once MOB was introduced as an independent variable, the MOB participants scored the highest mean posttest scores for 2 GSWCS domains: values, ethics, and theoretical perspectives; and intervention. The benefits of utilizing social work gerocompetencies to guide course objectives, content, and student outcomes are discussed.     

Suicide Prevention Training Program for Gatekeepers Working in Community Hospice Settings

Gatekeepers in community hospice settings encounter patients and caregivers struggling with suicidal thoughts. Limited guidance is available for training staff on the prevention of suicide in hospice care. This study evaluated one promising, evidence-based, suicide prevention program with a behavioral rehearsal practice session. A pre- and post-, one group design, was utilized to measure the training impact and educational needs of staff working in community hospice settings (N =39). Training increased awareness of the risk factors for suicide, as reported by nearly 80% of participants. Self-efficacy scores showed a statistically significant Increase, t(df = 35), ?9.59, p= .00 (two-tailed), from pretraining (n=36, M=2.21, SD= .65) to posttraining (n=36, M=3.03, SD=.56). Satisfaction and the need for additional devoted time for suicide prevention training were highly rated. Suicide prevention training programs can enhance self-efficacy, knowledge, and skills for gatekeepers working in community hospice settings.     

Cross-Field Comparison of Ethics Education: Golden Rules and Particulars

Research misconduct negatively impacts the scientific community and society in general. Providing training in the responsible conduct of research (RCR) to researchers is one viable approach to minimizing research misconduct. Although recent evidence suggests ethics training can indeed be effective, little empirical work has examined the similarities and differences across fields. In the present study, we analyzed 62 empirical studies in engineering, biomedical science, social science, and mixed fields. The findings suggest certain instructional principles, or “golden rules,” apply generally to all fields. These golden rules include maintaining a field-specific or field-general approach and emphasizing processes in training. The findings also suggest that content areas contributing to instructional effectiveness vary as a function of field. Generally, it appears that all fields may benefit from taking a multi-pronged approach to ethics education wherein the salient field issues are covered. Implications for RCR education are discussed.     

Transporting attachment and biobehavioral catch-up to Norwegian child welfare services: A feasibility study

Transportation of evidence-based programs (EBPs) to a new cultural setting is often preferred over the comprehensive process of developing a new program. Intervention fidelity has been suggested as a predictor of successful transportation. The present study examined whether fidelity and parent behavior improved when implementing the U.S.-developed Attachment and Biobehavioral Catch-up (ABC) intervention in Norwegian child welfare services (CWS). 11 child welfare workers received training and supervision to become ABC parent coaches. Fidelity was assessed through video-recordings of parent coaches' in vivo feedback at each home-visit session. Parent sensitive behavior was assessed using video-recordings of parent–child interactions, recorded before each ABC session. Mixed effects modeling showed that ABC fidelity increased over the course of training and supervision. Furthermore, parent behavior improved over the course of families' exposure to the intervention. These demonstrate that an EBP transported to a novel cultural setting can obtain promising levels of fidelity and intervention outcomes.     

The Effect of Chair Yoga on Biopsychosocial Changes in English- and Spanish-Speaking Community-Dwelling Older Adults with Lower-Extremity Osteoarthritis

Chair yoga (CY), a mind-body therapy, is a safe nonpharmacological approach for managing osteoarthritis (OA) in older adults who cannot participate in standing exercise. However, there is no linguistically tailored CY program for those with limited English proficiency (LEP). This 2-arm randomized controlled trial compared the effects of a linguistically tailored yoga program (English and Spanish versions) on the outcomes of pain, physical function, and psychosocial factors compared to the effects of a linguistically tailored Health Education Program (HEP; English and Spanish versions). Participants with lower-extremity OA, recruited from 2 community sites, completed the Spanish (n = 40) or English (n = 60) version of twice-weekly 45-min CY or HEP sessions for 8 weeks. Data were collected at baseline, 4 weeks, 8 weeks, and 1- and 3-month follow-ups. English and Spanish CY groups (but neither HEP language group) showed significant decreases in pain interference. Measures of OA symptoms, balance, depression, and social activities were not significantly different between English and Spanish versions of CY and English and Spanish versions of HEP. It was concluded that the Spanish and English versions of CY and HEP were equivalent. Linguistically tailored CY could be implemented in aging-serving communities for persons with LEP.     

Perceptions of undergraduate pharmacy students on plagiarism in three major public universities in Egypt

The survey aimed to capture the perceptions of undergraduate pharmacy students towards plagiarism in three major public universities in Cairo, Egypt: Helwan, Ain-Shams, and Cairo Universities. This was a paper-based self-administrated survey study. The questionnaire was validated by both content and face validation. The final survey form captured the knowledge of the students on plagiarism in terms of definitions, attitudes, and practices. Four hundred and fourteen students, 320 females and 94 males, participated in the study. There was a significant difference between the students who knew the definition of plagiarism among the three universities with p-value = .01. More than half of the participants (67%) claimed that they had no previous education or training on plagiarism. However, after being informed about plagiarism, most of them agreed that plagiarism should be regarded as stealing and a punishment. Additionally, poor study skills and the ease of copying and pasting from the Internet were identified by the majority of the students to be the leading causes of plagiarism. Pharmacy students need to be more educated on plagiarism and its consequences on research and educational ethics. Finally, more strict policies should be incorporated to monitor and control plagiarism in undergraduate sections.     

The serene student: Evaluating a group-based mindfulness training program for MSW students

ABSTRACT

Social work educators are exploring the benefits of mindfulness training for social work pedagogy. The authors evaluate the outcomes of a mindfulness program for MSW students. The authors assessed changes in mindfulness, self-compassion, affect, mood, and impairment due to emotional distress before and after the program, and at 4-month follow-up. The authors examine how the group process may facilitate the development of mindfulness and consider how mindfulness practices can support group development and student learning. Results demonstrate that mindfulness training supports student self-regulation and well-being and suggest that the active ingredients of the group process may play a role in mindfulness training outcomes.     

Development,Feasibility, and Piloting of a Novel Natural Mentoring Intervention for Older Youth in Foster Care

Aging out of foster care is associated with deleterious emerging adulthood outcomes. The enduring presence of a caring adult, such as a natural mentor, can improve outcomes for emancipating foster youth. Caring Adults ‘R’ Everywhere (C.A.R.E.) is a novel, child welfare-based intervention designed to facilitate natural mentor relationships among aging-out youth. Our aims were to test the feasibility of implementing C.A.R.E. and the feasibility of conducting a randomized controlled study with older foster youth. Twenty-four foster youth aged 18–20.5 years were recruited and randomly assigned to the intervention (n = 12) or control groups (n = 12). Ten natural mentors were identified and contacted for participation in the intervention and study. Process-oriented qualitative data and quantitative pre- and postintervention outcome data were collected and analyzed. Utilizing a controlled rigorous design, the findings highlight the positive experience of both the intervention youth and their natural mentors with C.A.R.E. Overall, results support the continued refinement, delivery, and rigorous testing of C.A.R.E. with great promise for programmatically supporting natural mentor relationships among youth aging out of foster care.     

Assessment of a State TANF Funded IDA Initiative: A Case Study

Individual development accounts (IDAs), wealth-building programs for the working poor, have existed since the late 1980s. Current research suggests that IDA programs benefit families while contributing to local and state economies. This program evaluation assessed the impact of one state Temporary Assistance for Needy Families (TANF)-funded IDA initiative. Quantitative and qualitative data were collected from four agencies chosen using cluster sampling across the state. Agency programmatic and participant data from the last year of operation (N?=?160) were examined. Agencies also provided contact information for three participants who had graduated and three who exited the program prematurely in the past year of operation. In person, interviews were held with agency directors (n?=?6) and IDA participants (n?=?11) were interviewed by telephone. Results indicate that 69% (n?=?111) of IDA enrollees successfully completed the program. IDA participants who exited the program prior to completion also expressed benefits associated with the time in which they were involved. Programmatic and individual benefits and challenges reported guide recommendations for improving IDA marketability, participant outcomes, and organizational performance rates. A critical implication of the findings is the need to expand the use and design of IDA programs legislatively to better serve historically oppressed and working poor families more effectively.     

Improving Ethical Knowledge and Sensemaking from Cases through Elaborative Interrogation and Outcome Valence

The case-based approach to learning is popular among many applied fields. However, results of case-based education vary widely on case content and case presentation. This study examined two aspects of case-based education—outcome valence and case elaboration methods—in a two-day case-based Responsible Conduct of Research (RCR) ethics education program. Results suggest that outcome information is an integral part of a quality case. Furthermore, valence consistent outcomes may have certain advantages over mixed valence outcome information. Finally, students enjoy and excel working with case material, and the use of elaborative interrogation techniques can significantly improve internally-focused ethical sensemaking strategies associated with personal biases, constraints, and emotions.     

A Pilot Randomized Trial of an Intervention to Enhance the Health-Promoting Effects of Older Adults’ Activity Portfolios: The Engaged4Life Program

The purpose of this study was to evaluate the feasibility and outcomes of the Engaged4Life program, an intervention to encourage inactive community-dwelling older adults to embed physical activity, cognitive activity, and social interaction into their everyday lives in contexts that are personally meaningful and natural for them. Fifteen participants were randomized to the intervention group (technology-assisted self-monitoring of daily activity via pedometers and daily tablet-based surveys; psychoeducation + goal-setting via a 3-hour workshop; and peer mentoring via phone 2×/week for 2.5 weeks) and 15 to the control (technology-assisted self-monitoring only). Recruitment was shown to be feasible and efficient, but not able to reach the target for men. Retention rate was 83% and participants manifested high adherence and engagement with the intervention. Though this pilot trial was not powered to demonstrate significant differences between groups, daily steps increased by 431 (11% increase) from baseline to Week 4 for the intervention (p < .05), but decreased by 458 for the control, for a net difference of 889 steps (p < .05). Findings were sustained at Week 8 (p < .01). In a future trial, difficulties in recruiting men, barriers due to the technology-intensive design, and the optimization of secondary outcome measures should be addressed.     

Helping Field Instructors Become More Effective Group Work Educators

Process recording can be a powerful tool for strengthening the link between theory and practice in group work education. The S.O.D.A. recording form (Summary, Observation, Developmental stage, Assessment) was developed by the authors as a tool for helping students and field instructors conceptualize group work practice. The article describes the S.O.D.A. format and its potential effectiveness in overcoming contemporary obstacles in group work field education. The need for a broad strategy involving collaborative efforts to promote and strengthen group work education in the classroom and the field is also discussed.     

Turning Doctoral Students into Faculty in Gerontological Social Work: The AGESW Experience

ABSTRACT

Developing faculty interested in aging may help social work meet the needs of our growing aging population. However, doctoral students need a variety of supports to complete PhDs and become gerontological social work faculty. This study explored one program’s role in supporting the development of social work doctoral students to faculty in gerontology. An e-mail invitation was sent to all former participants (2010–2016 cohorts) of the Association for Gerontology Education in Social Work (AGESW) Pre-Dissertation Fellows Program (PDFP). The 38-question online survey consisted of Likert-type scales, multiple answers, and one open-ended question per section about the program’s impacts on their academic career development in teaching, research, mentoring, and support. Forty-five respondents, representing all six cohorts, completed the survey. More than half reported that the PDFP contributed to their ability to publish their research (64.4%, n = 29), grow their professional network (86.7%, n = 39, and teach (55.5%, n = 25). Doctoral programs provided different experiences than the PDFP, including mentoring, methodological training, professional development, networking, and peer support. Results suggest the PDFP provides content recipients value that supplements instruction received in their institutions. The program’s ability to connect students to each other and to national leaders enhances their career development and socialization into academic roles.     

Social work programmes in the social democratic welfare regime

In this article we examine the emergence of social worker training in the Nordic countries and discuss the possible effects that the social democratic welfare regime has had on such training. We also discuss the development in recent decades of the academisation of the training and the establishment of social work as a subject of research and teaching. The early history of social worker education is based on archival material, national inquiries and secondary sources. Our presentation of the recent history of social work education is based on the responses to a questionnaire sent to teachers of social work in 33 Nordic social work programmes, and on a survey of course syllabi and prospectuses. It is also based on the reading lists for the social work courses in these programmes.     

Students‘ perceptions of professional social work ethics and the need for the development of competence-based ethics standards in undergraduate training program in Vietnam

As a newly recognized profession in Vietnam over the last two decades social work has undergone significant development, both in training and practice. However, there are many challenges in its professionalization, in which ethics plays a key role. This article presents the key findings of a study about students‘ perceptions of ethics and developing competence-based ethical standards in social work programs. It first analyses the students‘ attitudes and understanding of professional ethics. Second, it clarifies the situation of ethics education in training institutions. Finally, it provides suggestions for the implementation of social work competence-based ethical standards for Vietnam and beyond.