Content validity and utility of the Assessment of Work Performance (AWP)

In the area of work rehabilitation, many decisions about future interventions for the client are based on the results of various kinds of assessments. Therefore, it is important that the assessment instruments used are adequate, useful, and reliable. The purpose of this study was to investigate the content validity and utility of the instrument Assessment of Work Performance (AWP) which is used to assess an individual's observable (working) skills during work performance, i.e. how efficient and appropriate a client performs a work activity. A questionnaire was answered by 67 respondents who used the AWP in various work rehabilitation settings in Sweden. The result indicates content validity and utility for the AWP that supports further testing of the instrument.     

Reliability of the instrument DOA: dialogue about ability related to work

The aim of this study was to examine the reliability of the new instrument "DOA--a dialogue about ability related to work" [6]. DOA was developed using the Model of Human of Occupation as a theoretical base [12,13]. The instrument is divided into two sections; client self-assessment and professional assessment focusing on the individual's ability to perform work-related activities. Assessments are followed by a dialogue to distinguish goals for the return-to-work process based on the client's own preferences [6,14]. 34 outpatients' clients and 14 professionals from four clinics within psychiatric work rehabilitation in Sweden participated in the study. The Spearman Rank Correlation test generally showed acceptable significant correlations in test-retest (n=34). A greater part of items correlated "moderate to good" (r=0.51-0.75). In the raters' test (n=14) Percentage of agreement (PA) was good ranging between 93.1%-96.5%, which is above the acceptable criteria of 80%. There were no significance differences between the raters. The study has indicated that items in DOA work with generally good reliability to measure ability related to work. The instrument was demonstrated to be a reliable therapeutic tool in goal setting for return-to-work in a position outside of the clients' preferences.     

Construct validity of the instrument DOA: a dialogue about ability related to work

This study examined the construct validity of the newly developed instrument A Dialogue About Ability Related To Work (DOA). DOA [18] was developed using concepts from the Model of Human Occupation [20] as theoretical framework. The instrument assumes the assessment of work ability by both the client and the occupational therapist, and is followed by a dialogue which is expected to distinguish possible goal-setting for further rehabilitation [18,19]. Twenty-one professionals and 126 clients from three clinics in Sweden participated in the study. All clients were involved as outpatients in psychiatric work rehabilitation in county councils or community services. Results of a Rasch analysis test indicated that items are well separated and generally work together in five unidimensional continuums to measure work ability. Twenty-nine of 34 items showed goodness-of-fit statistics, which means acceptable infit MnSq values from > or = 0.6 to < or = 1.4 in association with Z values from -2 to 2. The five misfit items have to be revised. The study has indicated that DOA is a valid instrument in psychiatric work rehabilitation and ought to be useful in the dialogue between occupational therapists and clients about goalsetting and treatment planning.     

Evaluating skill acquisition in motivational interviewing: the development of an instrument to measure practice skills

Social work education has long emphasized the need to provide competence-based education. However, little work has been done to identify, validate and evaluate competencies in specific fields such as addictions. The purpose of this study was to isolate a set of substance abuse intervention competencies using Motivational Interviewing that could be used to teach and evaluate students. The research proceeded in three stages. First, a modified Delphi approach involving social work practitioners was used to discern a set of positive and dysfunctional skills related to Motivational Interviewing. The primary researcher taught a graduate social work class aimed at teaching students theory and skills related to this model. Students demonstrated these skills with simulated clients through videotaped interviews. Finally, three observers rated the student interviews using this developed instrument. While inter-observer agreement was lower than anticipated, this study does provide early support for the development of competencies related to specific theoretical frameworks.     

Perception differences between groups of employees identifying the factors that influence a return to work after a work-related musculoskeletal injury

Employee health and productivity losses as a result of work-related injury are estimated to be US dollars 1.2 trillion annually to US companies. This is approximately 14.3% of the gross domestic product [6,8,11,35]. Workers' compensation, medical care, and short and long-term disability are a part of these costs. Controlling or eliminating these costs is a problem for US employers [3,6,14,21,29]. The study discussed in this article examined the perceptions of manufacturing employees in identifying factors that influence a return to work after a work-related musculoskeletal injury. The classification of employees who participated in this study were safety professionals, supervisors and workers from the manufacturing industry in central Kentucky. The worker group consisted of material handlers, assembly line workers and quality control inspectors. The participants completed a developed survey instrument, the Return to Work Perception Survey. This survey instrument examined the perception of the participants on factors related to return to work: company policies and procedures, job satisfaction, worker relationships and work environment. The results indicated safety professionals and supervisors perceptions differ from workers on the variables of job satisfaction, worker relationships and work environment. Their perceptions did not differ on the variable relating to company policies and procedures. In addition, the safety professional and supervisor groups rated the items addressing job satisfaction higher than did the worker group. The worker group did not differ from one another on any of the factors. Implications of this study for manufacturing companies suggest (a). identifying those issues contributing to employee job satisfaction, (b). developing a plan for achieving increased job satisfaction and employee recognition at the workplace among all workers, and (c). consider allowing employees to develop new capacities and new learning, thus fostering motivation and job satisfaction [18,20].     

Professional development for university faculty through service

The purpose of this article is to identify the contexts for service that are useful for the professional development of university faculty as well as to suggest a model for delivering the work that is part of this type of professional development. The article accomplishes this goal by examining contexts for service, related activities and transformable skills. The model suggested for developing and implementing service activities consists of three components: 1) an initiating force, 2) ways for testing and sharing ideas, and 3) proposed solutions.     

Challenges of welfare-to-work programs

Governmental expectations of placement outcomes were often high given the severity of work barriers that were present in disabled welfare recipients in the United States [11]. The purpose of this article is to identify challenges that were inherent in welfare-to-work programs and solutions to these challenges. Although rich with opportunity, welfare-to-work programs presented the challenge of employing large numbers of difficult-to-employ individuals before their public assistance benefits expired\cite{5}. Many clients also had symptoms of Posttraumatic Stress Disorder (PTSD) secondary to childhood physical or sexual abuse (59%) or severe domestic violence (55%) [8]. Few funds were available for work training and education. Instead, the employment-first model was expected even though most consumers did not have a high school diploma, had not worked in years, and were fearful and resistant about returning to work [3]. Performance based payment systems presented a challenge because the program's future depended on the compliance of its consumers. There was an impetus for substance abusers to return to work even if they were still using drugs, which contradicted the teachings of many recovery models. This paper presents possible solutions to each of these problems and reports outcomes of one particular welfare-to-work program. By examining the challenges of welfare-to-work programs, by identifying solutions, and by realizing that these solutions are inherent in the basic principles of rehabilitation, this article provides therapists with tools and motivation to make unique contributions to this area of practice.     

Return to work: a case of PTSD, dissociative identity disorder, and satanic ritual abuse

This case study investigated an intervention that enabled an individual with Posttraumatic Stress Disorder (PTSD), Dissociative Identity Disorder (DID), and satanic ritual abuse to return to work after discharge from psychiatric inpatient treatment. The Occupational Questionnaire [88] revealed past difficulties in organization, awareness of time, communication, cooperation, frustration tolerance, competition, stress management, goal setting, and amnesia resulting in incomplete tasks and sporadic attendance at work. The Role Checklist [72] identified alters valuing work and employed in the past. The Modified Interest Checklist [70] identified running as an interest that 24 alters shared. Based on the initial evaluations, three times a week treadmill running was used as an intervention that built work skills (as measured by the Clerical Work Sample of the Valpar Component Work Sample Series [97]) necessary to sustain gainful employment upon discharge. After intervention, this individual improved in awareness of time, stress management, and goal setting abilities and was less amnestic as per the Occupational Questionnaire [88] and four additional alters expressed an interest in work according to the Modified Interest Checklist [70].     

Does self-assessment in a group help students to learn?

'One of the greatest misconceptions about self-assessment is that it can be undertaken in isolation from others' [Boud (1995) Enhanced Learning through Self-assessment (London, Kogan Page), p. 200]. Social work practice - the experience from which we learn in social work education [Boud et al. (1985) Reflection: Turning Experience into Learning (London, Kogan Page)] - operates in the context of social relationships. This means that learning develops within its social environment, be it a student group, workshop, team or project. If self-assessment is to be an effective aspect of reflective learning in social work education, then it is important that social work students develop skills in self-assessment in group contexts. This paper charts an exploration of self-assessment in a group setting in order to reach some conclusions about how self-assessment can be encouraged amongst social work students as they carry out group assignments.     

Development of the Edmonson Psychiatric Fall Risk Assessment Tool

The purpose of this study was to develop a fall risk assessment instrument for the inpatient psychiatric population. Nine risk factors were identified through a review of the literature. The instrument was applied retrospectively to patient records, and the percentage of those who fell who triggered each of the items in each domain was calculated. The expected value of the population and weighting system were established. The Morse Fall Scale and Edmonson Psychiatric Fall Risk Assessment Tool (EPFRAT) were administered simultaneously to inpatient psychiatric patients. Sensitivity of the EPFRAT was 0.63, compared with 0.49 for the Morse Fall Scale; specificity of the EPFRAT was 0.86, compared with 0.85 for the Morse Fall Scale. Initial psychometric testing of the EPFRAT indicates the instrument is more sensitive in assessing fall risk in the acutely ill psychiatric population than those currently available. Additional psychometric testing is needed to determine the reliability and validity of the EPFRAT.     

Portuguese translation and validation of the Revised Dyadic Adjustment Scale

The absence of a translated and validated instrument for measuring marital satisfaction in Brazil, the largest country in South America and fifth most populous country in the world, is a significant barrier for research and mental health service delivery. The purpose of this study was to translate and validate a marital satisfaction scale into Portuguese that would have both empirical credibility and cultural relevance in Brazil. A six-step serial approach was used to simultaneously translate and culturally validate the Revised Dyadic Adjustment Scale (RDAS). The translated instrument (RDAS-P) demonstrated good psychometric properties during field testing.     

THE DEVELOPMENT OF A RELATIONAL ETHICS SCALE*

In order for empirical testing to be performed systematically on family therapy theories, appropriate testing instruments must be developed and validated. The purpose of this study was to develep a reliable and valid scale for measuring the related constructs of relational ethics as described in contextual family therapy (Boszormenyi-Nagy & Krasner, 1986). Presented here is the five-stage procedure used in development in Relational Ethics Scale, data supporting the validity and reliability of the scale, and the final version of the instrument.     

Interdisciplinary staff perceptions of an occupational therapy return to work program for people living with AIDS

The purpose of this qualitative study was to identify the perception of interdisciplinary staff members regarding the impact of a model work and independent living oriented program for residents in supportive living facilities. This study used focus groups and individual interviews to collect these perceptions. Staff members identified four areas of impact: utilization of a holistic and process-oriented approach, an ability to identify and work with the strengths of clients, emphasis on the learning of practical skills, and creating an intersection for all aspects of services. These findings point to the fact that staff members found the value that occupational therapy has to offer their overall programming by improving participation of clients with HIV in learning practical skills for use in their daily lives and in developing work related skills.     

An ergonomic analysis of work in the process of professional rehabilitation in Brazil

The purpose of this study is to describe the use of the Ergonomic Analysis of Work (EAW) in the process of rehabilitating workers, insured by the National Institute of Social Security (INSS) in Brazil, and to conduct a brief analysis of the instrument used by this body. Information obtained from EAW enabled the demand, the requirements of the activity and the skills needed to perform the tasks in the workplace to be determined, thus aiding the decision of the INSS as to rehabilitating the workers and their return to their jobs.     

Utilizing Web‐based Databases to Introduce Social Work Content in Research Statistics Courses

Masters level statistics is often not a course of choice for social work students. Teaching it in such a way that students' anxiety is reduced while facilitating their recognition of the importance of empirical knowledge in their social work practice and their need to have fundamental research skills, can be quite challenging. The purpose of this paper is to introduce a pedagogical tool used in a course on bivariate statistics that involves students throughout the semester in the process of developing and testing their own hypotheses regarding fluctuations in reported hate crimes/capita by states (as reported by the Federal Bureau of Investigation). This technique provides continuity throughout the semester and is easily adapted to other issues equally important to social work. The data's unintuitive findings that disagree with most students' hypotheses also challenges students to consider methodological issues and the validity of the data. Because most students do not have a strong knowledge base of hate crimes, students often have to grapple with how their own preconceptions might bias their understanding of an issue and potentially their work with a client or client system. From an instructional standpoint, the method is contained and manageable, and the data are easily accessible.     

Social Work with Groups,Helen Northen. New York: Columbia University Press, 1969. 270 Pages. $7.50 Hardbound

In 1970 Gallaudet College initiated undergraduate social work education. The purpose was to increase professional opportunities for deaf students and to provide deaf people with the social services they do not ordinarily receive. The needs of both student and client groups are discussed, with emphasis on teaching techniques and skills required to serve the deaf population. Hearing students can acquire the necessary skills with provision made for adequate communication, and with the introduction of courses on deafness in social work programs.     

‘Lost in transition?’ – Newly educated social workers’ reflections on their first months in practice

Entering the work of world can involve significant challenges for the beginning practitioner. The transition process from university to work can play an important role in the emerging practitioner’s development as a social worker. The present longitudinal study follows 12 Swedish social work graduates from university and over their first four years in practice. The study provides an insight into how newly educated practitioners may experience the transition from university to the world of work and considers how they can be prepared and supported to meet the challenges of practice within contemporary work contexts. The students were first interviewed just prior to leaving university [see Tham &; Lynch (2014). Prepared for practice? Graduating social work students’ reflections on their education, competence and skills. Social Work Education, 33(6), 704–717]. This paper captures the reflections of these students after four months in practice. Feelings of unpreparedness, unorganised, or even ‘chaotic’ perceptions of the workplace and uncertainty about the future were emergent themes, particularly among new practitioners employed in social services. The findings illustrate the vulnerability of these new practitioners and the importance of workplace induction and the provision of adequate support in their new professional roles.