Development,Implementation, and Evaluation of a Comprehensive Course on Suicide in a Master’s of Social Work Program

ABSTRACT

Most master of social work (MSW) programs provide minimal education or training on suicide prevention, intervention, and postvention despite that the majority of social workers encounter suicidal clients during their professional careers. This study describes the development, implementation, and evaluation of a course on suicide in an MSW program. Changes in student suicide-related knowledge, confidence, and preparedness were evaluated using a pre/post design. We found statistically significant increases in knowledge (t [df = 21] = 4.79; p < .001), confidence (t [df = 17] = 8.55; p < .001), and preparedness (t [df = 20] = 7.28; p < .001) from pretest to posttest. Knowledge, confidence, and preparedness were significantly positively correlated, indicating that confidence and preparedness did not increase without a corresponding increase in knowledge. Given the prevalence of suicide and the frequency with which social workers serve populations affected by suicide, it is critical that MSW programs provide effective training on understanding suicide.     

SCHOOL SELECTION PREFERENCES OF PUBLIC AND PRIVATE UNIVERSITY MSW STUDENTS: A RETROSPECTIVE STUDY

A convenience sample of MSW students responded to an Internet-based survey (N=2,289) retrospectively reporting their reasons for enrolling in a specific social work graduate program. Reponses indicate that MSW students who enroll in private graduate programs are younger and reported reputation-related and employment-related reasons for specific school selection more often than students enrolled in public schools. Students enrolled in public schools reported location-related reasons as more important. Bifurcation of the applicant pool into private and public preference-groups presents a recruitment challenge. Other findings include that enrollment rates are substantially higher than previously anticipated, which suggests that most applicants to graduate social work programs are likely to be admitted if they apply to multiple programs.     

Disclosure of Student Status to Clients

A survey was sent to 163 MSW programs in the United States and Canada that asked directors of fieldwork to respond to questions related to their school’s policies on disclosure of student status in the field. With a response rate of 66.3% (N = 108), most of the schools (68.5%, n = 74) reported policies requiring disclosure and most directors supported this position. The authors review the ethical and legal reasons in favor of disclosure. They strongly suggest that a pro-disclosure policy be written and adopted by social work programs and the discipline’s professional organizations.     

Exploring MSW students’ and social workers’ orientation toward the evidence-based practice process

The aim of this exploratory study was to assess whether practicing social workers currently enrolled in Master Social Work (MSW) programs (hereafter referred to as MSW students) were more oriented to the evidence-based practice (EBP) process and more engaged in it than practicing social workers who are not currently enrolled in MSW programs (hereafter referred to as social workers) in the Netherlands. Data were collected from MSW students (n = 32) and from social workers (n = 341) using the EBP Process Assessment Scale. MSW students reported a stronger orientation toward the EBP process, more positive attitudes toward EBP, more familiarity with EBP and more intentions to engage in EBP than social workers did, however, they were less positive about the feasibility of implementing EBP in practice. These preliminary results suggest that there are grounds for optimism about MSW students’ acceptance of and engagement in the EBP process. Implications for social work education are discussed.     

Seeing the Same Thing Differently: Program Director,Faculty, and Student Perceptions of MSW LGBT Competence

ABSTRACT

This exploratory study examined MSW education’s organizational-level lesbian, gay, bisexual, and transgender (LGBT) competence. Data were gathered from a sample of MSW program directors, faculty members, and students (N=1385) from 34 MSW programs in the United States. Hierarchical linear modeling analyzed differences in perceptions of organizational LGBT competence between MSW programs and among participants in the same program. Results showed organizational LGBT competence varied significantly among MSW programs and indicated program directors, faculty members, and students had different perceptions of the competence of their shared program. Specifically, directors rated the LGBT competence of their program higher than faculty, and faculty rated their program higher than students did. Implications for research and suggestions for social work education are discussed.     

Confronting the “Threat” of Private Practice

Although an increasing number of social workers are engaging in private clinical practice and a majority of entering MSW students plan to do so, content on private practice is generally not included in MSW curricula. This article reports on a 1992-93 survey of faculty and student attitudes concerning various aspects of studying private practice in MSW programs. It compares the views of the two groups, assesses the implications for social work education, and encourages creative approaches to integrating the realities of professional practice with the traditional values and mission of social work.     

ADVANCED STANDING AND BRIDGE COURSES: STRUCTURES AND ISSUES

This study explores the issue of advanced standing in MSW programs in light of the new Educational Policy and Accreditation Standards (EPAS). Advanced standing structures of MSW programs were studied using a purposive sample consisting of 203 MSW program directors with a response rate of 28% (N=58). The results indicate that slightly more than 15% of programs do not provide advanced standing to incoming students, that slightly more than 63% require a bridge course, and that bridge courses are most often used to increase the academic readiness of students. The study's findings are used to frame a discussion of the significant issues raised by the introduction of a common set of competencies for BSW and MSW students in the new EPAS.     

WORKING TO LEARN: INTERNSHIPS FOR TODAY'S SOCIAL WORK STUDENTS

This study compares student learning in employment-based internships with learning in nonemployment-based internships. Data from foundation and advanced employment-based and nonemployment-based students (N=180) indicate statistically significant gains during the academic year. Pre- and post-evaluative data from field instructors (N=22) also reflect statistical significance. This counters concerns about the value of employment-based internships. There was a trend for employment-based foundation MSW students to perceive themselves initially as more knowledgeable than nonemployment-based students. By the end of the foundation year, this difference disappeared. Recommendations are made for employment-based field practica.     

Social Welfare: Values,Means, Ends,Donald S. Howard. New York: Random House, 1969. 512 Pages. $8.50 Hardbound

Because of a general decline in applications to schools of social work in recent years, student recruitment has grown in importance. This article, based on questionnaires sent to schools and on the authors' experience, explores recruitment issues for both BSW and MSW programs and proposes a model recruitment effort.     

Gatekeeping Policies: Terminating Students for Nonacademic Reasons

Abstract

This article reports findings from a national survey of MSW programs on the situations or behaviors that led them to develop or consider developing policies for nonacademic-based student terminations. The authors describe the most common behaviors reported, analyze the policy and procedure documents submitted by the MSW programs, and make recommendations based on their analyses.     

Insulin-like growth factor-1 is a mediator of age-related decline of bone health status in men

Abstract

Objective: The role of insulin-like growth factor-1 (IGF-1) in bone health in men is debatable. This study aimed to determine whether IGF-1 is a mediator in age-related decline of bone health status measured by calcaneal speed of sound (SOS) in Malaysian men.

Methods: The study recruited 279 Chinese and Malay men. Their demographic data, weight, height, calcaneal SOS were taken and fasting blood was collected for total testosterone, sex-hormone binding globulin and IGF-1 assays. The associations between the studied variables were assessed using multiple linear regression (MLR) analysis. Mediator analysis was performed using Sobel test.

Results: There was a significant and parallel decrease of IGF-1 and SOS with age (p?<?0.05). Serum IGF-1 was significantly and positively associated with SOS (p < 0.05) but after further adjustment for age, the significance was lost (p?>?0.05). The strength of the association between age and SOS decreased after adjusting for IGF-1 level but it remained significant (p?<?0.05). Sobel test revealed that IGF-1 was a significant partial mediator in the relationship between age and SOS (z?=??4.3).

Conclusion: Serum IGF-1 is a partial mediator in the age-related decline of bone health in men as determined by calcaneal ultrasound. A prospective study should be performed to validate this relationship.     

Meditation Lowers Stress and Supports Forgiveness Among College Students: A Randomized Controlled Trial

Objective and Participants: The authors evaluated the effects on stress, rumination, forgiveness, and hope of two 8-week, 90-min/wk training programs for college undergraduates in meditation-based stress-management tools. Methods: After a pretest, the authors randomly allocated college undergraduates to training in mindfulness-based stress reduction (MBSR; n = 15), Easwaran's Eight-Point Program (EPP; n = 14), or wait-list control (n = 15). The authors gathered pretest, posttest, and 8-week follow-up data on self-report outcome measures. Results: The authors observed no post-treatment differences between MBSR and EPP or between posttest and 8-week follow-up (p > .10). Compared with controls, treated participants (n = 29) demonstrated significant benefits for stress (p < .05, Cohen's d = -.45) and forgiveness (p < .05, d = .34) and marginal benefits for rumination (p < .10, d = -.34). Conclusions: Evidence suggests that meditation-based stress-management practices reduce stress and enhance forgiveness among college undergraduates. Such programs merit further study as potential health-promotion tools for college populations.     

The effects of daily alendronate,daily calcitonin and alendronate every other day on bone mineral density in osteoporotic men

Objectives. Biphosphonates have been widely used in the treatment of osteoporosis, but there is not enough data on their use in men. The aim of this study is to investigate the effects of twelve months' treatment with daily 10 mg alendronate, every other day 10 mg alendronate and daily 200 IU calcitonin on bone mineral density (BMD) in men with osteoporosis.

Materials and methods. 46 men with osteoporosis were randomly allocated to three groups: 15 patients in the first group received daily 10 mg alendronate and calcium (1000 mg/day), 14 patients in the second group used every other day 10 mg alendronate and calcium and 17 patients in the third group were given intranasal salmon calcitonin and calcium. At the baseline, sixth and twelfth months, BMD was measured at lumbar spine (L_2–4), femoral neck and Ward's triangle zone by means of dual energy X-ray absorptiometry (LUNAR).

Results. In daily and every other day alendronate and calcitonin groups there was a significant increase in BMD at lumbar spine (p = 0.004, p = 0.001, p = 0.04), but no difference at the femoral neck (p > 0.05) at the end of twelve months. When the groups were compared with each other, no significant differences in BMD levels at lumbar spine, femoral neck and Ward's triangle were found (p > 0.05).     

From the Editor

This article presents qualitative insights into the roles of master of social work programs in developing student practice interests in working with people with developmental disabilities (DD). Semistructured in-depth interviews were conducted with 24 MSW social workers practicing in the field of DD in the northeastern United States. Participants discussed personal and professional rewards of practice with people with DD, what they want MSW students to know about working with people with DD, current opportunities in the DD field, their MSW coursework and fieldwork experiences, and ways MSW programs could further develop student interest in working with people with DD. Implications of the findings for MSW programs are discussed.     

Meeting the Challenge of Preparing Social Workers for Integrated Health Practice: Evidence From Two MSW Cohorts

ABSTRACT

Changes in health care policy have led to an expansion of integrated care models that rely on collaboration among interprofessional health teams. Recent federal funding has encouraged the development of innovative training models to prepare social workers for integrated health practice. This article presents evidence from the first two MSW cohorts of the Integrated Mental and Behavioral Health Training Program funded by the Health Resources and Services Administration. Twelve students completing the program in 2014 (n = 5) and 2015 (n = 7) participated in evaluation activities at the time of program completion and at 1-year postgraduation. Findings highlight key components of the training program instrumental in student attainment of program goals and competencies. Implications for MSW education and training for practice in integrated care environments are discussed.     

Career Development and Workforce Preparation: Educational Policy Versus School Practice

A multistate survey of public high schools revealed general unfamiliarity among principals and counselors with national workforce preparation policies as represented by the SCANS Report (Secretary's Commission on Achieving Necessary Skills, 1991) and the National Career Development Guidelines (National Occupational Information Coordinating Committee, 1989); a lack of commitment to career development program outcomes for all student groups, particularly those at risk of dropping out; uneven delivery of services, with least attention to cultural diversity outcomes; and underutilization of counselors. The article concludes with an examination of the historical and cultural forces operating for and against sustained efforts in workforce preparation programs.     

High-intensity interval training (HIIT) increases insulin-like growth factor-I (IGF-I) in sedentary aging men but not masters’ athletes: an observational study

Introduction: The aim of this investigation was to examine the impact high-intensity interval training (HIIT) on serum insulin-like growth factor-I (IGF-I) in active compared with sedentary aging men.

Methods: 22 lifetime sedentary (SED; 62?±?2 years) and 17 masters’ athletes (LEX; 60?±?5 years) were recruited to the study. As HIIT requires preconditioning exercise in sedentary cohorts, the study required three assessment phases; enrollment (phase A), following preconditioning exercise (phase B), and post-HIIT (phase C). Serum IGF-I was determined by electrochemiluminescent immunoassay.

Results: IGF-I was higher in LEX compared to SED at baseline (p?=?0.007, Cohen’s d?=?0.91), and phase B (p?=?0.083, Cohen’s d?=?0.59), with only a small difference at C (p?=?0.291, Cohen’s d?=?0.35). SED experienced a small increase in IGF-I following preconditioning from 13.1?±?4.7 to 14.2?±?6.0?μg·dl^?1 (p?=?0.376, Cohen’s d?=?0.22), followed by a larger increase post-HIIT (16.9?±?4.4?μg·dl^?1), which was significantly elevated compared with baseline (p?=?0.002, Cohen’s d?=?0.85), and post-preconditioning (p?=?0.005, Cohen’s d?=?0.51). LEX experienced a trivial changes in IGF-I from A to B (18.2?±?6.4 to 17.2?±?3.7?μg·dl^?1 [p?=?0.538, Cohen’s d?=?0.19]), and a small change post-HIIT (18.4?±?4.1?μg·dl^?1 [p?=?0.283, Cohen’s d?=?0.31]). Small increases were observed in fat-free mass in both groups following HIIT (p?d?=?0.32–0.45).

Conclusions: In conclusion, HIIT with preconditioning exercise abrogates the age associated difference in IGF-I between SED and LEX, and induces small improvements in fat-free mass in both SED and LEX.     

Prevention Efforts Underlying Decreases in Binge Drinking at Institutions of Higher Education

Abstract

Analyses of 94 Fund for the Improvement of Post-Secondary Education (FIPSE)-sponsored drug-prevention programs and their outcomes used the Core Survey to identify 34 institutions where college students' binge drinking increased (M = 5.44%) and 60 institutions where it decreased (M = -4.59%) during 2 years of program operation. The authors used an inductively derived taxonomy of prevention program elements, student variables, student substance use, use-related variables, and institutional variables to compare the 2 groups of institutions. Only prevention program elements discriminated between groups. Factor analysis of discriminating elements identified 8 prevention factors that improved base-rate prediction of institutional decrease in binge drinking by 28.1%. Factor synthesis yielded a 3-construct binge-drinking prevention model based on student participation and involvement strategies, educational and informational processes, and campus regulatory and physical change efforts. This model improved base-rate prediction of decreased binge drinking by 33.2%.