Removing Barriers to the Use of Community Information Systems

Abstract

Community information systems (CINS) are emerging as important tools for community, government, and educational organizations. This paper considers the training, evaluation, and outreach efforts relating to the Philadelphia Neighborhood Information System (NIS), a collection of online applications that integrate and distribute housing and demographic data. It presents an overview of the types of NIS users and uses and some specific examples ofhow the NISisbeing used for individual property inquiries, community surveys, needs assessments, and research. Finally, the paper discusses the barriers to more analytical uses and offers recommendations for social work education aimed at preparing social workers to support community organizations in their efforts to harness the potential of CINS for social change.     

Web-assisted instruction for changing social cognitive variables related to physical activity

The authors examined the efficacy of Web-assisted instruction for promoting the use of social cognitive theory (SCT) strategies related to physical activity. They recruited college students attending health courses. The authors created 3 groups (Web-assisted, comparison, and control) based on the course structure. The Web-assisted group received information on exercise and fitness and a Web-based program (treatment, n = 127); 7 sections received the same exercise and fitness information as the treatment condition, but no Web-based program (comparison, n = 118); and 6 sections received information in unrelated areas (control, n = 178). The Web-based program consisted of 9 Web assignments (1 per week) that targeted key SCT variables. Satisfaction with the Web-based program was high. Use of self-regulation strategies was significantly higher at posttest in the treatment group than it was in the other groups. Knowledge concerning the skills taught by the Web assignments was significantly greater in the treatment group than it was in the comparison group. The results of this study demonstrate that a Web-based instructional program has a positive impact on knowledge and skills related to SCT strategies for changing physical activity behavior.     

Web-Assisted Instruction for Changing Social Cognitive Variables Related to Physical Activity

The authors examined the efficacy of Web-assisted instruction for promoting the use of social cognitive theory (SCT) strategies related to physical activity. They recruited college students attending health courses. The authors created 3 groups (Web-assisted, comparison, and control) based on the course structure. The Web-assisted group received information on exercise and fitness and a Web-based program (treatment, n = 127); 7 sections received the same exercise and fitness information as the treatment condition, but no Web-based program (comparison, n = 118); and 6 sections received information in unrelated areas (control, n = 178). The Web-based program consisted of 9 Web assignments (1 per week) that targeted key SCT variables. Satisfaction with the Web-based program was high. Use of self-regulation strategies was significantly higher at posttest in the treatment group than it was in the other groups. Knowledge concerning the skills taught by the Web assignments was significantly greater in the treatment group than it was in the comparison group. The results of this study demonstrate that a Web-based instructional program has a positive impact on knowledge and skills related to SCT strategies for changing physical activity behavior.     

Billy Breaks the Rules

ABSTRACT

Two Web-based forums for discussing diversity issues were evaluated as part of graduate social work education. Data included surveys from 91 students as well as aggregate Web use information. Outcomes included perceived learning benefits related to cultural competency, improved relationships and benefits of anonymous vs. identified participation in the forums. We found that (1) 75% of the students reported benefits related to learning cultural competency; (2) just over 60% experienced positive impacts on relationships with classmates; (3) 54% believed anonymity improved honesty during forum dialogues; however, students who participated in the author-identified forums perceived significantly more perceived learning benefits related to cultural competency than those who participated in the anonymous forums; and (4) over one-third of students improved their perceived technological competence as a result of participating in the forums. We conclude that online forums can serve as a useful adjunct to achieving cultural competency among social work students.     

Registration,Residency Restrictions,and Community Notification: A Social Capital Perspective on the Isolation of Registered Sex Offenders in Our Communities

This article highlights the importance of social capital for registered sex offenders who are reintegrating back into their communities. Although not always identified among community corrections, the sex offender registry creates a punitive atmosphere that diminishes the amount of available social capital for all involved—community members, sex offenders, and the government. Lost social capital contributes to recidivism, reentry problems, and mental health issues among registered sex offenders. We argue that deterrent and protective features of the sex offender registry are overemphasized and the goal of reintegration has been undermined. The loss of social capital exacerbates (1) the minimization of trust, (2) low expectations of rehabilitation and reentry, (3) limited contact and information from role models, (4) increased access to criminal capital, (5) formal sanctioning power of the registry, and (6) loss of sanctioning power from family and communities. Through this in-depth analysis, we argue that the current state of the registry system harms the social capital of all involved when a sex offense occurs—not just the offender—and we assess directions for future practices, as well as policy implications.     

Faculty Perceptions of the Effectiveness of Web-Based Instruction in Social Work Education: A National Study

SUMMARY

This paper presents the findings of a national study that examined the perceptions of faculty with Web-based teaching experience concerning the effectiveness of Web-based instruction as compared to face-to-face instruction in social work education. The findings suggest that faculty perceived face-to-face instruction to be more effective than Web-based instruction in all curriculum areas. However, the extent of perceived effectiveness of Web-based instruction varied by curriculum area. Also, online teaching in areas such as practice was viewed as least effective, suggesting that the traditional “no significant difference” conclusions between face-to-face and online teaching need to be examined more closely.     

Application of Web-based learning in teaching social work law

Computer-assisted learning is now well established in many universities and offers a number of virtues that should commend it to social work educators. It offers a unique and valuable way of achieving certain learning outcomes that are of particular value in social work education. This paper presents one attempt to develop its potential by integrating Web-based tutorials into teaching social work law. It is suggested that Web-based learning has a unique and specific contribution to offer in enhancing student learning, but it does need to be carefully planned and integrated into teaching. Resistance to this form of learning needs to be anticipated; and the reasons for it considered for they may partly explain why the use of computer-assisted learning in social work education has, so far, been fairly limited. Nevertheless the 'added value' of Web-based learning is considerable so long as it is not regarded as some kind of cheap or 'soft' teaching option.     

A National Survey of Graduate Education in Psychopharmacology: Advancing the Social Work Perspective on Psychiatric Medication

ABSTRACT

Social workers’ unique skills and professional perspective can contribute to improved practices in psychopharmacology, yet it is unclear how social work programs prepare students for this area of practice. This study examined instruction of psychopharmacology through a national Web-based survey of MSW program directors and instructors of psychopharmacology content (n = 171). Nearly two-thirds (63.7%) reported their program integrates psychopharmacology usually into one or two existing courses, whereas 20.5% indicated their program offers a stand-alone course. Lack of faculty expertise and having no room in the current curriculum structure were identified as the top barriers for programs not offering any psychopharmacology content. The profession’s critical, social justice, empowerment, client-centered, and systems perspective appears to ground the teaching of psychopharmacology in social work programs.     

The Missing Organizational Dimension of Prisoner Reentry: An Ethnography of the Road to Reentry at a Nonprofit Service Provider

Prisoner reentry has received great interest in political sociology, criminology, and beyond. Research documents the struggles of individuals trying to find their way back into society. Less attention has been given to the organizational aspects of reentry. This is unfortunate given the rapid growth of nonprofit reentry organizations in the United States, which introduces a new set of questions about the context and challenges to prisoner reentry. Drawing on an ethnography of Safe, a nonprofit reentry organization in the Northeast, I describe the organization's pivotal role in institutionalizing the pathway to prisoner reentry: a road to reentry, which takes former prisoners through a process that reconfigures their morality, identity, and social relationships. The road‐to‐reentry concept helps bring together scholars of the welfare state and criminology by highlighting how the challenges of prisoner reentry rely on how this process is organized. The way in which prison reentry is organized, in turn, affects former prisoners’ agency and shapes the relationship between these men and women and their respective families and communities.     

Returning to work with HIV/AIDS: a qualitative study

In addition to being an outcome, workforce reentry is a process: People with HIV/AIDS attempting to go back to work must make initial decisions to engage in such an attempt, they then must go through a series of steps that may include re-education or retraining, job searches, résumé development, and other activities. Sustaining employment, in turn, entails its own set of activities. People attempting workforce reentry may also experience barriers on their journeys back to work, they may employ certain strengths to reach their goals, and they may use resources to facilitate preparation for work. Few studies have attempted to study this process. This study was designed to provide an initial attempt to study the process of workforce reentry. Abstracted information from the progress notes of 104 people with HIV/AIDS attempting workforce reentry was qualitatively analyzed using a grounded theory approach to identify themes. Three major themes emerged with reliability: Barriers to workforce reentry, staff-identified strengths, and resources used in workforce-reentry efforts. Although none predicted successful workforce reentry, participants in the study experienced substantial barriers in their workforce-reentry efforts, staff identified significant strengths, and participants used appropriate resources in their efforts to go back to work. Implications for workforce-reentry programs for people with HIV/AIDS are discussed.     

Practices and Policies for Doctoral Education and Leadership

ABSTRACT

This study explored bachelor’s-level social work students’ readiness to practice with individuals with intellectual disability (ID) and their attitudes toward individuals with ID. Fifty-eight students completed a Web-based survey that assessed their knowledge of four etiological conditions and their willingness to maintain social contact with individuals with various etiological conditions. Students also participated in focus groups that further explored their understanding of ID and readiness to practice in the ID field. The survey results indicated scientific understanding of causes and effective interventions as well as openness to interact with individuals with ID. Thematic analyses of focus group interviews highlighted four themes underlying students’ readiness to practice in the ID field. Discussion includes implications of findings for social work education.     

A Qualitative Study of Communication among Child Advocacy Multidisciplinary Team Members Using a Web-Based Case Tracking System

A qualitative study was conducted to gain information about communication among child advocacy multidisciplinary team (MDT) members when using a Web-based case tracking system. Analysis of the focus groups revealed a number of strengths and barriers. Users positively appraised aptness of the system for expediting communication and saving time. Lack of training and duplication of effort with other systems were recognized as impediments. In addition to the typical reactions to such systems, other factors, such as motivation and subjectivity, are discussed which may affect the success of such systems.     

A qualitative analysis of African American fathers’ struggle with reentry,recidivism, and reunification after participation in re-entry programs

The experiences of African American fathers with reentry, recidivism, and reunification after a period of incarceration and after participation in a re-entry program. Results of the thematic analysis yielded the following major themes: unaddressed childhood trauma, self-identification, reentry; self-esteem and self-worth; reentry; family reunification after incarceration; and recidivism. Unaddressed childhood trauma and post-release stress emerged as the major barriers to successful transition from incarceration. Implications for social work policy, research, practice, and education are provided.     

Diagnosing and treating traumatic brain injury among veterans of the Afghanistan and Iraq wars: implications for social work

Traumatic brain injury (TBI) is a serious condition affecting many American veterans who have served in Operation Enduring Freedom (OEF) and Operation Iraqi Freedom (OIF). Using a biopsychosocial perspective, the authors delineate and discuss the challenges of diagnosing and treating this neurological disability among soldiers who have returned to the United States from combat theaters in the Middle East. They explain recent changes including the Veterans Affairs Polytrauma System of Care, as well as social work's role on the interdisciplinary team who promote rehabilitation and community reentry for OEF/OIF veterans with TBI.     

Social support in aftercare services for troubled youth

Aftercare interventions that utilize social support strategies hold promise for increasing the posttreatment success of youths placed in residential or institutional treatment facilities. This review evaluates programs in which social support strategies are used to facilitate the community adaptation of troubled adolescents. The evidence shows that the development of supportive relationships and prosocial networks in a youth's community, school, and workplace and among parents and family members is important to success in community reentry. The final section outlines research necessary to advance the development and application of aftercare interventions for institutionalized adolescents returning to the community.     

NEW COMMUNICATIONS TECHNOLOGIES - A conduit for social inclusion

There has an outpouring of energy and creativity into ways of using information and communications technologies (ICT) and the information society (IS) to create inclusion, as an opportunity to tackle, reduce and even prevent social exclusion. This article is based on examining over 40 projects which constitute positive examples of applications of new technologies, by public authorities, private agencies and community groups, to reduce the disadvantage experienced by the more excluded groups in our society.     

Current drug education policies in NCAA institutions: perceptions of head athletic trainers

This study compared the perceptions of head athletic trainers (HATS) from NCAA member Divisions I, II, and III regarding current athletic department drug education policies in their institutions. A Web-based questionnaire collected responses from 353 HATS. Drug education programs focused more on providing information about the negative consequences of drugs than changing the attitudes and behaviors of students in relation to drug use. More Division I and II schools offered comprehensive ATOD education programs to their athletes compared to Division III schools; however, the majority of these programs were not scheduled on a regular basis. HATS in all divisions reported that the abuse of alcohol and other drugs by student athletes during and after athletic and social events was a significant concern and indicated the importance of scheduling drug education programs closer to such events. Majority of HATS did not view participating in the drug education programs as part of their professional duties; however, they expressed an interest to increase their involvement in these activities.     

Dealing with Difference in Desistance Theory: The Promise of Intersectionality for New Avenues of Inquiry

The last two decades have witnessed a rapid growth in research and theorizing about the desistance process, namely the causal mechanisms behind the termination or slowing of offending that frequently accompany adulthood. This flurry of scholarly activity has been spurred by both the ascendance of the life course paradigm of criminology, which examines patterns of criminal offending over the life span, but also by the very real practical demands of supporting the transitions of over 700,000 former prisoners released to their communities each year. The field of desistance theory has expanded upon its original formulations that were largely (although not exclusively) based on White males and has recently turned to examining (1) the potential invariance of desistance processes for members of other groups and (2) the unique experiences of reentry and pathways to desistance for sub‐groups. In this essay, we review these recent developments, particularly as they relate to women, persons of color, and incarcerated youth. Finally, we turn to the intersectionality framework, which examines the social location of individuals within interlocking systems of oppression (e.g., race, class, gender, age, sexual orientation, and ability, among others). We conclude with some suggestions for how intersectionality could be used to expand the conceptual and practical boundaries of research on desistance and reentry.     

The Development and Evaluation of Online Learning Modules to Deliver Lifespan Content in Human Behavior in Social Environment Courses

This article details the development and evaluation of a lifespan development computer modules that were used in human behavior in social environment courses. An anonymous, Web-based survey was developed to evaluate the modules. Supporting the first hypothesis, the majority of students (83.5%) found the modules to be a good learning alternative. The hypotheses that MSW students will experience more barriers to Web-based instruction and that students who previously mastered more content will spend less time on mobdules than students who previously mastered less content were not supported. Lessons learned provide implications for the use of computer-assisted instruction.