A Qualitative Case Study on Recovery and Personal Growth in Korean Drug Addicts

ABSTRACT

In recent years, crimes related to drug smuggling and production have gradually increased in Korea. This qualitative case study explores the experiences of Koreans recovering from drug addiction and identifies specific details and mechanisms of recovery. For this purpose, participants were selected based on criteria such as engaging in social activities after recovery from addiction for 3 years or more. Next, one-on-one in-depth interviews were conducted with five voluntarily consenting participants. Data were analyzed using the within-/cross-case analysis suggested by Creswell. Substantial personal growth took place in the recovery process for drug addicts. Nineteen themes were identified as manifestations of personal growth through within-case analysis. Four common themes were then derived through cross-case analysis. These four common themes were “reconnection with reality,” “embracing the essence of one's own existence,” “reconstructing oneself in social relations,” and “self-love.” The study's results suggest that a recovery program needs to be developed wherein the program not only enables drug addicts to reflect on their current existence but also allows them to develop their specific coping skills. Future research should be broadened to consider the social support mechanism and viewpoints of people including family and local community members in close contact with drug addicts.     

Increasing Competency,Self-Confidence,and Connectedness Among Foster Care Alumni Entering a 4-Year University: Findings from an Early-Start Program

Research shows that few foster care alumni enroll and complete post-secondary education. For those who do enroll, many experience challenges associated with academic and social adjustment and are at risk of dropping out. Many college-based programs are being developed and are available to foster care alumni to support them during their post-secondary education. This study used pre-tests, post-tests, and journal entries of seventeen participants to evaluate a strengths-based, resilience-oriented early-start program for newly enrolled students at a large public university that provides knowledge about the institution, resources (e.g., tutoring), and social support necessary for foster care alumni to make a smooth transition into college life and to increase short and long-term student success. Quantitative and qualitative findings indicate that students who participated in the early-start program showed increased confidence and competency in academic and social adjustment. Findings also showed personal growth (e.g., building resiliency) and an increased connectedness among students who participated in the program. Study findings can inform the development of new on-campus support programs and help enhance existing programming. Future research should address short and long-term outcomes and experiences of students who are former foster youth who have participated in on-campus support programs.     

Infusing gerontology throughout the BSW curriculum

How can social work educators ensure that all of their BSW students have the savvy and "know-how" to deal with the needs of our growing aging population? The development of broad-based, innovative gerontological learning opportunities in a BSW program in a small liberal arts and sciences college is presented in this article. Strategies for actively involving community representatives in curriculum changes and participatory learning experiences with students are shared. Ways to incorporate various disciplines in the BSW education are explored in addition to developing intergenerational projects, direct involvement of older persons in the educational process, and ways to unite field practice with theory.     

Learning Experiences of Older Volunteers in a Community-based Social Program for People with Dementia

Abstract

This qualitative study aimed to explore older adults’ perspectives on volunteering in an activity-based social program for community-dwelling people with dementia called Stepping Stones. Semi-structured interviews were individually conducted with eight older adults who had volunteered in Stepping Stones. Interpretative phenomenological analysis was used to analyze interview data. Four themes related to learning experiences of older volunteers in Stepping Stones emerged. These themes include (a) self-growth and confidence in working with people with dementia; (b) understanding dementia, people with dementia, and needed support for people with dementia and their families; (c) desire not to develop dementia, while recognizing that anything can happen in old age; and (d) exercising person-centered approaches and taking on advocacy roles. Findings suggest that older volunteers gain feelings of personal growth and confidence in working with people with dementia, better understanding, and enhanced attitudes toward people with dementia through volunteering in an activity-based social program for people with dementia. Older adults will be able to fill the needs of community programs for people with dementia, while experiencing benefits from volunteering and learning in later life. Further research is needed to examine to what extent having previous dementia experiences make their experiences and learning different.     

Serving Former Foster Youth and Homeless Students in College

ABSTRACT

Many universities have developed campus support programs for former foster youth and homeless college students; however, there are no studies focusing on long-term programs in the college-setting with a mentoring component that focuses on developing relationships with supportive adults. To address the gap, this study examined both mentors' and program staff's experience with providing services to students in a campus support program. The authors collected qualitative data from one success coach (i.e. program staff) and eight mentors through focus group meetings and interviews. Results indicated that the success coach reported the students in the program improved their overall academic performance, while most mentors did not know their mentees' grades. The success coach coordinated most services of the program, assigned financial and academic support, and made service referrals. Mentors helped their mentees to improve academic and independent living skills. However, mentors reported that they received limited support, especially when working with mentees with mental health problems. Recommendations to improve the program include: using a multidisciplinary team for students with mental health problems and adopting systematic approaches to better support mentors' services. Future studies should go beyond program staff and mentors to include students' perspectives regarding their experiences with receiving mentoring services.     

Older Workers in Intergenerational Child Care

Thirty-four older workers in one of five intergenerational child care settings participated in a study exploring the effects of their participation in intergenerational child care programs. The purpose o the study was (1) to identify and describe a sample of older child care workers and (2) to identify characteristics of the older child care workers or the work experience which significantly impact on their lives. The older workers completed a written questionnaire, standardized life satisfaction scale, and interviews. The results suggest that participation in intergenerational child care programs supports the notion of generativity and enhances productive aging. Older workers reported increases in feeling needed, valued, and a sense of self-worth, and increased social contact. Over 90% of the older workers reported that their job expectations were met and that they felt the children had benefitted from their work. Positive changes in attitude about children's growth was positively related to the older workers' personal growth. Older workers also reported greater personal growth when they worked in excellent child care centers as compared to good or fair quality centers. Younger teachers reported positive changes in the classroom environment with the presence of older workers. These findings have implications for training older adults as child care workers and for social policy issues concerning older citizens' roles in our society.     

Athena's Legacy: Preparing Women for a Mentoring Program

ABSTRACT

A community-based research study conducted in 2004 identified a number of women from disadvantaged communities who sought mentoring in personal, educational, and vocational aspects of their lives. Informed by this earlier research, a program titled Map Your Future was developed, and a pilot mentoring program commenced in 2005. This article describes the group program that was developed to prepare the women for a mentoring relationship, and the research methodology underpinning its development. It concludes with an exploration of the women's experiences of the program.     

Management support organizations and university partnership in nonprofit education,training and consultation

Over the last decade there has been a tremendous growth in the nonprofit sector. Local community centers and foundations are developing Leadership Institutes to educate and assist the burgeoning nonprofit sectors needs for education and consultation. Universities and colleges are also responding to the call for nonprofit education. Since 1990 there has been a 300% growth in universities offering concentrations in nonprofit education. This paper documents how Florida Gulf Coast University, the nation’s newest university, partnered with the Center for Leadership of the local community foundation to conduct a needs assessment of demand for graduate education, training, and consultation in the area of nonprofit management. The partnership began with three focus groups of key administrative personnel from local nonprofit organizations. The survey documented a preponderance of interest in marketing, fund raising and strategic planning across all agencies, regardless of size. Smaller agencies, with budgets of less than $500,000 (52% of the sample) tended to be primarily interested in education, training, and consultation activities involving fund raising and marketing. Comparatively larger agencies tended to be interested in assistance with computer technology, legal and ethical issues, and cooperation among nonprofit organizations. The survey also indicated that that was a high interest among agency staff and board members for a nonprofit management track within an academic degree program or a graduate certificate program in nonprofit management.     

“Keeping It Real”: An Evaluation Audit of Five Years of Youth-Led Program Evaluation

Youth are increasingly seen as competent in participating in research and program evaluation, two activities previously reserved for adults. This article is a report of the findings from an evaluation audit of Stand Up! Help Out!, a participatory action after-school youth leadership development program for disadvantaged urban youth that utilized youth evaluations to develop a best practices service model. The youths' feedback assisted providers in improving services so that youth engagement in the program was 99% (by comparison with national highs of 79%). Here, the authors describe an important aspect of the process of youth-led program evaluation leading to such high youth engagement: how youth interviewed each other so as to optimize the authenticity of their program evaluations and contributions to program design. Drawing from over 5 years of program evaluation data collected by youth, the authors report on the youths' experiences as informants and coresearchers, consider strategies used to help youth best describe their experiences in the program, and describe implications for other settings looking to incorporate youth-led program evaluation. Youth-led program evaluation has considerable promise for helping service providers make programs more meaningful for disadvantaged youth.     

Social Group Work in Community Life

This paper focuses on social group work practice with adult community groups, highlighting the importance of these groups to the achievement of increased citizen participation in current social concerns, and identifying characteristics of these groups which require some different conceptualizations of social group work practice. This paper characterizes our current social context as deficient in the necessary social arrangements for a just and humane society. Thus it argues for a major shift of professional skill to assisting adult community groups to deal with environmental deficiencies, whether these be social policy, resource allocation, or program administration. It suggests that many problems which are identified as "personal inadequacy" may, in fact result from environmental deficiencies, and may be better served through the active efforts of citizens in their own behalf. The paper assumes an interaction between person, group and context, and posits that more effective use is made of professional knowledge and skill through work with those groups which seek to address the environmental context of human affairs.     

Group Work and Social Justice: Designing Pedagogy for Social Change

In this article the authors explore the gap between education and action in putting the social work core value of social justice into practice. Describing how their School of Social Work has taken up this challenge, the authors analyze how a new social action course helps bridge this gap and draw on student reflection on their experiences and assignments in the course to show how students concretize and interiorize the meaning of social action and social justice. Learning by doing social action through a case study, group work becomes the vehicle through which students act on social issues and work for social change.     

Investigating Attitudes Toward International Students: Program and Policy Implications for Social Integration and International Education

International education is a thriving industry, but relatively little is known about its consequences for the social integration of international scholars in educational institutions or the wider community. This article reviews research on attitudes toward international students as a key component of intercultural relations and a significant marker of social cohesion. An organizational framework for the investigation of these attitudes is proposed with threat mediating the influences of personal and situational factors on attitudinal outcomes. Broader contextual factors are also seen to exert influence on the process of attitude development and maintenance. A model derived from this framework is then tested with student, teacher, and community samples. A "tipping point" in attitudes toward international students as a function of the proportion of international enrolments in educational institutions is also explored. Finally, the applicability of the findings for promoting social cohesion in educational institutions and the wider community is discussed.     

Emotionally supportive counselling for health care personnel led by social welfare officers: effects on well-being

The aim of this study was to evalute an emotionally supportive counselling program for health care personnel that can be led by social welfare officers. The program consisted of 1-hour sessions conducted every second week for 7 months. The meetings were devoted to talks about personal stress experiences related to patients and their relatives. Nurses and nursing aides (n = 51) in counselling groups showed significant changes in a favourable direction on the following variables: fewer perceived daily hassles; fewer self-reported physical and psychological symptoms; and improved subjective well-being. No effects were noted on sense of coherence and subjective physical health status. Interviews with program participants, the group leaders (social welfare officers), and their supervisor (a psychotherapist) indicated how the counselling program may be affected by the personality and competence of the group leader, the working conditions of the wards in general and the attitudes of the head nurse in particular. The results were discussed as promising.     

USE OF GROUPS AT INTAKE

In 1976, Children's Center, like many public mental health centers, had long waiting lists for service. In response to this need, a group intake and orientation program was developed. After screening, clients with mild to moderate problems were assigned to "Group Intake," where a general orientation is presented and simple screening tests are administered, followed by a diagnostic conference. The majority of clients then proceed to the "GO Group, " a structured group designed to deliver immediate problem-solving assistance. The impact of these group therapy projects on clients, staff, and overall outpatient programming has been dramatic: waiting lists were almost immediately eliminated, clients expressed positive responses about the program, staff experienced increased group practice, and graduate students benefited from the training. Specific procedures used and experiences of the staff are presented as well as a review of of the history of other agencies establishing the program.     

GEC大学生小组工作模式探索与实践

小组工作（Social Group Work）,是社会工作专业三大基本工作方法之一,旨在通过有目的小组活动,协助个人开发潜能、实现成长。大学生小组工作,是以大学生为服务对象开展的小组工作领域。笔者运用行动研究方法,在近三年的实践基础上,提出＂GEC大学生小组工作模式＂（以下简称GEC模式）,即针对不同年级大学生所面临的实际问题,分别开展成长小组（Growth Group）、增能小组（Empowerment Group）、职业生涯规划小组（Ca-reer Planning Group）,真正实现＂小组伴我成长＂的理念。本文将阐述GEC模式的提出背景、运行机制、实践情况及评估结果。     

Reflections and Prospects of the Gerontological Social Work Training and Education: The AGESW Pre-Dissertation Fellows Program

ABSTRACT

The demand for professional training, mentorship, and research in the field of aging is expected to increase remarkably. Recent statistics indicate that less than 8% of social work students nationwide specialize in gerontology; however, a significant amount of social work graduates, regardless of their specialization at school, serve older adults in various health care settings. In addition, the aging populations that social work graduates serve are becoming more racially and ethnically diverse. In order to address this issue, it is critical to support students and emerging scholars to not only become more competent in gerontological social work, but also engage in culturally competent research and practices. In this commentary, I described my experiences as a former fellow of the AGESW (Association for Gerontology Education in Social Work) Pre-Dissertation Fellows Program that fosters doctoral students in the field of gerontological social work. The program helps its fellows comprehend basic principles of doctoral education, develop strong professional networks with other colleagues and mentors across the country, and respect diversity in the population we serve as well as those within our own fellow group.     

Evaluating a Preventive Orientation Program

The present study evaluated a primary prevention, school-based program. The intervention focused on helping youngsters successfully navigate an important transitional event- transfer into a new school. Transitions such as entering a new school pose significant challenges to a child's ability to cope with the process of change. Adjustment difficulties are sometimes associated with school transitions, and transfer students experience anxiety over gaining peer acceptance and meeting school expectations. The present study evaluated the efficacy of a multi-element orientation program in preventing school adjustment problems among children transferring into a new school. The intervention included information, a peer-led discussion group, and a tour. Half the incoming transfer students in an inner-city elementary school were provided the program; the other youngsters served as controls. Children exposed to the preventive intervention, in comparison to controls, were more knowledgeable about the school; however, few differences emerged in adjustment criterion measures.     

Population education: a new strategy for India

Hamstrung by excessive population growth which has absorbed economic gains and faced with the prospect of even greater population gains due to the fact that 45% of her people are under 15 years of age, India must take bold steps to change fertility patterns. The best way of achieving this is to adopt a strong program of population education to convince young people to have small families out of a concern for the threat to the quality of life posed by excessive population. The objectives of population education, as defined by the National Seminar of Population Education in 1969, "should be to enable the students to understand that family size is controllable, that population limitation can facilitate the development of a higher quality of life in the nation and that a small family size can contribute materially to the quality of living for the individual family." The improvement in the health and welfare of individual family members was also emphasized. 3 major elements of population education are 1) determinants of population growth; 2) demography; and 3) consequences of population growth. 2 other aspects, generally called "sex education," can be added: human reproduction and family planning policies and programs. Inclusion of the latter items is highly controversial. Some maintain that the passions aroused by sex education can destroy the entire education program before it has a chance. Before launching an extensive program, the author recommends studying the social norms and constraints of the community, ensuring that the program is in competent hands, and instituting and evaluating pilot programs.     

Negative Aspects of Therapy: Client Perceptions of Therapists' Social Influence, Burnout, and Quality of Care

This study investigated the relationships between client perceptions of therapist use of social influence strategies, therapist burnout, and clients' perceptions of the quality of their therapy. Scales were developed to measure personal coercive power, personal reward power, various forms of expert power, and compromise strategies. A scale was also developed to measure clients' perceptions of their therapists' burnout that contained a combination of modified items from the Maslach Burnout Inventory (Maslach & Jackson, 1986) and original items based on stereotypical burnout behaviors. Research participants were 131 undergraduate students at the University of Pittsburgh who reported their experiences as therapy clients. Therapist use of personal coercive influence strategies and certain types of expert influence strategies were negatively associated with clients' perceptions of the quality of their therapy. Therapist use of personal reward influence strategies, compromise, and the therapist's reputation as an expert were positively related to clients' perceptions of the quality of their therapy. Perceived therapist burnout was positively associated with therapist use of personal coercive influence strategies, direct expert influence strategies, and indirect expert influence strategies. The implications of these findings are discussed.