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.     

International female students’ experiences of navigating the Canadian health care system in a small town setting

Abstract

This pilot study explored the international female (IF) students’ (n = 17) lived experiences of health care accessibility while studying in a small town in Canada. Analysis guided by a phenomenological method resulted in three major themes – (1) after arriving to attend university, IF students experienced challenges in staying healthy, such as learning how Canadian medical insurance works and how to access medical help, (2) IF students developed a support system over time, consisting of their university’s student advisors, host families and friends and (3) as IF students became familiar with living in Canada, they developed self-directed care strategies such as taking care of each other if they became sick. They also became comfortable reaching out through social media to ask questions and connect with others who were also new to Canada. Recommendations included providing (1) alternative times for IF students to access medical care on campus, (2) a fund where IF students could borrow the upfront costs to see a doctor and (3) health care knowledge dissemination through various media throughout the school year. The outcomes of this study are generally encouraging and may assist IF students to make effective health care decisions while in Canada resulting in a less stressful academic experience.     

Social work students’ experiences in a Christianity and sexual minority intergroup dialogue

A tension between the lesbian, gay, and bisexual (LGB) and (heterosexual) conservative Christian communities has been documented within social work. This qualitative study explores students’ experiences in a Christianity and LGB sexuality intergroup dialogue at an American graduate social work program. This dialogue was the first known case of intergroup dialogue being used to address these topics in a social work program. Students’ motivations for participating in the dialogue, challenges faced throughout the dialogue, and what they learned are discussed. Pedagogical implications for schools of social work and intergroup dialogue are outlined.     

Do you see me? The complex experiences of women of color MSW students

Universities have increased the number of female students of color. However, inconsistency remains in terms of the number of women of color in positions of power and privilege. This discussion attempts to forward the dialogue about the challenges as well as the resilience of female students of color based on the experiences of four female African-American students in a graduate social work program at a predominantly white institution (PWI). Participants shared their daily experience of isolation and exclusion in their graduate programs compared to their experience in Historically Black College or Universities (HBCUs). Participants also discussed the divide that exists in institutions, as well as the sustaining forces and implications for education and research.     

The role of savings and wealth in reducing ‘wilt’ between expectations and college attendance

‘Wilt’ occurs when a young person in high school expects to attend college but does not do so shortly after graduating. In this study we find that youth with no savings account in their own name are more likely to experience wilt than any other group examined. In multivariate analysis, young people who expect to graduate from a four-year college and have an account are approximately six times more likely to attend college than those with no account. Teens who expect to graduate from a four-year college and have designated a portion of their savings for college are approximately three times more likely to attend college than those with no account. Additionally, when savings are taken into account, academic achievement is no longer a significant predictor of college attendance. Policy implications are discussed.     

Exploring the relationship between parents’ and children’s housework time in Spain

Intergenerational transmission has been successfully employed in economic research to explain the persistence of certain economic behaviors across generations. This paper evaluates the relevance of this transmission process in the formation of gender roles during childhood. In particular, we analyze the relationship between parents?? and children??s housework allocation patterns. We propose a simple theoretical model that predicts that parents with a strong adherence to gender to traditional gender norms??as proxied by their division of household labor??are more likely to allocate housework to children in a way that reflects stereotypes of men??s and women??s domestic tasks. The empirical application is carried out with data from the 2002?C2003 Spanish Time Use Survey. The sample restricts to two-parent households with at least one child aged 10?C17?years. We find a significant positive correlation between a more egalitarian parents?? allocation of housework and a less asymmetrical distribution of domestic chores between sons and daughters.     

‘Car Talk’: automobility and Chinese international students in Michigan

The apparent conspicuous consumption of luxury vehicles by Chinese international students attending a public Michigan University provides an opportunity to examine the convergence of different ideas about automobility. Upwardly mobile Chinese families send their children to Michigan, a state with a tradition of auto-production, for educational opportunities not available in China. The resulting ‘car talk’ of local residents about Chinese students and their cars speaks to broader anxieties about Michigan’s shifting relationship to the global economy. However, the paper focuses on the meanings of auto-owning created by Chinese students who make decisions about the purchase and use of their autos within a social world oriented primarily to other Chinese students and societal ideas about auto-owning circulating among friends, family and society in China. For Chinese students, car owning encompasses meanings of status, safety and sociability that are created within the context of study abroad.     

Differences in university students’ motivation between a required and an elective physical activity education policy

Objective: The aim of this study was to examine differences in students’ physical activity motivation, competence, and weekly exercise metabolic equivalent units (METs) between universities with different physical activity education (PAE) policy arrangements (ie, a required PAE vs. an elective PAE). Participants: Participants (N?=?953) were purposefully recruited from two universities with different PAE policies 1 week before the start of fall term 2015. Methods: Participants completed questionnaires assessing their physical activity motivation, competence, and weekly exercise METs. Results: The results of this study suggest that having a required PAE policy allows for more students with lower self-determined forms of motivation (ie, amotivation) to be reached in comparison to the elective PAE policy. Conclusions: This finding highlights that a primary value of having a required PAE policy is its ability to reach less motivated students.     

Exploring South African mathematics teachers’ experiences of learner migration

This paper focuses on patterns of post-apartheid learner migration between schools previously segregated along racial lines. South Africa’s shift away from cultural and linguistic isolationism and the ways this has impacted educational arrangements in this country, most particularly in relation to the language of learning and teaching, affects mathematics teaching and learning in complex ways. We focus on how changes in the demographic make-up of some schools have affected the teaching and learning of mathematics by drawing on two case study vignettes in historically different schools. The vignettes are used to illuminate our discussion and to raise key questions requiring further research.     

Exploring narratives of education: disabled young people’s experiences of educational institutions in Ghana

Disabled young people in many low and middle-income countries experience significant levels of educational exclusion due to disabling social and physical environments and are more likely to be illiterate than their non-disabled peers. Most social sciences and development literature, however, tends to homogenise the educational trajectories of disabled young people and focuses predominantly on the perspectives of educationalists, development experts and carers in assessing educational needs and institutions. Consequently, the experiences of young people across multiple categories of social difference, and their agency in shaping their own educational trajectories, remain largely unknown. This article contributes to filling this gap by exploring the educational narratives of young people with different impairments in mainstream, special and integrated schools in Ghana. The article shows how exploring individual narratives provides new insights into the educational needs of and ‘appropriate’ education for disabled young people in the Global South.     

Disabled students’ experiences of higher education in Sweden,the Czech Republic,and the United States – a comparative institutional analysis

Students with disabilities face obstacles in their encounters with higher education. The aim of this study is to investigate how the institutional context shapes students’ experiences of unequal opportunities in higher education. In comparing disabled students’ experiences from universities in Sweden, the Czech Republic, and the United States, the study makes visible the kind of experiences that students share and how experiences differ between these countries within the global context of higher education. The study has shown that students’ possibilities for equal participation are shaped by the institutional context that is based on medical diagnosis and compensation for an inaccessible education.     

Fitting in and looking pretty: experiences of students with visual impairment participating in ‘inclusive’ ballroom dance classes

Abstract

Greater participation in social, sporting and cultural activities by disabled people is important for inclusion. We discuss the experiences of four students with visual impairment who are partnered with sighted dancers in an inclusive ballroom dancing project. Their talk is discussed against the background of common images about dance, disability and performance. Participants experienced inclusive ballroom dancing as enjoyable. They also indicated the ways in which the dancing involved acting to conceal their impairments and to reinforce norms of non-disabled heteronormativity. We discuss the contradictions inherent in projects which espouse inclusion and are appreciated but which perpetuate exclusionary stereotypes.     

Treating mental health problems in primary care: Discrepancies between therapist expectations and clients’ attendance

ABSTRACT

Models of collaborative primary health care were introduced in Ontario in 2005 with the goal of providing comprehensive care, including that of mental health, to patients. While the success of this model of health care delivered through Family Health Teams (FHT) has been established, evidence based guidelines to guide mental health therapists regarding the number of sessions needed to treat common issues such as depression and anxiety seen within this model is lacking. The goal of this study was to gain a better understanding of how therapists conducted therapy, including type of intervention, under a physician determined eight session cap. Questionnaires completed by the therapists after the first session and again when therapy ended, a focus group and a chart review were conducted over an eight month period involving a total of 147 patients. Several key findings were identified including the unanticipated outcome of a discrepancy between how many sessions were initially thought to be required by the mental health therapist compared to how many sessions were determined helpful by the patient. Conversely, it was also identified that eight sessions was insufficient to treat more severe mental health issues such as trauma. Such results suggest that the treatment of mental health issues within Family Health remains a little understood and explored issue, with the authors suggesting better ways of negotiating session caps reflective of mental health issues addressed within this model of care.     

Asian students’ perceptions of group work and group assignments in a New Zealand tertiary institution

This study, conducted in 2005 in a New Zealand tertiary institution, examines Asian students’ perceptions of the much‐promulgated cooperative learning concepts in the form of group work and group assignments. Twenty‐two Asian students participated in one‐hour individual face‐to‐face semi‐structured interviews. The study found that Asian students valued highly the significance of classroom group discussions where they could interact with students from other cultures and backgrounds, improve their English‐language skills, enhance their cultural understanding and provide them with opportunities to make friends. However, they held intensely negative views about group assignments that required students to complete a project as a group with shared marks determined by the performance of the group. Contributing factors affecting group dynamics included members’ attitudes and willingness to cooperate and contribute as a team, the composition of the group, students’ competing demands on students’ time and attention, heterogeneity from the natural abilities of students, and the varying cultural values and beliefs held by group members. Most Asian students felt disheartened and helpless at having to complete mandatory group assignments. The study suggests that cooperative learning has its strengths and weaknesses. Students’ needs, interests, cultural values, and teaching effectiveness should be considered as a priority in teaching in tertiary institutions.     

The lawyers’ war: states and human rights in a transnational field

While torture and assassination have not infrequently been used by states, the post 9/11 ‘war on terror’ waged by the US has been distinguished by the open acknowledgement of, and political and legal justifications put forward in support of, these practices. This is surprising insofar as the primary theories that have been mobilized by sociologists and political scientists to understand the relation between the spread of human rights norms and state action presume that states will increasingly adhere to such norms in their rhetoric, if not always in practice. Thus, while it is not inconceivable that the US would engage in torture and assassination, we would expect these acts would be conducted under a cloak of deniability. Yet rather than pure hypocrisy, the US war on terror has been characterized by the development of a legal infrastructure to support the use of ‘forbidden’ practices such as torture and assassination, along with varying degrees of open defence of such tactics. Drawing on first-order accounts presented in published memoirs, this paper argues that the Bush administration developed such openness as a purposeful strategy, in response to the rise of a legal, technological, and institutional transnational human rights infrastructure which had turned deniability into a less sustainable option. It concludes by suggesting that a more robust theory of state action, drawing on sociological field theory, can help better explain the ways that transnational norms and institutions affect states.     

Neither an offender nor a ‘free’ person: Drug supervision and desistance in Singapore

In 2019, the Misuse of Dugs Act, the main legislative instrument in combatting drug offences in Singapore, underwent a landmark amendment where it strove to strike a balance between subjecting persistent drug offenders to long-term imprisonment and enhancing the reintegration potential of those offenders whom the state considered as ‘pure abusers’ without a penal charge. While this risk-differentiated approach could be seen as progressive and moving away from the harsh response that has had traditionally characterised the Singapore state's treatment of persistent drug abusers, this article contends that extending the maximum period of drug supervision from two to 5 years, which the amendments called for, of even pure abusers upon their completion of the detention order, hinder efforts at desistance. This article focuses specifically on the contradictions of the urine testing regime post-release and seeks to contextualise its counter effects on the various dimensions of desistance among recovering drug abusers.     

Family members’ experiences and management of resident-to-resident abuse in long-term residential care

ABSTRACT

Objectives: Resident-to-resident (RRA) abuse is increasingly recognized as a significant problem in long-term residential care.Families have a constant presence in this setting, yet their inclusion in research about RRA is minimal. The purpose of this study was to examine family members’ experiences and management of RRA. Methods: The methodology was critical ethnography.Twelve family members participated in in-depth interviews and 56 hours of participant observation were conducted. Data were analyzed thematically. Results: The main themes illuminate families’ experiences of RRA in a context that largely normalizes it.In the absence of formal supports, families developed a range of management strategies, ranging from passive to active intervention.Organizational factors, such as staffing levels and mix, and the physical environment also contributed to RRA. Discussion: Families are actively managing RRA in long-term residential care. Policies and programs, including educational supports, should be developed to validate and support families.