Family Instability and Exposure to Violence in the Early Life Course

Family instability has been linked with a host of outcomes across the early life course. This study extends this literature by connecting instability with violence in the community by examining the associations among family structure, family structure change, and secondary exposure to violence during adolescence across diverse segments of the population. Using longitudinal data from the Project on Human Development in Chicago Neighborhoods study, we found that living with a single parent and experiencing family structure changes were associated with secondary exposure to violence. Multiple group models suggest that partner change translated into more exposure for boys than girls. Findings also suggest that family instability may lead to more secondary exposure to violence for African American youth.     

Disaster,Time, and Dialogue: A Couple Lessons from Hurricane Katrina

There is much to learn about ourselves and the worlds we fashion “when all hell breaks loose” (W. Lloyd Warner 1947:1).

This brief paper is about The Katrina Bookshelf, specifically about a couple of the contributions several of the forthcoming books on The Shelf will make to the social study of disaster. It is both a collective and an individual achievement. Imagine The Katrina Bookshelf as a composition and each book on The Shelf a movement, a part of the composition that is more or less complete in and of itself. Any one of the books could be taken from The Shelf and read alone, independent of the others. Each has its own voice and reaches its own resolution. But examined together, The Shelf reveals the phenomenal human complexity that is Hurricane Katrina.     

Engaging with a Mental Health Service: Perspectives of At-Risk Youth

Studies suggest that only a small number of young people with diagnosable mental health difficulties are referred for treatment. Of these a significant proportion fail to engage in treatment or terminate prematurely. This situation is exacerbated when the young people are homeless or at risk of homelessness, and considered to be at-risk. With this at-risk population the process of engagement is likely to be a critical aspect of successful interventions. Using qualitative methodology, at-risk clients of a mental health service (n = sixteen) were interviewed, and four primary themes crucial to the engagement process were identified. The data indicated the importance of considering the young person and their multifarious life-experiences; the attractiveness and accessibility of the service; and the follow-up offered by the service provider. The implications for mental health services that provide counseling for young people are discussed.     

Community need for university-based mental health services: identifying the top 5

The purpose of this study was to determine the community need for mental health and health promotion services provided by advanced practice nursing faculty at a small university in the midwestern United States. Fifty participants from a three-county service area were selected to complete a needs assessment survey. Survey results indicated strong community need for primary mental health services for low-income residents, older adults, pregnant women, and families with children. Mental health services (particularly for depression), health promotion, wellness information, and primary mental health care were among the leading areas of need. In addition, low-cost mental health services were identified as the most significant need, which was magnified in the underserved, Hispanic population.     

Ergonomics, automation and logistics: practical and effective combination of working methods, a case study of a baking company

The aim of this study was to combine three different analytical methods from three different disciplines to diagnose the ergonomic conditions, manufacturing and supply chain operation of a baking company. The study explores a summary of comprehensive working methods that combines the ergonomics, automation and logistics study methods in the diagnosis of working conditions and productivity. The participatory approach of this type of study that involves the feelings and first-hand knowledge of workers of the operation are determining factors in defining points of action and ergonomic interventions, as well as defining opportunities in the automation of manufacturing and logistics, to cope with the needs of the company. The study identified an ergonomic situation (high prevalence of wrist-hand pain), and the combination of interdisciplinary techniques applied allowed to improve this condition in the company. This type of study allows a primary basis of the opportunities presented by the combination of specialized methods of different disciplines, for the definition of comprehensive action plans for the company. Additionally, it outlines opportunities for improvement and recommendations to mitigate the burden associated with occupational diseases and as an end result improve the quality of life and productivity of workers.     

Gender and White College Students' Racial Attitudes

New forms of racial attitudes among whites, including racial resentment, help to uphold institutionalized inequalities in the United States. As a way to dismantle institutionalized forms of racial inequalities, colleges and universities have implemented various curricula and programs designed to expose students to diversity and reduce social inequalities. This study attempts to uncover the extent to which college experiences affect levels of racial resentment among white students, with emphasis on whether the effects differ for women and men. Findings from a representative sample of students at a large Midwestern university revealed that white men showed higher levels of racial resentment than white women and that their attitudes were significantly affected by many college experiences. By contrast, white women are less affected by aspects of their college experience.     

The Initial Qualifications,Induction and In‐Service Needs of Education Social Workers in Wales1

This paper presents an analytical evaluation of the initial entry qualifications, induction and in‐service requirements of education welfare officers (EWO)/education social workers (ESW) in Wales. These data were obtained from a sponsored research project funded by the Welsh Assembly Government conducted on a pan‐Wales basis. The findings indicate that only five local education authorities (LEAs) in Wales presently require social work qualifications for entry to the service. A majority of staff in the remaining LEAs tend to hold low level qualifications. Whilst induction practices vary between LEAs, better and improved practice is beginning to emerge. Similarly, the in‐service needs of ESW/EWS staff are not normally analysed systematically. Therefore, a variety of different approaches are used within LEAs to meet the in‐service needs of education welfare/social work staff. Some examples of good practice are postulated. Recommendations to improve the induction, initial training and in‐service requirements of staff in Wales are made alongside the need for further research.     

An interprofessional internship model for training master’s level social work and counseling students in higher education settings

ABSTRACT

The mental health needs of college students are steadily on the rise, which compels mental health service providers and educators to explore innovative ways to provide more collaborative, supportive, and interdisciplinary service models of practice and professional training. Graduate programs in social work and counseling are at the crux of producing internship training programs to help accommodate the influx of students with persistent mental health concerns across a variety of needs and cultures. This article describes an interprofessional internship program structured and designed to meet the clinical training needs of master’s level students matriculating in social work and counseling who aspire to provide mental health services in higher education settings. The interprofessional internship training model proposes an innovative interdisciplinary approach to field education which may result in positive training outcomes and learning experiences for social work and counseling students. This paper discusses the model’s emphasis on individual and interdisciplinary group supervision, objectives of the internship experience, internship site criteria, and professional and personal benefits to pre-service social workers and counselors. Recommendations for training and limitations of the model are provided.