Tactics Young Women Use to Resist Condom Use When a Partner Wants to Use a Condom

Although there is a growing literature on men’s condom use resistance (CUR) tactics (e.g., direct requests, deception), little research exists on women’s CUR tactics. This study investigated young women’s (ages 18 to 21) self-reported use of CUR tactics since age 14 and related individual difference factors. Participants included 235 sexually active heterosexual women from a nationwide convenience survey sample who completed a newly adapted women’s version of the Condom Use Resistance Survey. Consistent with the limited previous research, women were most likely to use risk-level reassurance (37.9%) and seduction (33.2%) tactics. A higher frequency and quantity of alcohol consumption, particularly prior to sex, lower perceived risk of sexually transmitted infections (STIs), and a history of STI diagnosis were associated with having previously used a greater number and variety of CUR tactics. This highlights the need for CUR prevention and intervention programming for women. Future research should specifically examine women’s rationale for using CUR tactics and utilize longitudinal and experimental methods to further elucidate directional and causal relationships among individual-level risk factors, CUR, and negative sexual health outcomes.     

County government resources associated with dependent-adult abuse investigations in Iowa

This study evaluated on a county level the association of Iowa's domestic dependent-adult abuse investigations with the location of adult protective services (APS) offices, rurality, government resources, felony charges and prosecutions, child abuse reports, and census demographics. In 2003, the rate of dependent-adult abuse investigations for Iowa was 0.70 per 1,000 population age 18 and older. Higher rates of child abuse investigations, felony prosecutions, sheriff's annual salary, and lower rates of child abuse substantiations are associated with higher rates of dependent-adult abuse investigations and substantiations.     

Teaching anti-oppressive social work

This article highlights critical elements for effective and culturally sensitive teaching when transferring educational programs from a Western country to another context. The Social Work Education Project (SWEP), a master's level professional education program, was developed to train social workers in the conflict-affected area of Mindanao in the Philippines. Designed to enhance the leadership capacity of local social workers and contribute to the peace process, SWEP represents collaboration between the National Catholic School of Social Service in Washington, DC; Community and Family Services International, a Philippines-based NGO; and other Philippine community and educational partners. Qualitative program evaluation findings reveal that students assessed their learning as culturally relevant and personally meaningful while also enhancing their capacities for effective social work practice. Grounded in these findings and the experiences of involved faculty, the article concludes with five key lessons for international education.     

Homeless in the mind: A case-history of personal life in and out of a close orthodox community

A sociogenetic theoretical framework is applied to Berger, Berger, and Kellner's (1973) concept of cultural homelessness, extending its use beyond the sociological effects of modernity to the psychological development of persons who are closely tied to their collective-cultural contexts. The theory is grounded in the bidirectionality of cultural transmission, and the construction of culture in different cultural members. The construction of internal personal cultures is brought about by the individual with the support of social others. The processes by which cultural messages are internalized and externalize back into the culture explain how feeling at home or not at home are normal aspects of socialization. An illustrative example of a retrospective case-history of a woman's feeling of homelessness in an ultraorthodox community shows how the individual internalizes and transforms cultural norms. Examples of further applications of the theoretical principles are presented, and implications of feelings of homelessness for understanding the normal processes of socialization.     

Cost-containment,computers and confidentiality

The profession of social work has clear standards to follow in protecting confidentiality when a client discloses information in a psychotherapy session. These standards are examined in relation to an ever-increasing diresrefard for privacy as staff of managed care for mental health services and employee assistance programs gather and store information in computer databases, with the overall objective of cost-containment. Ethical principles are discussed and suggestions are made for safeguarding, the client's right to privacy.     

Uncovering issues of ableism in social work education: a disability needs assessment

ABSTRACT

Social work education’s commitment to teaching inclusive social work practice must not only be evidenced in the explicit curriculum and teaching methods, it must also be present in the implicit curriculum including administrative policies, student support, and resources. Yet, accessibility and climate efforts often fall short of addressing disability and ableism as barriers to education, despite the clear call for disability to be included as part of the field of social work’s commitment to social justice. A social work graduate program in the USA developed a mixed-methods disability needs assessment, completed by 586 respondents in 2016. The assessment highlighted the frequency with which students experience ableist microaggressions and lack of support they feel they have, as well as the need for a disability-focused community within the school. Results illuminated the need for education on the depth and breadth of disabilities, advocacy, principles of Universal Design for Learning, and ableist microaggressions. These findings can assist social work educators in developing tangible strategies for more inclusive social work education.     

Managing Care and Joined Up Thinking in the Curriculum

This paper discusses the curriculum development of a level three undergraduate course in managing care. It was produced and is presented by The Open University. The course is aimed at frontline managers in health and social care. The course team made consultation with service users, carers and managers a priority in developing the curriculum. The paper discusses this consultation process and the learning gained from it. A major contribution was to clarify debates about how far the course should have one core curriculum and how far it should offer specialist options for managers in different settings. Service users and carers had strong views on the need for better co‐ordination of services and recognition of individual needs rather than divisions into service‐led categories. Managers stressed the importance of reflecting the reality of frontline management. This helped the course team to develop a framework that stresses the commonality in the work and the importance of ‘practice‐led’ management. Service users and managers were involved as critical readers of course texts to ensure that the consultation process continued through the course development. A second strand is the need for the course to be accessible to those not yet in management positions, and extracts from an interactive CD‐ROM which presents case study material demonstrate the innovative joined up and accessible approach taken to student learning needs.