Professional Relationship Boundaries: A Social Work Teaching Module

Social workers are often challenged by the complex and ever‐changing dynamics within their relationships with clients, and struggle to find ethical responses within professional boundary grey zones where boundaries with clients can be difficult to identify, yet easy to cross. Social work educators attempt to prepare students for these complex situations, yet in the United States research reveals rates of social work boundary violations that lead one to question the efficacy of social work ethics education. This article describes the educational competencies and instructional strategies that comprise an adaptable course module which was developed in response to this challenge, and intended to increase students' self‐awareness, motivation and professional judgment‐making abilities related to their professional boundaries. The educational competencies for this course include the abilities to: identify boundary violations, apply critical thinking skills to complex professional relationship contexts, increase awareness of self and other, and initiate prevention strategies. In contrast to traditional approaches to education, this article describes instructional strategies that are based on adult‐learning principles, which have the purpose of effectively and creatively teaching topic areas in such a way as to produce behavioural change. These course topic areas include a ‘Professional Relationship Boundaries Continuum’ conceptual framework, boundary violation impacts, personal boundary vulnerabilities, blurring boundary indicators, and risk‐minimizing strategies.     

An investigation of unmet intimacy needs in marital relationships

In this investigation we examined partners' responses to unmet intimacy needs in hopes of better understanding how these responses may affect intimacy satisfaction and overall relationship satisfaction. Eighty-four married couples, plus four additional husbands and 12 additional wives, were recruited from the community and completed measures of relationship satisfaction, intimacy need satisfaction, and attributional and communication responses to unmet intimacy needs. Consistent with the proposed mediational model, less negative attributional and communication responses to unmet intimacy needs were found to be beneficial for overall intimacy satisfaction and relationship satisfaction. In addition, more positive communication responses contributed to greater intimacy satisfaction. Limitations and clinical implications of the current study and directions for future work are discussed.     

Use of propensity score matching to evaluate a national smoking cessation media campaign

Sustained mass media campaigns have been recommended to stem the tobacco epidemic in the United States. Propensity score matching (PSM) was used to estimate the effect of awareness of a national smoking cessation media campaign (EX) on quit attempts and cessation-related cognition. Participants were 4,067 smokers and recent quitters aged 18-49 in targeted U.S. media markets. Controlling for potential confounders through PSM and regression analysis, confirmed awareness of EX was not significantly associated with either outcome at 6-month follow-up. Matched analyses excluding 217 quitters resulted in a significant effect of EX on both outcomes.     

“Fear Runs Deep:” The Anticipated Needs of LGBT Older Adults in Long-Term Care

Objectives: Older lesbian, gay, bisexual, and transgender (LGBT) adults are a vulnerable yet resilient population who face unique stressors as they foresee health decline. This paper presents the results of a study about community-dwelling LGBT older adults’ anticipated needs and fears related to nursing homes and assisted living. Methods: This qualitative study collected data through seven focus groups. The sample (N = 50) consisted of LGBT-identified adults age 55 and over. We used an inductive, thematic analysis approach to data analysis. Results: Participants seek an inclusive environment where they will be safe and feel connected to a community. They fear dependence on healthcare providers, dementia, mistreatment, and isolation. Importantly, these fears can lead to identity concealment and psychological distress, including suicide ideation. Discussion: This study adds to the existing literature about the worries of older LGBT adults as they anticipate long-term care. The results suggest that older LGBT adults seek LGBT-inclusive residential care settings that encompass two distinct yet related aspects of LGBT-affirmative care: the procedural (e.g. culturally competent skills and knowledge of practitioners) and the implicit (e.g. the values and mission of the organization). This paper identifies implications for practice, policy, and training.     

Racial diversity in the suburbs: how race-neutral responses to demographic change perpetuate inequity in suburban school districts

Suburbs across the US are experiencing dramatic demographic shifts, yet there is little research available on how suburban school districts are dealing with these changes. In this article, we examine the discourses surrounding race and demographic change in three suburban school districts that have been undergoing rapid demographic changes and which contain demographically distinct areas within their district boundaries. Utilizing a critical discourse analysis (CDA) approach, we analyze how the policy context (federal and state) frames actors’ discourses and understandings of race, paying particular attention to the political and institutional factors affecting school policy. We illustrate how the discourse, in turn, is related to the actions (or inactions) taken by district and school leaders to respond to demographic change. We conclude the article by discussing policy implications and potential challenges districts may face in the future if efforts to purposively address racial changes continue to be avoided.     

Accounting for Victimization: Social Constructionist Perspectives

This paper reviews research and theory on the social construction of victims and victimization. There are four areas of inquiry: victims’ self‐processes, the collaborative accomplishment of victimization, social problems claims‐making, and social movement framing. Scholars in each area take a symbolic interactionist perspective. Because victimization is potentially stigmatizing, much of this research and analysis draws on the literature on vocabularies of motive, aligning activities, and accounts. Literature on self‐processes examines how victims come to see themselves as victims and their situations as deviant. Often, when they try to establish their victim identities with others, they can be discredited or blamed if they do not meet expectations of typical victims. When people want to show that a social problem exists, they use images of victims to evoke sympathy and other emotions. Sometimes, collective identities may not be sympathetic, and also need to be managed, through the framing work of activists.     

Mothers' and Fathers' Use of Internal State Talk with their Young Children

The present study extends previous results demonstrating a relation between maternal discourse and child social understanding to include paternal discourse. Emotion understanding (EU) and theory of mind (ToM) were considered as two distinctive aspects of social understanding. Participants were 106 children (54 boys and 52 girls) studied at 3.5 and 5 years. Discourse measures came from separate parent–child conversations during a picture‐book task; measures of EU and ToM came from children's performance on social cognition tasks. Differences in parental talk translated into important differences in the influence of each parent on children's social‐cognitive understanding. Mothers' references to emotion and emotion causal explanatory language predicted children's concurrent EU. Fathers' use of causal explanatory language referring to desires and emotions predicted children's concurrent and later ToM. These results highlight important differences between mothers and fathers in their use of internal state language and its impact on children's social‐cognitive understanding.