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301.
Jill Manthorpe Jo Moriarity Shereen Hussein Endellion Sharpe Martin Stevens Joan Orme 《Social Work Education》2013,32(7):704-717
The business of admissions to higher education in England is a significant task for academic and support staff. This paper draws on the Evaluation of the New Social Work Degree Qualification in England (2004–2008) to describe the changes in admissions work for social work staff in higher education associated with the change from diploma to a degree level qualification for entry to the profession; to report how staff involved in admissions work are managing these changes; and to identify elements of admissions processes that are perceived to be fulfilling the new requirements of the degree and those which are identified as more problematic. The article draws on two telephone/email surveys of a national sample of social work programmes and on face-to-face in-depth interviews with a sample of teaching staff from nine social work programmes in six higher education institutions undertaken during 2005–2007. The work of admissions staff is rarely scrutinised in studies of higher education or specifically in social work programmes: this article discusses the spectrum of approaches. It recommends monitoring of the outcomes of practices in admissions work that are recasting Department of Health Requirements as the minimum. 相似文献
302.
Abstract The social work profession has long struggled to find fair and effective ways of selecting students into their education programs. A psychometric test battery, gathered together under the title “Personal Qualities Assessment” (PQA) has been developed at the University of Newcastle to identify a range of qualities in aspiring health professionals. Two of its components were used to determine whether there was a relationship between scores obtained by social work students in these tests and scores achieved in an empathic listening and critical review hurdle assessment prior to the first field placement. The results showed that social work students who were moderately empathic, not narcissistic, and moderately libertarian in their moral orientation performed better on the assessment than students who were less empathic, more narcissistic, or extreme in their moral orientation. These results suggest that measurement of these qualities could be useful in selecting the most suitable individuals for social work programs. 相似文献
303.
Abstract In teaching students about ethical decision making in social work, it is essential that the students are able to recognise the moral implications of their work and develop a deep understanding about ethical issues and their personal responsibility for making ethical choices. Thus, more than a “how to do it” approach is needed and teaching students about values and ethics is an essential thread that runs through our experience-based social work education program. The present paper describes a learning unit that sought to teach students about ethical decision making as a critical thinking process and, in so doing, to integrate students’ knowledge and experience of values, ethics, policy, and research in the final year of study. The relationship between values, ethics, policy, research, and social work practice provided an ideal context within which students could learn to integrate their knowledge and experience and apply it directly to their fieldwork practice. The paper ends with our critical reflection on this teaching experience and a critique of decisionist ethical frameworks. 相似文献
304.
Katherine A. Poehling MD MPH Jill Blocker MS Edward H. Ip PhD Timothy R. Peters MD Mark Wolfson PhD 《Journal of American college health : J of ACH》2013,61(8):541-547
Abstract Objective: The authors sought to describe the 2009–2010 seasonal influenza vaccine coverage of college students. Participants: A total of 4,090 college students from 8 North Carolina universities participated in a confidential, Web-based survey in October–November 2009. Methods: Associations between self-reported 2009–2010 seasonal influenza vaccination and demographic characteristics, campus activities, parental education, and e-mail usage were assessed by bivariate analyses and by a mixed-effects model adjusting for clustering by university. Results: Overall, 20% of students (range 14%–30% by university) reported receiving 2009–2010 seasonal influenza vaccine. Being a freshman, attending a private university, having a college-educated parent, and participating in academic clubs/honor societies predicted receipt of influenza vaccine in the mixed-effects model. Conclusions: The self-reported 2009–2010 influenza vaccine coverage was one-quarter of the 2020 Healthy People goal (80%) for healthy persons 18 to 64 years of age. College campuses have the opportunity to enhance influenza vaccine coverage among its diverse student populations. 相似文献
305.
Tanya M. F. Scarapicchia Catherine M. F. Sabiston Michelle Brownrigg Althea Blackburn-Evans Jill Cressy Janine Robb 《Journal of American college health : J of ACH》2013,61(5):299-306
AbstractObjective: MoveU is a social marketing initiative aimed at increasing moderate-to-vigorous physical activity (MVPA) among undergraduate students. Using the Hierarchy of Effects model (HOEM), this study identified awareness of MoveU and examined associations between awareness, outcome expectations, self-efficacy, intentions, and MVPA. Participants: Students (N = 2,784) from a Canadian university in March 2013. Methods: A secondary analysis of the National College Health Assessment–II survey and measures specific to the MoveU campaign. The main associations were examined in a path analysis. Results: MoveU awareness (36.4%) was lower than other well-established university health campaigns. Younger students, females, and individuals living on campus were more likely to be aware of MoveU. The HOEM was supported, and improvements in model fit were evident, with additional direct relationships between outcome expectancy and intention, and between self-efficacy and MVPA. Conclusions: The intended population was aware of the campaign. The HOEM was useful in the development and evaluation of the MoveU campaign. Longitudinal studies are needed to further test the efficacy of the HOEM in the social marketing of physical activity. 相似文献
306.
Jill Manthorpe MA FRSA Kritika Samsi MSc PhD Joan Rapaport PhD 《Journal of elder abuse & neglect》2013,25(4):355-373
This study aimed to investigate the views and experiences of local Safeguarding Adults Coordinators of the newly implemented Mental Capacity Act 2005. This legislation in England and Wales has both protection and empowerment as its dual goals. Fifteen Safeguarding Adults Coordinators (SACs) employed by local authorities in the London area were interviewed in 2008, and again 2 years later. A total of 12 SACs participated in the 2010 follow-up interviews. The findings are reported here, covering experiences and views on the implementation and uses of the Act. There was overwhelming support for the Act as enhancing people's rights to a life free from abuse, of providing a framework for the assessment of decision-making capacity, and of assisting practitioners in reducing risks and responding to abusive situations. Participants urged better publicity about the Act, more detailed guidance on the new offenses, and greater attention to the interactions with other government policy goals. 相似文献
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310.
Jesse J. Helton PhD Jill C. Schreiber PhD Janet Wiley MSW Rachel Schweitzer MSW 《Child & Family Social Work》2018,23(2):248-255
Although it is well established that daily routines are important for family well‐being, very little research has been done on how foster parents establish and integrate new foster children into family routines. We used a mixed‐methods, cross‐sectional design, focused on qualitative results to explore how foster parents utilize routines. Twenty‐three foster parents were recruited from a private child welfare agency in a large city in the United States. Surveys were administered to obtain demographic information, overall home atmosphere, and the importance and prevalence of different routines, including mealtimes and sleep schedules. Nine foster parents received a semistructured interview with open‐ended questions. Foster parents reported that routines such as bedtimes, mealtimes, chores, and homework were essential to family well‐being. Because both parents and children had to adjust to living together in an intimate family environment, it was important to establish routines quickly. Foster parents modified routines depending on their child's needs. Along with typical family routines, foster parents reported additional tasks, such as visits with biological parents, meetings with caseworkers, and trainings that affected their family schedule. Results imply that training foster care workers and foster parents about routines can engender stability and emotional belonging for children. 相似文献