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61.
Courtney Stevens Cindy H. Liu Justin A. Chen 《Journal of American college health : J of ACH》2013,61(7):665-673
ABSTRACTObjective and Participants: Using data from 69,722 US undergraduates participating in the spring 2015 National College Health Assessment, we examine racial/ethnic differences in students’ experience of discrimination. Method: Logistic regression predicted the experience of discrimination and its reported negative effect on academics. Additional models examined the effect of attending a Minority Serving Institution (MSI). Results: Discrimination was experienced by 5–15% of students, with all racial/ethnic minority groups examined- including Black, Hispanic, Asian, AI/NA/NA, and Multiracial students- more likely to report discrimination relative to White students. Of students who experienced discrimination, 15–25% reported it had negatively impacted their academic performance, with Hispanic and Asian students more likely to report negative impacts relative to White students. Attending an MSI was associated with decreased experiences of discrimination. Conclusion: Students from racial/ethnic minority backgrounds are disproportionately affected by discrimination, with negative impacts for academic performance that are particularly marked for Hispanic and Asian students. 相似文献
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Stacy M. Deck Justin Jay Miller Cynthia L. Conley 《Journal of Social Work Education》2013,49(4):771-776
ABSTRACTSocial work field education is expected to help students transition from the classroom to the practice setting. Yet, few social work programs adequately provide career development support to increase students’ employability. This Field Note presents practical, relevant and immediate strategies for implementing the MSW to J-O-B curriculum innovation in the field practicum seminar. The purpose is to help students clarify professional goals and successfully obtain employment or career advancement opportunities following graduation. Formative evaluation results for this professional development curriculum are presented. 相似文献
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This preliminary investigation examined the efficacy of a game-based cognitive-behavioral therapy group program for elementary school-aged children who have experienced sexual abuse. Treatment aimed to improve: (a) internalizing symptoms, (b) externalizing behaviors, (c) sexually inappropriate behaviors, (d) social skills deficits, (e) self-esteem problems, and (f) knowledge of healthy sexuality and self-protection skills. Results indicate that game-based cognitive-behavioral therapy was effective for improving internalizing and externalizing symptoms, reducing sexually inappropriate behaviors, and improving children's knowledge of abuse and self-protection skills. Although results pointed in a positive direction for social skills and self-perception, these findings were not statistically significant. Clinical significance was also evaluated to assess the clinical utility of treatment effects. Treatment implications of the findings and future research directions are discussed. 相似文献
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This article is based on a research project to explore the experiences of past and current candidates for post‐qualifying awards in social work in England. Also included in the study are the Leads of the post‐qualifying consortia in England. The study used questionnaire survey and nominal group techniques to gather data, which were coded and categorised into themes. The main findings relate to the perceived purposes of post‐qualifying study, motivations for undertaking post‐qualifying study, the factors that sustain and hinder study, the advice that those who have or who are experiencing post‐qualifying study would give to those about to start and future plans and hopes in this area. Post‐qualifying study is generally valued, especially in relation to the opportunities it provides for professional development. The support of a mentor who has direct experience of the candidate's programme is highly prized, as are clear and consistent guidance from the programme and meaningful study time and workload relief from employers. There are also frustrations for some candidates who do not feel that their post‐qualifying study has stretched them beyond qualifying standards or who experience the teaching as divorced from the realities of daily practice. The appetite for a wider choice of post‐qualifying modules suggests that providers of post‐qualifying study will need to collaborate within and across regions in order to achieve a critical mass of candidates for more specialist or focused learning. The study suggests a need for further research to understand the impact of post‐qualifying study on candidates' social work practice. The article concludes with two checklists of questions, one for individual candidates and another for agencies and programmes. These questions arise from the findings in the research. 相似文献
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