Cultural competence in the assessment of poor Mexican families in the rural southeastern United States

Increasing numbers of poor Mexican immigrant families are settling in the rural southeastern United States. Most of these families are from isolated agrarian communities in Mexico and are headed by unskilled laborers or displaced farm workers with little education. Child welfare workers and other service providers in rural communities may be poorly prepared to address the needs of this population. This article provides an overview of the cultural, social, and family dynamics of first generation, working class Mexicans to promote cultural competency among helping professionals. An ecological perspective is used to examine the strengths that poor Mexicans bring from their culture of origin, stresses of the migratory experience and ongoing adaptation, shifts that may occur in family structure and functioning, disruptions in the family life cycle, the role of social supports in family adaptation, and effect of institutional discrimination on family well-being. Suggestions also are made for essential components of adequate in-service education.     

Developmental Trajectories of Social Justice Values in Adolescence: Relations with Sympathy and Friendship Quality

This study examined developmental trajectories of social justice values (SJV) in a representative sample of Swiss adolescents (N = 1258) at 15 (Time 1), 18 (Time 2), and 21 years of age (Time 3). SJV and friendship quality were measured via self‐reports. Sympathy was assessed via self‐ and mother‐reports. Latent class growth analysis revealed three developmental trajectories of SJV: high‐stable (80 percent), moderate‐decreasing (17 percent), and low‐increasing (3 percent). Adolescents with low levels of self‐ and mother‐reported sympathy were more likely to be members of the low‐increasing than the high‐stable or moderate decreasing trajectory groups. Adolescents who reported low levels of sympathy and friendship quality at 15 years of age were more likely to be members of the moderate‐decreasing trajectory group than the high‐stable trajectory group. Results are discussed with respect to the potential significance of sympathy and friendship quality for understanding the development of SJV during adolescence.     

Trauma-informed care and elder abuse: a synergistic alliance

ABSTRACT

Elder abuse is a global systemic problem in which one or more traumatic or stressful life experiences directly affect older adults, their families, and communities. Despite its devastating impact, the understanding of—and response to—elder abuse has rarely been explored through a trauma-informed lens. Despite the prevalence of traumatic and stressful life experiences, research and practice are just beginning to target the intersection of elder abuse and life course trauma. This article demonstrates how knowledge about the causes, consequences, and responses to elder abuse can be integrated with the principles of trauma-informed care to improve agency and community responses to preventing or intervening with elder abuse and neglect. In order to address the ongoing problems with detection and treatment of elder abuse, we assert that instilling trauma and elder abuse informed care in organizational services and policies forms a synergistic alliance and would address many of these concerns.     

Field Placements in For-Profit Organizations

The recent explosion of proprietary social services suggests that growing numbers of social work students may be placed for field work in organizations whose primary goal is the realization of profits. Information on the extent to which social work programs collaborate with proprietary agencies for field education purposes is unavailable. This article describes the results of a national survey to determine the use patterns and policies of master of social work programs regarding field placements in for-profit settings. Findings indicate that social work education is incorporating proprietary sites for field training at an unparalleled rate. Proprietary sites used most often are hospitals, nursing homes, and outpatient health care agencies. Furthermore, the study links different policy positions on for-profit placements to geographical location. The author suggests, among other recommendations, that programs provide positive role models to help students apply professional values and ethics to problems resulting from proprietary influence upon practice.     

The Experiential Community Assessment Project: Integrating Social Work Practice Skills

Although most social work students are primarily interested in micro practice, the Council on Social Work Education mandates teaching macro practice. The challenge of incorporating meaningful and relevant community assignments within practice courses is noted in the literature (Koerin, Reeves, & Rosenblum, 2000 Koerin, B. B., Reeves, J. and Rosenblum, A. 2000. Macro-learning opportunities: What is really happening out there in field?. Journal of Baccalaureate Social Work, 6(1): 109–121.  [Google Scholar]). This article discusses the Experiential Community Assessment Project (ECAP) that integrates social work practice skills through interviewing a community leader, attending a community meeting, and using publicly available data to assess at risk neighborhoods. Grounded in experiential learning theory, a series of reflection papers are used to help students process what they are learning. A capstone poster presentation is required at the end. Suggestions and recommendations are made for using or adapting this project within other social work curricula.     

Socio-cognitive processes in strategy formation – A conceptual framework

This paper should set the frame for the management focus by introducing the cognitive perspective in management research. The cognitive view has become a considerable perspective in describing and explaining strategic processes and significant advances have been provided especially in the last decade. However, the primary concern of cognitive-oriented strategy process research is still on strategic decision-making and therefore lags behind encompassing conceptional developments in process research. By drawing on the “genesis” approach of Kirsch, this paper develops a framework for explaining the formation of shared strategic orientations from a socio-cognitive perspective, which should broaden the “dominant research design”.     

Teaching Children With Autism Spectrum Disorder to Mand “Why?”

The Analysis of Verbal Behavior - For most children with autism spectrum disorder (ASD), manding for information is an important skill that must be systematically taught. Although previous studies...     

Teaching Children With Autism Spectrum Disorder to Mand “Why?”

For most children with autism spectrum disorder (ASD), manding for information is an important skill that must be systematically taught. Although previous studies have evaluated interventions for teaching other mands for information, to date no studies have demonstrated effective procedures for teaching the mand “why?” The purpose of the present study was to teach 3 children with ASD to mand “why?” under relevant establishing operation conditions in 3 distinct scenarios. A trial-unique multiple-exemplar procedure was used to promote generalization and increase the value of information provided across trials. All 3 participants learned to mand “why?” in all 3 scenarios within a mean of 18 sessions (range 14–21 sessions), demonstrated generalization to novel stimuli and settings, and maintained this skill over time. Social validity for the intervention had an overall mean of 5.88 (range 1–7).