Prevalence and predictors of PTSD among a college sample

Objective:This study examined the prevalence and correlates of probable posttraumatic stress disorder (PTSD) in freshman entering college and prospective associations of probable PTSD with additional outcomes. Participants: 2,310 students with data collected from Fall 2014 through Spring 2015. Methods: Incoming freshman completed a survey assessing for relevant variables at the beginning of fall semester and during the spring semester. Results: Seventy percent of the sample endorsed experiencing at least one potentially traumatic event (PTE). 34.4% of PTE exposed individuals met criteria for probable PTSD. Female sex, higher depressive and anxiety symptoms, and interpersonal PTE count were positively associated with PTSD symptoms. Higher PTSD symptoms were associated with higher anxiety and depressive symptoms, and new-onset interpersonal PTE. Conclusions: Identification of factors contributing to risk for PTSD is essential to inform prevention and intervention efforts. Intervention efforts should be targeted to students experiencing PTSD symptoms as they enter college.     

A skillset and a stance: Program planning for cultural competence and cultural humility in home visitation

Cultural competence has long been valued in home visitation, with a special focus on adapting home visiting programs to maximize their effects on specific cultures and populations. Critics advocate that traditional cultural competence training focusing on individual, professional skills-building should be replaced by cultural humility approaches that focus on humble engagement of participants. Little is known about how home visiting programs serving broadly diverse populations experience cultural competence and/or cultural humility efforts and initiatives on the ground. Interviews approximately 90−120 min in length were conducted with 34 home visiting program administrators in a large Midwestern state. Interviews were audio-recorded, transcribed, coded thematically, and subjected to content analysis. Two themes were identified from interviews. Respondents emphasized that: 1) cultural competency training was required by home visiting program models, so cultural competency questions were always addressed in home visitation, especially in training for new home visitors; and 2) cultural competence also included many aspects of cultural humility, commitment to continuous self-evaluation and self-reflection on cultural encounters that identified cultural knowledge gaps and sought more information. Respondents did not see cultural competency and cultural humility as oppositional and saw both concepts as important for engaging participants in home visitation.     

NETWORK IMPACT OF SOCIAL INNOVATION INITIATIVES IN MARGINALISED RURAL COMMUNITIES

The marginalised rural communities are characterised by societal challenges, such as isolation, lack of job opportunities, land abandonment, low quality of life and generally low education. Social Innovation (SI) initiatives may represent an opportunity to strengthen relationships among the members of rural community, by means of the alteration of the existing social networks. In this way, more exchange of information is expected, paving the way for the creation of professional collaborations among firms and other actors. This paper aims at proposing a short-term evaluation framework of effectiveness of a SI initiative in terms of reconfiguration of the social network structure. The described empirical case study is VàZapp’, a rural hub located in Southern Italy, which provides innovative solutions to activate social relations amongst farmers, altering hence their network. A well-referenced SI theoretical model, developed within the H2020 project SIMRA (Social Innovation in Marginalised Rural Areas), and the methodology of Social Network Analysis (SNA) were used to verify and measure quantitative and qualitative indicators affected by network intervention activated by VàZapp’ initiative. Results show that this SI initiative worked effectively, leading to a +308% in the number of relations and +250% in social network density. In addition, an evident improvement in the quality of the social relations was found, especially in cases where there are direct engagements within VàZapp’. Outcomes suggest that supporting and promoting SI initiatives could become a central discussion point for the rethinking of rural development policies focused on regeneration of social relations’ structure.     

Unmet needs in addressing child neglect: Should we go back to the drawing board?

Intervention in child neglect faces many challenges to effectiveness, including: (a) The lack of a cohesive, agreed-upon conceptual/theoretical framework and inconsistent definition of the problem; (b) disjointed intervention in various components of the problem; and (c) the social justice issues of inequity based on class, race, and gender. These conditions have led to a situation in which the role of poverty, potentially one of the most important contextual factors in neglect, can be overlooked. This article presents an argument for the need to pay more explicit attention to the definition of neglect, with particular focus on the role of poverty, in order to improve intervention in this pervasive problem. It concludes with recommendations for research, policy, and practice in child welfare.     

Social Work Practice and Education in the US and Canada

This paper discusses shared origins and differences in the social work professions and education programs in the United States and Canada. Consideration is given to how the social work professions in the two countries attempt to resolve the possible inherent conflict between an emphasis on dealing with problems of individuals, with intervention approaches such as casework and therapy, and an emphasis on addressing the problems of society, with social reform intervention approaches. The paper also discusses social work employment in the U.S. and Canada and the structure of social work education in both countries, including consideration of how the profession is legally regulated in each country.     

Mutual Benefits: Developing Relational Service Approaches Within Centrelink

Abstract

The machinery of income support can have considerable influence in people's lives, creating opportunities for social work but also tensions: access to vulnerable people, but not always on their terms. This paper argues that the challenge to social work is about more than holding on to professional discretion. It considers how social workers can influence service delivery approaches to work more relationally, pursuing a more equal involvement of clients, and recognising the complex interactive context of social and community life. The authors trace the development of such an approach within the Australian Government human services delivery agency Centrelink in Logan, Queensland, and briefly consider a parallel innovation in Newcastle, New South Wales. The authors suggest that grounding a large institutional social service agency in the realities of client and community experiences has mutual benefits, creating a more humanising, cooperative space, and displacing inefficient and sometimes tragic cycles of misunderstanding, confrontation, and disconnection.     

Design of an educational strategy based on Intervention Mapping for nutritional health promotion in Child Care Centers

Early childhood is a critical period for instilling healthy habits to prevent overweight and obesity. This paper describes the development of an educational intervention for the promotion of healthy eating and physical activity among two-to-four-year-old children in public child care centers (CCCs) in Mexico City. Following the Intervention Mapping (IM) protocol, we developed the Bright Futures multidisciplinary intervention. First, a formative research process to identify the personal and environmental determinants of childhood overweight and obesity, behavioral outcomes and performance objectives was conducted. Then, a matrix of change objectives by intersecting the performance objectives with the determinants was integrated. Bright Futures lasted six months and included 24 weekly sessions, each composed of five phases: warm-up, theory, active movements, relaxation, and hydration. Ad hoc interactive teaching materials focused on recreational activities, and formulated plans for the adoption, implementation and process/impact evaluation of the intervention was developed. IM successfully guided the design of a theory-driven and evidence-based intervention for children in CCCs within a socio-ecological and participatory planning framework. This is one of the first studies in Mexico to use IM in the context of CCCs.