Gambling-related problems across life domains: an exploratory study of non-treatment-seeking weekly gamblers

This study uses content analysis to provide a qualitative exploration of how life roles are affected by frequent (i.e. at least weekly) gambling, based on in-depth interviews with a community sample of 161 non-treatment-seeking frequent gamblers. Over half (51.6%) of the participants indicated problems associated with gambling and 131 examples were identified. The majority of problems were relational (50.4%), followed by financial (19.8%), work (13.7%), and school related (8.4%). Slightly less than half of participants (41.7%) reported losses due to gambling and 92 examples were provided. The most frequently reported loss was identity related (54.3%), which included self-esteem/shame (38.0%), estrangement from family (34.0%), estrangement from friends (16.0%), and estrangement from work colleagues (6.0%). Additional losses included health (29.3%) and financial (8.7%). Almost two-thirds of participants (64.6%) reported difficulty concentrating in family (18.4%), work (16.8%), and school (9.6%) activities, whereas general concentration problems comprised an additional 48.8% of the examples provided. Half of participants (49.1%) discussed behavioral withdrawal due to gambling, which included withdrawal from work (44.3%), relationships (24.5%), school (15.1%), and personal (6.6%) activities. These findings paint a complex picture of how gambling interferes with different life roles for some frequent gamblers, identifying important areas for future research and practice.     

Education in Gerontological Social Work: Application of the Task-Centered Model

There is an increasing need both for effective interventions with the elderly and for social workers trained in clinical gerontology. This paper discusses an attempt to integrate gerontological knowledge, clinical knowledge, and clinical experience in a master's-level curriculum and to develop the task-centered model as an effective base for social work with the elderly.     

University-community partnerships in gerontological social work: building consensus around student learning

This article will demonstrate how schools of social work can collaborate with community agencies to provide a comprehensive and enriching educational experience for both student interns and participating agencies. An innovative partnership of a state school of social work with community agencies leading to a cutting-edge geriatric field education program is described. Case examples are used to illustrate the benefits of these partnerships, as well as challenges partners overcame in forging and sustaining partnerships. Necessary components of partnership development are detailed.     

Promoting leadership skills in field education:a university-community partnership to bring macro and micro together in gerontological field placements

Social workers are being called upon to utilize a wide range of skills in practice including not only skills of working directly with clients, but also skills related to practice in organizations such as program management, inter-organizational cooperation, research and evaluation. This article describes an innovative geriatric field education program that prepares social workers with leadership skills in both direct service and management, and engages community agencies as both sites for student learning and as beneficiaries of their professional development projects. Case examples are provided and benefits and challenges to the model are discussed.     

Grief only? Client and social worker reactions to termination

What reactions do clients and social workers experience during termination? Reports from 59 experienced MSWs suggest that termination reactions more often include positive affect and evaluation of treatment goals and processes than negative affect.     

Projection and Misperception in Couples Treatment

Projective identification is discussed as an interpersonal mechanism involved in distortions of perceptions and communications. Several case illustrations are presented to show how this mechanism manifests itself in relatively healthy, though neurotic, couples. A treatment approach based on correction of the perceptual distortions is suggested as a model for short-term counseling with such couples.     

The Relationship Between Pathological Gambling and Sensation Seeking: The Role of Subscale Scores

Research investigating the relationship between gambling and sensation seeking has yet to establish conclusively whether pathological gamblers (PGs) are more or less sensation seeking than nonpathological gamblers (NPGs). Sensation seeking is usually measured with the Zuckerman et al. (J Consult Clin Psychol 46:139–149, 1978) SS Scale form V (SSS-V). Whereas previous studies relied on the SSS-V total score, the current study uses two samples to demonstrate the importance of the SSS-V subscales, which include Thrill and Adventure Seeking (TA), Experience Seeking (ES), Disinhibition (DS), and Boredom Susceptibility (BS). In two samples, strong intrascale correlations between DS and BS, and between TA and ES, suggest that certain subscales reflect similar underlying characteristics. In both samples PGs displayed higher scores than NPGs on the DS and BS subscales, with mean differences in Sample 2 reaching significant levels for both DS and BS. Results support the notion that the SSS-V can be divided into concepts reflecting actual behavior, based on the DS and BS subscales, and hypothetical behavior, based on the TA and ES subscales. Furthermore, PGs appear to have a preference for the more behavioral subscales while NPGs show a preference for the more hypothetical subscales. Reasons for the subscale divisions and preferences are discussed.     

Do We Need More “Doing” Activities or “Thinking” Activities in the Field Practicum?

How do MSW students learn new professional skills in the field practicum? Does students' reflection affect the use of other learning activities during the field practicum? Students in field practica participate in activities that involve observation, doing (participatory), and conceptual linkage. In this study of MSW students, conceptual linkage activities represent students' overall reflective capacity to integrate classroom theory and field practice. The results indicate that conceptual linkage activities are more strongly related to learning outcomes than observation or participatory activities. There is also a significant interaction effect between participatory activities and conceptual linkage activities when students' satisfaction is considered. Discussion includes suggestions for increasing students' reflection to integrate classroom and field.