Clinical Social Work Practice with Former System Youth with Mental Health Needs: Perspective of Those in Need

The purpose of this study is to describe the types of programs and mental health services former system youth with mental health histories would be inclined to engage in to manage their mental health difficulties, along with the factors that might hinder them from engaging in these services. A series of closed and open-ended questions on potential programs and services were asked, as part of a larger study. Participants were former system youth; specifically 18?C30?year olds who were diagnosed with a mood disorder and were involved with public mental health and social services (e.g., public welfare, child welfare, juvenile justice) during childhood. Responses to the open-ended questions were categorized and percentages are reported from the yes/no items. Eighty-three percent and 76% reported that they would be enticed to come to a support group and panel discussion on mood disorders, respectively, while only 46% reported that they would attend a family support group. Talking with others who have had similar experiences, material possessions and creative expression were the most common responses regarding what would entice them to get involved. Further, peer disrespect, transportation, and daycare were common barriers to potential participation. As the field continues to build knowledge on system-wide strategies to improve agency-based mental health care for transitioning youth and young adults, new evidence-based approaches may benefit from listening to the specific needs, preferences, and suggestions of these youth themselves.     

Substance use among older youth transitioning from foster care: Examining the protective effects of religious and spiritual capital

Among older youth transitioning from the foster care system, this longitudinal study examined the association of religious and spiritual capital to substance use in the past year at age 19. Participants consisted of African American (N = 179) and White non‐Hispanic (N = 133) older youth in foster care. Drawing from social capital theory, it was posited that religious service attendance (a proxy for religious capital) and belief in a spiritual force (a proxy for spiritual capital) would be inversely associated with substance use. Multiple logistic regression results indicated support for the first and second hypothesis for White foster youth only. Among White foster youth, more frequent religious service attendance and greater belief in a spiritual force were associated with a lower likelihood of illegal substance and polysubstance use. No association between religious or spiritual capital and substance use was found among African American foster youth. The findings underscore the importance of conducting spiritual assessments to help ensure older foster youth who have strong religious or spiritual orientations are in environments where they are accommodated and supported.     

Team‐Level Antecedents of Individuals' Knowledge Networks*

Individuals' knowledge networks are widely considered to contribute substantially to the effectiveness and efficiency of organizations. While the positive effects of knowledge networks as a primary driver of social capital have recently received considerable research attention, potential determinants of individuals' network building have not yet been adequately addressed. In this study, we investigate how certain team‐level properties affect team members' development of knowledge networks through the course of a team project. Using data from 430 team leaders and team members pertaining to 145 software development projects, we test cross‐level hypotheses using hierarchical linear modeling (HLM). The results indicate that the team's perception of the organizational knowledge‐sharing climate, the team's networking preference, and the team's perceived importance of networking for project success positively affect individuals' network building. Furthermore, a team's perception of the adequacy of its technical competency and a team's perception of the adequacy of its material resources inhibit team members' individual network development. Theoretical and managerial implications are discussed.     

Mobilizing on Campus: Conservative Movements and Today’s College Students1

Social movement scholars have known for some time that students, and particularly college students, play an important role in modern social movements. Yet the full extent of conservative mobilizing, both today and in the past, is frequently overlooked. This article highlights the critical role college campuses have played in the rise of conservative movements in the United States over the last 40 years. In doing so, it develops a concept of transition points to help explain the mechanisms responsible for the longstanding finding that college students form an important core of many social movements. Transition points are marked by both changes in routines and changes in social network configuration. The utility of the transition point concept is explored through ethnographic and interview data from the American pro‐life movement.     

Managing moods and parenting: Perspectives of former system youth who struggle with emotional challenges

Young adults who were served in public systems of care as children are much more likely than their peers to be parenting in adolescence and young adulthood. They are also more likely than their counterparts to have a history of mental health problems. This study examined the perspectives of young adult parents with mood problems who had been involved in public systems of care before age 18. Qualitative interviews with twenty-eight participants were analyzed to examine the experience of managing moods and parenting. Young parents described how their symptoms impact their parenting and how parenting impacts their coping. They also described the strengths and challenges of using mental health services while parenting. Findings highlight the need to provide interventions that include supports for both parenting and symptom management and for providers to include both tangible and emotional support in their interventions.     

A Comprehensive Family Perspective in Planning Social Work Curriculum Content

Working with families is given high priority in social work education, but little systematic analysis of planning family curriculum content has been attempted. This paper uses developmental family theory to conceptualize comprehensive curriculum content. The theoretical facets of (1) societal-institutional, (2) group-interactional, and (3) individual-psychological are used to focus appropriate points in the curriculum to include various aspects of family functioning. Family theory is distinguished from family therapy, and planning of minority group content is explored.     

Social Support: A Mixed Blessing for Women in Substance Abuse Treatment

Using a personal social network framework, this qualitative study sought to understand how women in substance abuse treatment describe their network members' supportive and unsupportive behaviors related to recovery. Eighty-six women were interviewed from residential and outpatient substance abuse treatment programs. Positive and negative aspects of women's social networks were assessed via open-ended questions. Analysis was guided by grounded theory techniques using three coders. The findings extend classic social support concepts such as emotional, tangible, and informational support. Practice implications are presented in light of the potential roles network members may play in substance use and recovery.     

Self-Esteem,Vocational Identity,and Career Salience in High School Students

This study used Super's (1980) life span career development theory to investigate the relations between self-esteem level, vocational identity, and career salience in high school students. Two hundred fifty-one students were randomly selected from junior classes in urban, suburban, rural, and vocational schools. Results indicated that high self-esteem students scored significantly higher than low self-esteem students on vocational identity and career salience (participation, commitment, and values expectations) in school and home or family roles, but they did not differ on work, community, or leisure roles. Implications for life span career counseling are discussed.