Preparing Parents for Adoption: An Agency Experience

To prepare for the complexities of family formation, 78 prospective adoptive parents participated in Pre-Adopt, a psychosocial educational orientation program offered by one private nonprofit agency. The five-session curriculum included an overview of adoption policies and procedures, discussion of the child placement process, exploration of couples' adoption concerns and expectations about child characteristics, information about adoption laws and birth-parent/child searches, and examination of anticipatory fantasies about birth parents. Program evaluation yielded statistically significant and clinically meaningful findings about changes in emotional readiness to adopt, parenting knowledge, and satisfaction with group participation, adoption policies and agency practices. Practice implications are considered.     

Erickson’s identity theory and the importance of ethnic exploration for transnational adoptees

In an effort to promote their child’s ethnic identity development, parents of transnational adoptees regularly engage in cultural exploration activities with their children. This practice is aligned with Erik Erikson’s identity theory and constructs of exploration and commitment. Using qualitative analysis of interviews with adult adoptees, this study identifies four themes common to participants including: (1) travel to one’s birth country is a transformative experience; (2) relationships with other adoptees are important; (3) adoptees feel differently about the importance of cultural activities during childhood; and (4) adoptees feel both unique in their personal ethnic identity and have feelings of marginality.     

Pathways of influences leading to adoption of the Faith,Activity and Nutrition (FAN) program in a statewide initiative

RE-AIM (Reach, effectiveness, Adoption, Implementation, Maintenance) and CFIR (Consolidated Framework for Implementation Research) are complementary frameworks guiding research on dissemination and implementation of evidence-based interventions and factors influencing this process. Faith, Activity, and Nutrition (FAN) is an evidence-based program that increased physical activity and fruit and vegetable intake in faith-based settings. The aims of this adoption study were to quantify state-wide church level adoption rates and congregant reach of FAN in accordance with RE-AIM guidelines, and to explore the association of CFIR-derived constructs of the church inner setting and pastor characteristics with FAN adoption. Church recruitment was documented, and data were collected via telephone-administered surveys from 93 pastors in adopting churches and 60 pastors in non-adopting churches. Qualitative Comparative Analysis (QCA) identified combinations of CFIR-derived church and pastor characteristics sufficient for FAN adoption. As defined by RE-AIM, church-level FAN adoption was 11.7 % and congregant-level reach was 20.0 %. Fourteen pathways to adoption were identified; seven of these featured the presence of a culture of concern for congregant health along with openness to new ideas. Results suggest early assessment of these two CFIR-derived inner setting constructs may help identify faith-based organizations predisposed to undertake a comprehensive, environmental intervention to promote congregant health.     

The international field placement: a reconciliation of identity

The international field placement is a site of both identity confusion and identity development for the social work student. Aiming to develop their professional identity they are faced with a challenge: the presence of two dominant identities, the tourist identity and the student identity. Whilst the embodiment of the tourist identity has often facilitated the student’s motivation to undertake the placement experience, the student identity is what both university staff and agency field educators perceive as integral to student engagement in this remote educational setting. Social work educators perceive this identity challenge as an impediment to learning. In contrast, students report feeling that their tourist traits strengthened their personal and professional capacity, natural curiosity and ability to engage with the local community. By analysing the roles of university staff as liaison support, and field educators as agency supervisors, it is possible to explore a teaching and learning relationship that is student-centred, grounded in the immersive international experience. Through privileging the student’s voice social work educators involved with organising, supporting and supervising international field placements are able to understand the placement as a continuum of learning. On this continuum identity reconciliation is viewed as a crucial element in the development of a professional identity.     

The Continuum of Care System

Abstract

The Continuum of Care System is a Decision Support System designed to assist social workers responsible for identifying and selecting alternative living arrangements for children unable to remain in their own families. The Continuum of Care System consists of two software packages called MATCH and PROFILE. MATCH produces a rank-ordered list of prospective placement alternatives by statistically comparing an individual child to groups of children previously admitted into different residential facilities. PROFILE summarizes the characteristics and problems of children at each facility in the system.     

Socializing Children About Family Structure: Perspectives of Lesbian and Gay Adoptive Parents

Despite increasing numbers of lesbian- and gay- (LG-) parent families, little research on LG-adoptive-parent families has examined parental beliefs and perceptions related to discussing their sexual minority status with their children. This study assessed 266 LG adoptive parents (160 lesbian mothers, 106 gay fathers) from the Modern Adoptive Families (MAF) study, a nationwide survey (2012–2013) of adoptive parents' pre- and post-placement experiences. A cultural socialization lens provided the framework for examining LG parenting beliefs and practices. Two measurement scales were developed to examine parents' perceptions and self-efficacy related to socializing their child about being in a sexual-minority-parent family. Results indicate that LG parents endorse the importance of unique socialization practices and generally feel confident engaging in these practices. Parent education, transracial adoption, endorsement of racial socialization, and socialization self-efficacy were positively associated with endorsement of socialization practices. Excellent reliability suggests the 2 scales have the potential of being psychometrically sound instruments with which to measure parental endorsement and related self-efficacy of socialization practices for families headed by sexual minority parents. Findings contribute to a deeper understanding of socialization and communication patterns in LG-headed families, especially those formed through adoption. Research, policy, and practice implications are discussed.     

An examination of student and provider perceptions of voluntary sector social work placements in Northern Ireland

Practice based learning in Northern Ireland is a core element of social work education and comprising 50% of the degree programme for undergraduate and postgraduate students. This article presents evidence about the perceptions of practice learning from voluntary sector/non-government organisation (NGO) placement providers and final year social work students on social work degree programmes in Northern Ireland in 2011. It draws on data from 121 respondents from189 final year students and focus group interviews with voluntary sector providers offering 16% (85) of the total placements available to students. The agencies who participated in the research study provide a total of 55 PLOs to social work students, and are therefore fairly representative in terms of voluntary sector (NGO) provision. The article locates these data in the context of practice learning pedagogy and the changes introduced by the Regional Strategy for Practice Learning Provision in Northern Ireland 2010–2015. Several themes emerged including; induction, support and guidance, practice educator/student relationship, professional identity and confidence in risk assessment and decision-making. Social work educators, placement providers and employers must be cognisant of newly qualified social workers’ needs in terms of consolidating knowledge within the formative stages of their professional development.     

Social media adoption among Turkish public relations professionals: A survey of practitioners

Social media is emerging as an important public relations tool and empowers two way symmetrical communications with publics and stakeholders. PR professionals are confronted with the swift rise of social media that forces practitioners to pay due and timely attention. They are not only excited about utilizing these tools together with conventional media, but are also excited about speaking directly to their publics and stakeholders without the involvement of any intermediaries. Through the perspective of UTAUT model, this paper examines the social media adoption of PR professionals in Turkey and how they employ social media tools both internally and externally. We employed a web-based questionnaire to 126 PR professionals who are members of the Turkish Public Relations Association. Findings reveal that Turkish PR professionals highly appreciate the importance of social media in recent PR practice. However, not all social media tools are equally adopted; e-mail is the most, and virtual world applications are the least adopted social media. It is also found that in the future, social networks are expected to be the most important social media, while corporate web sites get the second and mobile phone (PDA) applications get the third rank.     

Exploring Adoption-Specific Curricula in Undergraduate and Graduate Degree Programs

The systemic impact of adoption suggests the need to explore adoption-specific curricula in baccalaureate and graduate degree programs. Using a convenience sample, the present exploratory study collected data in two phases. Phase one included email requests for adoption syllabi to professional email lists and to identified faculty with adoption research and practice expertise. In phase two, 22 faculty members who responded by emailing syllabi were invited to participate in an online survey. Results only begin to unveil what we know about adoption-specific curricula in higher education. Suggestions for future research are discussed.