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Evaluating learning outcomes and assessing social work skill development: comparing online vs. in-person education
- Authors:
- CANADA Kelli E, et al
- Journal article citation:
- Journal of Technology in Human Services, 40(1), 2022, pp.47-57.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
This article presents results from an evaluation of learning outcomes in a social work skills class between online and in-person students. Students were compared on background and academic factors, including grade point average prior to graduate school, time since completion of undergraduate education, undergraduate degree, and previous work and training in social services. Students also completed a skills self-assessment at the beginning of the class and upon completion. Data used to measure learning outcomes included total points earned and grades. Data were also collected from instructors' field notes and observations. Data were analyzed using descriptive statistics and bivariate analyses, including one way and repeated measure ANOVA. Online students perceived they entered the class with more skills but no differences existed at the post-assessment. Minimal differences existed in students' scores on major assignments except the bio-psycho-social assessment; in-person students scored higher. Instructors identified rapport building online as challenging. Results suggest parity of online and in-person learning. It is important to continue researching which students do best in--online and in-person coursework--in order to assist students in making the best choices for their learning preferences. (Edited publisher abstract)
Assessing needs and outcomes of children and youth receiving intensive services
- Authors:
- THEALL Laura, et al
- Journal article citation:
- Residential Treatment for Children and Youth, 39(1), 2022, pp.16-33.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
This study investigated whether children/youth in Ontario triaged to residential services showed a higher intensity of need than those referred to outpatient services, and whether residential treatment gains were sufficient for transition to community services. Participants included 2053 children/youth assessed at 23 diverse mental health agencies across Ontario using the interRAI™ Child and Youth Mental Health (ChYMH) instrument. Various presenting problems were examined utilizing scales including: Disruptive/Aggressive Behavior, Hyperactive/Distraction, Social Disengagement, Anxiety, and Sleep Difficulties. Analyses were conducted separately for boys and girls. Notable differences were found in the initial assessment, with residential boys scoring higher on all scales than outpatient boys, and residential girls scoring higher on the externalizing scales (Disruptive/Aggressive Behavior, Hyperactive/Distraction) than outpatient girls. Treatment gains at residential discharge included improvements in Anxiety, Social Disengagement, Hyperactive/Distraction and Sleep Difficulties for boys and girls to levels at or below the initial scores of outpatient peers. Disruptive/Aggressive Behavior is still a high need following residential services. The results highlight differences in severity of mental health presentation between children/youth receiving residential and outpatient services, and how multiple agencies in Ontario are providing services that successfully reduce the severity of mental health needs. (Edited publisher abstract)
Residential youth care combined with systemic interventions: exploring relationships between family-centered care and outcomes
- Authors:
- BLANKESTEIN A. M. M. M., et al
- Journal article citation:
- Residential Treatment for Children and Youth, 39(1), 2022, pp.34-56.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Family-centered care, in terms of parental involvement and family-centered staff attitude and behavior during placement in secure residential youth care, is increasingly being combined with systemic interventions. Little is known, however, about this combination of family-centered residential care and systemic interventions. This study assessed whether levels of parental involvement or family-centered staff attitude and behavior during placement predicted outcomes of systemic interventions. This study first assessed the outcomes in the full sample of families receiving systemic interventions and thereafter in families receiving systemic interventions with a strong evidence base (Multidimensional Family Therapy, Multisystemic Therapy [specializing in treatment of individuals with an intellectual disability/with problem sexual behavior], Relational Family Therapy [MDFT, MST(-ID/-PSB), RGT]) and systemic interventions with a less strong evidence base (Attachment Based Family Therapy, Flexible Assertive Community Treatment [FACT], FamilyFACT, Forensic Ambulant Systemic Therapy, Systemic Therapy [ABFT, (Family)FACT, FAST, ST]). Results revealed that higher levels of parental involvement predicted less family empowerment and a longer duration of the systemic intervention. Higher levels of family-centered staff attitude and behavior predicted more parental distress, a shorter duration of the residential placement and a shorter duration of the systemic intervention. Combinations of secure residential youth care with different systemic interventions of different evidence bases resulted in different outcomes. Future research is needed to establish which components of family-centered care or systemic interventions contribute to adolescent outcomes. (Edited publisher abstract)
Building policy practice into foundation field placement: experiences and outcomes
- Authors:
- COLLINS Mary Elizabeth, DIXON Zita, ZIMMERMAN Trudy
- Journal article citation:
- Social Work Education (The International Journal), 41(1), 2022, pp.105-118.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Effective engagement in policy practice is a critical component in achieving social justice. Field education settings provide important opportunities for students to learn policy practice skills. This paper describes an initiative aimed at building policy competencies for all foundation students in field education by targeting supports for field instructors to provide guidance to students. Evaluation of the project used three sources of secondary data: (1) student competency ratings by field instructors, (2) student reports of their projects, and (3) review of student products completed as a result of the initiative. Quantitative data indicate that thus far there has been little overall effect on student competency in policy practice. Bivariate analysis found an association between highly rated student projects and higher competency rating. Qualitative descriptions of project activities and students’ assessments of them provide some indications of progress toward competency, facilitators and barriers of policy learning, and additional considerations for furthering the project aims over the long term. (Edited publisher abstract)
Keeping youth in the community through an intensive case management and family partnerships model
- Authors:
- WINOKUR Marc, et al
- Journal article citation:
- Journal of Public Child Welfare, 16(1), 2022, pp.48-70.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
The Family Partnerships Program (FPP) is an intensive case management model that serves families with child welfare and juvenile justice involved youth who are at imminent risk of out-of-home placement. FPP is based on the belief that relationships, both with families and across systems, is foundational when supporting change with youth. Propensity score matching was utilized to determine if FPP is related to improved child welfare re-involvement outcomes when compared with treatment as usual for this population. When compared to non-FPP youth in two comparison counties, FPP youth from Larimer County, Colorado experienced 51% lower odds of juvenile justice involvement at case closure compared to remaining home, 32% lower odds of runaway/emancipation compared to remaining home, and 74% lower odds of placement compared to remaining home. When comparing a group of youth from Larimer County who did not receive FPP to youth in the comparison counties, the results are similar. Although this effect does not appear to be isolated to FPP; one possibility is that intensive case management represents an “active ingredient” of what makes Larimer County’s community-based approach viable for serving the crossover youth population. Implications for program and policy development and directions for future research are discussed. (Edited publisher abstract)
The effectiveness of a brief mindfulness-based program for social work students in two separate modules: traditional and online
- Authors:
- ASL Navid R. Hosseinzadeh, IL Sunay
- Journal article citation:
- Journal of Evidence-Based Social Work, 19(1), 2022, pp.42-63.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Purpose: This study aimed to design a brief mindfulness-based training program for social work students and examine its effectiveness and working mechanisms. Method: The study used a quantitative approach to examine the program’s effectiveness for 101 undergraduate social work students in two separate modules (traditional classroom-based and online). Results: One-way analysis of covariance revealed statistically significant reductions in depression, anxiety, stress, and rumination, and improvements in self-compassion and mindfulness among the intervention groups compared to the waitlist control groups. Mediation analyses showed that mindfulness, rumination, and self-compassion were mediators of the intervention effects. Discussion: The brief mindfulness program can be used as an effective and introductory mindfulness program for undergraduate social work students in either classroom-based or online modules. Alternations in mindfulness, rumination, and self-compassion can be considered as possible working mechanisms. (Edited publisher abstract)
Ending Australia’s status as a “leaving care laggard”: the case for a national extended care framework to lift the outcomes for young people transitioning from out-of-home care
- Author:
- MENDES Philip
- Journal article citation:
- Australian Social Work, 75(1), 2022, pp.122-132.
- Publisher:
- Taylor and Francis
Young people transitioning from out-of-home care, commonly called care leavers, are known to be a vulnerable group. Many experience poor outcomes leading them to become homeless or involved in the criminal justice system. Yet compared to most other Anglophone democracies, Australia lacks mandatory assistance for care leavers beyond 18 years of age. There are also major legislative, policy, and program differences between care leaver entitlements in the individual states and territories. This paper argues that the Commonwealth Government should introduce a nationally consistent extended care system that would require all jurisdictions to provide a minimum standard of support until at least 21 years of age. A uniform set of extended care standards is even more vital in the context of COVID-19. (Edited publisher abstract)
Interventions and practice models for improving health and psychosocial outcomes for children in residential out-of-home care: systematic review
- Authors:
- GALVIN Emma, et al
- Journal article citation:
- Australian Social Work, 75(1), 2022, pp.33-47.
- Publisher:
- Taylor and Francis
Young people in residential out-of-home care often exhibit health and psychosocial challenges, which can emerge from childhood trauma. A body of research has examined the wellbeing of these young people; however, the ways in which interventions and practice models can improve the health and psychosocial wellbeing of young people in out-of-home care remains unclear. A systematic review was conducted to examine the effectiveness of interventions and practice models for improving health and psychosocial outcomes of young people in residential care and to identify relevant knowledge gaps. After a worldwide search, only four studies, from Australia (n = 2), USA (n = 1), and Canada (n = 1) were found. These studies evaluated Cognitive Behaviour Treatment, Healthy Eating Active Living, Power Through Choices and the Alternate Care Clinic. These studies aimed to improve numerous health and psychosocial outcomes including mental health, behaviour, obesity, pregnancy and sex. Despite limited evidence, the review suggests that contemporary interventions and practice models do have the potential to have positive impacts on the health and psychosocial outcomes of young people in residential care. Rigorous assessment of promising evidence-based interventions is urgently needed to advance best practice and improve outcomes. (Edited publisher abstract)
Transitional safeguarding: a strategic response
- Authors:
- WALKER-MCALLISTER Sian, COOPER Adi
- Journal article citation:
- Practice: Social Work in Action, 34(1), 2022, pp.71-82.
- Publisher:
- Taylor and Francis
This paper provides an overview of the new safeguarding governance arrangements introduced in Bath & NE Somerset (B&NES), outlining how a Transitional Safeguarding approach is being addressed. B&NES merged the governance arrangements for the Local Safeguarding Children’s Board (LSCB) with the Safeguarding Adults Board (SAB) and Community Safety Partnership (CSP). The primary driver for this was to create an all-encompassing life course approach to the governance of safeguarding in B&NES, through joined up leadership at a strategic level. The aim was to reduce duplication of effort from all safeguarding partners and to ensure that partners were able to prioritise the most effective approach to deliver better joined up services, particularly at the transition points across services, to reduce gaps in provision. Analysis and evaluation of this approach provides evidence that improved delivery of effective governance is beginning to have a positive impact on how services are delivered to support young people, particularly around how Transitional Safeguarding methods are used across Children’s and Adult Services to meet the needs of young people. (Edited publisher abstract)
Effects of adverse childhood experiences on developmental outcomes for head start eligible low income children
- Authors:
- LEE Kyunghee, MARKEY Jackie
- Journal article citation:
- Journal of Social Service Research, 48(1), 2022, pp.45-62.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
This study examined the effects of adverse childhood experiences (ACE)s on Head Start eligible low-income children’s developmental outcomes based on the Head Start Impact Study data (n = 4442). The ACEs consisted of parental alcohol/drug use, parental depression, neglectful parenting practices, family violence, and household risk factors. Children’s developmental outcomes were cognitive, socio-emotional, and health outcomes. The following questions were explored: (a) Do ACEs have an impact on children’s cognitive, social, and health outcomes? (b) Does the Head Start program have any impact on the effects between ACEs and children’s cognitive, social and health outcomes? Regression analysis indicated that children who had more ACEs had significantly lower cognitive test scores, lower socio-emotional scores, and negative health outcomes. Children who enrolled Head Start had higher cognitive, social, and health outcomes than those who did not enroll Head Start. Further, Head Start impact differed depending on number of ACEs. More Head Start eligible children should attend Head Start and Head Start participant children need to be accessed for their risk factors. Head Start impact should consider ACEs to measure developmental outcomes for children in poverty and provide trauma-informed care by considering adverse childhood experiences. A future study was suggested to address additional impacts and possible implication, in the context of pandemic stress that affect preschool aged children and their families, from this similar demographic background. (Edited publisher abstract)