Perspectives on Social Work: 2018

Permanent URI for this collectionhttps://hdl.handle.net/10657/4374

This collection gathers content from two volumes of Perspectives on Social Work published in 2018.

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Now showing 1 - 12 of 12

Black Males, Trauma, and Mental Health Service Use: A Systematic Review
(University of Houston Graduate College of Social Work, 2018) Motley, Robert; Banks, Andrae
Objective: To systematically review the evidence of and synthesize results from relevant studies that have examined barriers and facilitators to professional mental health service use for Black male trauma survivors ages 18 and older. Methods: A thorough search of selected databases that included EBSCO, ProQuest, and Web of Science Core Collection and careful consideration of inclusion and exclusion criteria yielded a final six studies for detailed review. Results: Black male trauma survivors were significantly less likely to be utilizing mental health services than other sex-ethnic groups. High levels of daily crises, a lack of knowledge of steps to obtain services, and service eligibility issues were significant individual barriers to mental health service use for Black males, whereas social support, occupational disability, and PTSD symptoms severity were significant facilitators for mental health service use. Conclusion: Exposure to trauma, whether through witnessing or direct victimization, is often a daily reality for many Black males. Findings from this review suggest that 56-74% of Black males exposed to traumatic events may have an unmet need for mental health services. Future research examining the relationship between trauma and mental health service use for Black men and factors that moderate and/or mediate this relationship is warranted.
EDITORIAL – Social Work Values in Perspectives on Social Work
(University of Houston Graduate College of Social Work, 2018) Minott, Kenya R.
Social work is a broad field with social workers across the globe engaging diverse populations in a variety of settings. The scope of Perspectives on Social Work reflects this spectrum by accepting a variety of submissions covering a myriad of topics in social work. We ask only that submissions encompass social work values and ethical principles. As in the social work profession itself, the values of social work create a common thread for the papers we feature in our journal.
EDITORIAL – Social Work Values in Perspectives on Social Work
(University of Houston Graduate College of Social Work, 2018) Minott, Kenya R.
Social work is a broad field with social workers across the globe engaging diverse populations in a variety of settings. The scope of Perspectives on Social Work reflects this spectrum by accepting a variety of submissions covering a myriad of topics in social work. We ask only that submissions encompass social work values and ethical principles. As in the social work profession itself, the values of social work create a common thread for the papers we feature in our journal. We hope to increase the number of submissions we receive as we continue to offer a space for doctoral students to showcase their research.
Engaging MSW students in policy advocacy practice: A sample assignment inspired by the Grand Challenges Initiative
(University of Houston Graduate College of Social Work, 2018) Richter, Rachael A.
Current workforce data reveals minimal social work engagement in policy practice. Similarly, a recent examination of social work education shows a continued emphasis toward micro/clinical practice despite ongoing mandates from professional social work organizations to promote social and economic justice. Existing literature suggests that assignments which raise students’ awareness of intersectionality and structural inequalities and include experiential learning activities can inspire social action. This article describes a creative graduate social work assignment designed to generate student enthusiasm for policy advocacy practice. The assignment, which requires students to interact with policy experts and develop a digital infographic and position statement informed by this interaction, is anchored by the Grand Challenges for Social Work Initiative.
Future directions for psychotherapeutic treatment of shame: A scoping study
(University of Houston Graduate College of Social Work, 2018) Sheer, Josselyn
This study uses Arksey and O’Malley’s (2005) framework for scoping studies and references Rubin and Bellamy’s (2012) discussion on evidence-based practice to scope the current literature concerning the use of psychotherapy to treat shame in adolescents and to develop a research question. The author focused on shame in adolescents and explored ways in which social work practitioners understand and treat shame during the “identity versus role confusion” stage of development. While definitions of shame vary across the scholarly literature, many of them include similar elements. Morrison (2011) defines shame as “a negative feeling about the state of the whole self, a noxious conviction that the self is bad, defective, a failure” and emphasizes the pervasive sense of self-condemnation (p. 25). Recurring themes and therapeutic approaches for managing shame in the therapeutic context are reviewed and summarized. The findings of this scoping study suggest that while the preponderance of the literature points towards the importance of addressing shame and its associated psychopathologies within the therapeutic context, there are few scholarly works that address how to reduce shame in a psychotherapy context and none that present data from studies whose designs were experimental. This paper calls for developing an evidence-based body of research into how best to treat shame in psychotherapy settings. Implications for social work practice, education, and research are discussed.
Gaslit! An Examination of Bullying on Doctoral Students
(University of Houston Graduate College of Social Work, 2018) English, Sara J.; Flaherty, Andrew J.; English, Andrew R.
Bullying is the intentional and repeated infliction of duress upon another person. It may be psychological or physical, subtle or surreptitious; yet, regardless of form, the bully seeks to marginalize and oppress another in order to secure and/or enhance his or her own status (McDonald, 2011). Although bullying is often associated with children or adolescents, it is not restricted to youth and many adults experience bullying, incivility, and violence from other adults, reinforcing a culture of humiliation and antagonization. Like any form of violence, bullying affects the individual and the systems in which that individual operates. Whether overt or covert, bullying behavior is frequently embedded within the cultural context of organizations and often occurs in places of rigid structure, strict class division, and inflexible hierarchies, including some workplaces and places of higher education (Misawa & Roland, 2015). This study explores the presence of adult-on-adult bullying within the social environment of academia, as experienced by doctoral students.
The impact of paternal involvement and United States stay length on Latino youth’s depressive symptoms
(University of Houston Graduate College of Social Work, 2018) Bishop, Christine; Alamadari, Sara Makki
Latino youth in the United States are more at-risk for depression than youth of other ethnic backgrounds. This manuscript assesses the impacts of sex, age, United States stay length, and whether or not Latino children of immigrants’ fathers live with them on the youth’s depressive symptoms. For this purpose, data of the Children of Immigrants Longitudinal Study was used. Using multiple regression analysis, the relationships among the aforementioned factors were examined among 1305 immigrant youth who were born in Latin America and Caribbean countries. The results of the study indicated that being male, living with one’s father and longer stay in the United States are significantly associated with less depression for Latino children of immigrants. The implications of the study can be applied to multiple settings including youth’s homes, social service agencies, and personnel who work with depressed populations. Raising awareness among immigrant parents, training mental health and social service providers, and developing culturally sensitive interventions were recommended. Although this study is a significant and timely topic, using data that are more recent could be more beneficial.
The integration of self-determination theory: Supplementing preceding and future models of disability
(University of Houston Graduate College of Social Work, 2018) Goulden, Ami
Disability studies continues to grow as an emerging area of practice and theoretical research, branching out into sundry professions and frameworks. This expansion is leading to perpetual discussion of the more prominent individual (medical) and social models of disability as well as the development of more inconspicuous models. This paper reviews the dominant epistemologies attached to these models of disability with the support of an authentic case vignette from the author’s social work practice. It is argued that the supplementation and immersion of selfdetermination theory in established and future models of disability will enhance the models’ applicability to professional practice and better reflect the individual’s self. The integration of self-determination theory to models of disability is presented in multiple diagrams.
PERSPECTIVES ON SOCIAL WORK VOLUME 14 (SUMMER 2018)
(University of Houston Graduate College of Social Work, 2018) Motley, Robert; Banks, Andrae; English, Sara J.; Flaherty, Andrew J.; English, Andrew R.; Rempel, Rex J.
This is the full-text volume of Perspectives on Social Work, vol. 14 (Summer 2018).
PERSPECTIVES ON SOCIAL WORK VOLUME 14 (WINTER 2018)
(University of Houston Graduate College of Social Work, 2018) Minott, Kenya; Bishop, Christine; Alamdari, Sara Makki; Goulden, Amy; Richter, Rachael; Sheer, Josselyn; Wenocur, Katherine
This is the full-text volume of Perspectives on Social Work, vol. 14 (Winter 2018).
Social work for all species: Dual consideration of social work ethics and the human-animal bond
(University of Houston Graduate College of Social Work, 2018) Wenocur, Katherine; Cabral, Rachael; Karlovits, Jennifer
The lives of social work clients can be greatly enhanced by relationships with non-human animals. This paper presents the viewpoint that recognition of the beneficial nature of the human-animal bond and support for clients who seek animal companionship is not only within the scope of ethical social work practice, but also an essential competency in contemporary social work practice. Using the six social work values of the Code of Ethics (service, social justice, importance of relationships, dignity and worth, integrity, and competence) to frame the discussion, the paper presents examples of each value in action as it applies to animal assisted interventions and to clients’ relationships with their own pets. The authors introduce several real-world clinical examples supporting this viewpoint. Overall, the paper makes recommendations to social workers on how to practice ethically with regard to non-human animals and discusses steps to be taken within the field to promote these practices.
The Validity and Utility of Student Evaluations
(University of Houston Graduate College of Social Work, 2018) Rempel, Rex J.
This paper explores the conundrum of student evaluations. At the end of each school term, nontenured collegiate instructors across disciplines and institutional classifications worry that student evaluations may unfairly derail their careers. Despite the prevalence of published research and opinion pieces, the academy seems far from reaching a consensus on whether or how to use student feedback. This re-examination of claims and the available evidence sets out to ascertain whether student evaluations of teaching provide meaningful information about the quality of teacher performance. Empirical studies reveal problems inherent to professorial evaluation and methodological flaws in the use of these high stakes tools. Nevertheless, the author argues, student evaluations offer useful qualitative and quantitative information about the student experience and the use of such feedback is consistent with social work practice. The author concludes with specific recommendations for the ethical and effective use of student evaluations in higher education.

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