Abstract The purpose of this qualitative study was to examine domestic violence victims' perceptions of advocacy and counseling programs that provide women with safe refuge, prevention education, mental health treatment, and other services. Many women in the United States are victims of intimate partner violence. Review of existing literature found that little is known about the extent to which the needs of these victims are met from available advocacy and counseling services. The health belief model was used to theorize victims' perceptions of services and risk factors for re-abuse. A phenomenological design was used to answer research questions, and in-depth interviews were conducted with 8 women who stayed at a domestic violence shelter and used shelter services, such as advocacy, emergency shelter, and individual and family counseling. Data from the transcripts were inductively analyzed using NVivo 10.0 and hand coding techniques for emergent themes. The findings revealed that women were pleased with the services received, and most had no awareness of advocacy or counseling services until they sought shelter. Also, most agreed that counseling and advocacy services could help prevent re-abuse. Recommendations include establishing a google page for domestic violence shelters, which can provide information on available advocacy and counseling services and how they can assist victims of domestic violence. Study findings can promote positive social change by increasing awareness of advocacy and counseling programs and their importance to prevent re-abuse. This may also provide useful information for implementing new programs to help victims of domestic violence.

Using Bandura's social learning theory as a frame, this quantitative survey study examined the relationship between attitudes and beliefs of counselor educators and the importance they placed on taking social justice as well as advocacy action in their personal and professional lives. Two survey instruments, the Social Issues Advocacy Scale and the Social Justice Scale, were given to faculty members of graduate counselor education programs to examine the question of whether a statistically significant relationship exists between faculty attitudes and beliefs regarding the value of social justice and advocacy, and faculty taking action in social justice and advocacy initiatives in their personal and professional lives. The research design was a quantitative survey study using a nonrandom convenience sample. The number of the convenience sample was (N = 78). Thirty-one percent (n = 24) of the respondents identified themselves as male, and 69% (n = 54) identified themselves as female. A Pearson correlation analysis yielded a moderate correlation (r = 0.401, p = 0.00) between faculty attitudes and beliefs regarding the value of social justice and advocacy and faculty taking action in social justice and advocacy initiatives in their personal and professional lives. Thus, counselor educators who expressed stronger attitudes and beliefs about social justice and advocacy tended to be more active in including social justice and advocacy in their personal and professional lives. Results suggest that institutions and faculty must be social justice thought leaders and take action for social justice and advocacy.

There is a high turnover rate among court-appointed special advocates (CASA) in the United States. The purpose of this qualitative case study was to explore the perception of the retention of CASA volunteers. Maslach'€™s burnout theory and Greene'€™s theory of resilience provided the framework for the study. A sample of9 active and 5 inactive CASA volunteers, one CASA volunteer recruiter, 3 program supervisors, and one administrator were interviewed. The data was organized and coded manually to facilitate auto-coding using qualitative data software. All responses to each question were compiled in one place allowing for thematic analysis based on the frequency of terms and concepts occurring during the interviews. According to study findings, lengthy and complicated processes, restrictive laws and regulations, limited outcomes impact for the children, and unrealistic expectations of the CASA volunteers were the main reasons for the high turnover rate. Support and preparedness were crucial in the CASA volunteers'€™ decision to serve longer. The study findings would be available for decision makers to review and revise policies in order to improve the experience and adjust expectations imposed on CASA volunteers via recruitment and training messaging. Increasing CASA volunteers'€™ retention rate would change the trajectory of more children in foster care by improving their chances for achieving positive outcomes.

Self-determination and self-advocacy skills, necessary for students to successfully transition to secondary education and beyond, are often missing in students with disabilities. These skills are an important part of the process of addressing transition in an Individualized Education Program (IEP). The purpose of this case study was to gain an understanding of general education teachers' perceptions about self-determination and self-advocacy skills in students with disabilities. Guided by Deci and Ryan's self-determination theory, this study examined general education teachers' perceptions about self-determination and self-advocacy skills in students with disabilities, and attempted to determine how these skills changed after students with disabilities worked with a peer advocate. General education teachers' perceptions about self-determination and self-advocacy were identified, as well as differences in perceptions regarding students who worked with a peer advocate and those who did not. A purposeful sample of 5 general education teachers was selected to participate in this study. Teachers participated in 1 interview, completed an anonymous survey, and participated in 1 classroom observation. Descriptive analysis was used to present the information in a narrative. Participants felt that self-determination and self-advocacy skills were important for students with disabilities. Teachers with the experience of having peer advocates in their classroom noticed an increase of self-determination and self-advocacy skills in students with disabilities. This study may provide positive social change by giving insight to educators on ways to utilize peer tutors or advocates with students with disabilities to aid in their academic and social success, resulting in successful student participation in the IEP process and transitioning from middle school to high school.

Policy processes influence decision-making and when processes are influenced by multiple stakeholders, individual interests can go against the general good of the organization or community. The multiple stakeholders of cricket in Barbados have governed the development of cricket. Over the last 30 years the sport has been on a steady decline evidenced by the low attendance at games and the number of teams and individuals playing the sport. At a time when the sport has been growing at the international level, the decline in the fortunes of the sport in Barbados had led to a climate of mistrust and blame apportioning, which can only lead to further decay. This explanatory case study drawing from 2 focus groups and 15 individual interviews examined the views and perceptions of players, media personnel, officials, administrators, fans and concessionaires, as to the state of the sport, the factors that have contributed to that state and the role of the stakeholders in the process. Data analyzed using thick analysis methods revealed that the stakeholders believed that sport was in decline in Barbados and changes in the social and community structures, competition from other sports, unclear roles and uncooperative relations of stakeholders were key factors that acted against the development of the sport. The implications for positive social change are directed at the collaborative role of stakeholders that places the general good beyond individual pursuits and the need to change the current methods of governance.

Thyroid disease, a chronic illness, affects nearly 200 million people worldwide and is more common among women than in men. Numerous factors make diagnosing and treating thyroid disease in women challenging. The standard blood test for diagnosing thyroid disease and determining treatment effectiveness is inconsistent in its accuracy. Many women with thyroid disease are misdiagnosed or struggle with symptoms even once receiving treatment. Although thyroid disease is highly prevalent among women and the doctor-patient relationship is known to influence treatment outcomes, there is a gap in the literature regarding the treatment experiences of women with thyroid disease and the doctor-patient relationship. The purpose of this phenomenological study was to explore female thyroid patients' experiences of treatment and the doctor-patient relationship. Sixteen female thyroid patients, ages 18 and older and members of an international online support group, were individually interviewed via online chat. Data interpretation was guided by social constructionism and feminist theory and was accomplished via Moustakas's analytic method. Themes related to the doctor-patient relationship were identified, including the culture of the medical profession, diagnostic bias, and gender differences in communication. Emergent themes included patient education level, patient self-advocacy behaviors, and the use of natural thyroid medication. The results of this study may contribute to positive social change by enhancing doctors' understanding of thyroid disease in women and the influence of the doctor-patient relationship in determining positive treatment outcomes, thus equipping doctors with enriched knowledge for providing their female thyroid patients with the highest quality of care.

There is a national call for teacher leadership, which has occurred after many education reforms have struggled due to a perceived lack of teacher involvement. The purpose of this study was to examine whether teachers felt that their involvement in education policy had impact and whether there is ample teacher expertise in education policy. The overarching research question was to appraise educator perceptions of teacher impact on state education policy. The study revealed a perceived lack of teacher impact and education expertise. The conceptual framework was based on theories of adult learning and the development of expertise and supported the necessity of teacher expertise in policy discussions' because teachers are the ones who have developed classroom expertise and the potential impact of policy on classrooms. A case study methodology was applied with 5 state teachers of the year participants. The participants were from 4 states, recognized from 2012-2015, and had local, state, and national policy experience. Interviews were conducted to collect data, with direct interpretation and categorical aggregation through coding applied to analyze data during collection. After identifying a perceived lack of teacher impact, themes were identified that could create more effective impact. Themes were grouped into skills, knowledge, and dispositions that could be taught in a series of learning experiences, serving as curriculum for teachers to build expertise in policy. This project has the potential to assist educators in developing the skills, knowledge, and dispositions needed to become more effectively involved in policy. It also has the potential to create social change in the United States by assisting teachers in getting meaningfully involved in policy, thereby positively impacting public education for their students in their classrooms, schools, districts, and beyond.

Self-advocacy for persons with disabilities involves demonstrating knowledge of oneself and knowledge of rights afforded to individuals with disabilities through one's communication with others and leadership skills. These self-advocacy skills are significantly associated with positive outcomes after high school for students with a range of disabilities. However, knowledge of elementary students' self-advocacy skills is limited. One reason for this lack of evidence is that a psychometrically sound instrument designed to measure the cumulative skills within the self-advocacy construct did not exist. The purpose of the current study was to create a measure of self-advocacy skills that can be used with elementary students identified as having ADHD: the Self-Advocacy Measure for Youth (SAMY). Seventy-six parents/caregivers of elementary school youth identified as having ADHD and an IEP or Section 504 plan were included in the preliminary validation study. Analyses of their responses provided initial support that the items included in the SAMY fit the theoretical construct of self-advocacy as no items were indicated for removal or modification. Strong internal consistency was indicated for the Total Scale (α = .93) and subscales (Knowledge of Self, Knowledge of Rights, Communication and Leadership Skills α = .87, .87, .79, and .84 respectively), and test-retest analyses based on 20% of respondents (n = 14) provided evidence for the reliability of the interpretation of Total Scale (r =.865, p < .01) and subscale scores across one month of time. The theoretical framework, principal components analysis, and parallel analysis supported four-, six-, and two-factor measurement models, respectively, indicating the need for additional research prior to determining the most appropriate model for interpreting the SAMY scores for youth identified as having ADHD. A moderate correlation (r = .47, p < .01) between overall scores on the SAMY and on the American Institutes for Research Self-Determination Scale (AIR) provided evidence of discriminant validity. An independent t-test indicated no significant difference in the Total Scale scores for students with an IEP (M = 49.66, SD = 19.75) compared to students with a Section 504 Plan (M = 52.54, SD = 16.52); t(74)=0.68, p = .50); similar analyses performed for each subscale revealed no significant differences. A statistically significant difference existed between the Total Scale scores for students in grades K-2 (n = 23; M = 41.57; SD = 14.30) compared to students in grades 3-5 (n = 53; M = 55.08; SD = 18.41; t(74)= -3.13, p = .003) based on independent t-tests. The Pearson correlation coefficient revealed a significant, moderate correlation between school level and SAMY Total Score, r =.34, p < .01. This positive correlation between overall self-advocacy skills and elementary school level supported the theoretical progression of self-advocacy skill growth mirroring overall development. Implications for school psychologists and suggestions for future research are discussed.

Parents of children with disabilities face a daunting task when it comes to advocating for the rights of their children in school districts across the country. Yet, when these same parents also work inside those school districts, the challenge to balance their advocacy within the expectations of their employment may come with barriers. The intent of this study was to understand the experiences of people who are parents of children with disabilities, as well as educators, and have had to advocate for their own children inside the school districts where they work. Using a heuristic case study approach, this study incorporates the author's own experiences of advocating for her son, along with the experiences encountered by three parents of children with disabilities, who are also educators. Findings indicate parents who are also school district employees experience similar difficulties in advocating for their children with disabilities than parents who do not work for the school districts. Tensions rise between these school district employees and their child's school when the parent/educators feel their child's needs are not being met, communication breaks down between the two sides, and when educators on the inside do not understand the child's disability, the needs associated with that disability, and the accommodations which allow the child to be successful in an educational environment. These parents/educators also perceive repercussions regarding their employment within the school district should they need to advocate for the rights of their children.

Radio frequency identification, also known as RFID technology, has been commercially available since World War II. In recent years, interest has turned toward using RFID in supply chain management, such as monitoring and tracking business processes. There are many businesses that have already invested in an RFID supply chain management solution but little is known about the current state of diffusion of RFID technology and the role of advocacy groups in the diffusion process. This research investigated the current state of RFID diffusion in New Zealand according to diffusion of innovation and Moore’s theory to provide insight into the role of innovation advocacy groups such as New Zealand RFID Pathfinder Group (referred as the NZ RFID Pathfinder Group). RFID in supply chain management terms is inter-organisational and much of the role of advocacy groups is in networking between players in the supply chain management context. Therefore, this research focused on industry group leaders. The research was conducted in two main parts, an online questionnaire survey and a follow up interview. The online questionnaire survey used a quantitative approach while the interview used a qualitative one. In summary, the result show that: 14% industries (seven out of 51) have already adopted RFID technology, the industries were from importer, research institute, manufacturing, and distribution; 36% have plans (16 out of 44) to adopt RFID technology in the near future, the industries were from importer, research institute, manufacturing, and distribution; and 64% industries (28 out of 44) did not any plan to adopt RFID. The strong recommendation was to standardise each aspect of the technology, making the products available to clients and creating competition between RFID technology service suppliers, thus bringing down the cost through market forces. Increasing the number of members of advocacy group could also encourage RFID adoption. One group of potential RFID adopters in the future will be local branches of international companies with a mandate to adopt RFID technology. The results suggest that the NZ RFID Pathfinder Group should set the direction of NZ RFID adoption; get involved in national pilots; and the activities of lobbying governments and associations and information sharing.