This research study is a descriptive study of the effectiveness of the psychiatric staffing as determined by a follow-up study of fifty-two Richmond Public School Pupils given such staffing during the l966-67 school year. The review of pertinent literature reveals what others have contributed to the knowledge of the nature and function of the school helping team. The teamwork approach, which involves the efforts of several professions and disciplines working closely together, is seen as the best present method to meet the complex, overlapping needs which have been found to affect students' learning. As a means of establishing guidelines and limits for this study, five areas of concern were defined. The questions to be answered by this study were: 1. What are the socio-economic backgrounds represented by the sample? 2. Were the recommendations made by the school psychiatrist implemented? 3. Is the overall psychiatric staffing effective according to the improvement in pupils presenting problems and the extent to which the recommendations were carried out? 4. To what extent do the available records contain sufficient information for a follow-up study? 5. What are the attitudes of the key persons responsible for the psychiatric staffing toward the effective operation of these staffings? The Pupil Personnel Services gave its approval to conduct this study. The sample numbered fifty-two. The agency requested and it was agreed that no pupil, school, or agency be contacted and that information be obtained only from the files and employees of Pupil Personnel Services. An interview schedule was constructed to elicit information to determine the extent to which the recommendations made during the psychiatric staffing were initiated and carried out. This schedule was applied to the pupil records. Open ended questions were used in interview schedules to gather pertinent information from three key persons responsible for the effective operation of the psychiatric staffing. The fifty-two pupil cases revealed the pupils to be largely from low income families, mostly males with acting-out behavior problems, and with no significant concentration from any one school. A larger percentage of the recommendations that were initiated involved the use of school resources rather than community resources. In nearly half of the pupil cases the recommendations were completely carried out, with a remaining few being carried out to a lesser extent. The findings suggested that, if the recommendations were carried out, the pupil would show behavior improvement. To a large extent the statements made by the key persons generally reflected that methods of record keeping be improved within the Department of Visiting Teachers; that there be an increase in the number and quality of the visiting teachers, especially for elementary and Junior high school placements; that parents of the pupils given psychiatric staffings become involved in the staffings and be included in the treatment process themselves; and that the visiting teacher exercise more responsibility for follow-up on the pupils given psychiatric staffing.

Part H [recently reauthorized as Part C] of the Individuals with Disabilities Education Act (IDEA) mandates the application of family-centered practice principles to early intervention services. There has been a considerable amount of literature published in early intervention journals related to family and professional relationships in early intervention and its connection to family-centered care in early intervention services. There is very little literature, however, that examined the implementation of family-centered principles from a perspective that transcended the relationship between families and early intervention providers. This inquiry was a constructivist policy analysis of the implementation of the family-centered intent of Part H of IDEA in one Local Interagency Coordinating Council (LICC) in Virginia. Perspectives about the implementation of the family-centered intent of Part H were assessed through in-depth interviews with several stakeholder groups, including families receiving Part H early intervention services, families who were never able to access services, members of the LICC, professionals from center-based programs, professionals from home-based programs, and professionals from hospital-based programs. While data were primarily collected via in-depth interviews with participants from each stakeholder group, the inquirer also observed five LICC meetings. Document analyses and observations of LICC meetings also were used for triangulation of incoming data. Twenty-two family participants were sampled that represented variation according to socio-economic status. Twenty professional participants were sampled who represented a range of professional disciplines. Findings from this inquiry highlight some issues regarding implementation of a broad federal policy (i.e.,Part H of IDEA) at the local level. The intent of Part H was to mandate the construction of state level service delivery systems, local service delivery systems, and suggested program and professional practices for the early intervention field. Very little guidance, however, was provided to states on how to construct their systems and even less was provided on developing local early intervention service delivery systems. Few financial resources were committed for the construction of these state and local service delivery systems adding additional complications. Specifically, the legislation provided no financial support for new early intervention programs; instead, the intent was for states and local service delivery systems to coordinate already existing providers using existing funds. There are many policy and practice implications resulting from this inquiry. First, there are implications for federal, state, and local early intervention policy. Second, there are implications for early intervention practice. Third, there are implications for empowerment of families who have children receiving early intervention services. Fourth, there are implications for social work practice in the field of early intervention. Finally, there are implications for future research related to family-centered service delivery.

A correlational approach was utilized in this study to investigate the relationship between adoption related task performance and perceived quality of life of families with an adopted special-needs child. Additionally, a set of contextual variables suggested by the literature to influence family functioning with an adopted special-needs child were also studied. Purposive and availability sampling approaches were employed to identify the sample of special-needs adoptive families (N = 289) to whom a survey questionnaire was sent. Both mothers and fathers were asked to complete the Survey. Eighty-six mothers and 53 fathers completed and returned the survey questionnaire ( N: 91 families). The sample was approximately 60% Caucasian and 40% minority, primarily middle class, protestant, and with one adopted special-needs child currently living in the home. On average, the child had been in the adoptive home for 5.9 years since placement. It was found that contextual variables, rather than variables associated with task performance, were stronger predictors of perceived quality of life for both mothers and fathers. The contextual variable, stress related to parenting, emerged as the strongest predictor of lower measures of satisfaction for both mothers and fathers. In addition, for mothers, spousal support was a significant predictor of higher satisfaction with life, family life, relationship with child, and marriage. For fathers, the adoption related task, participating in adoptive family reunions, was a significant predictor of higher family life satisfaction. It was suggested that social workers can take a role in implementing services that help adoptive parents cope with stress, and enhance their opportunities for increased socialization with other adopters. Policies and services which ultimately enhance the adoptive family's sense of competence through such activities as these should be developed, funded, and implemented.

The current study investigated family, individual and sibling relationship variables of adult sibling loss, using a cross-sectional survey design. A purposive sampling procedure was used to recruit adult subjects that had experienced the death of an adult sibling within the last five years. Ninety-four subjects responded to the initial request with 84 subjects returning questionnaires for an 89% response rate. Family variables of communication, cohesion, and adaptability and individual variables of individuation, self esteem as well as level of grief were operationalized using standardized instruments through a mailed questionnaire. It was predicted that significant relationships would be found between family variables and current level of grief. It was also predicted that individual characteristics (individuation, self esteem, church attendance, and cause of death) would be significantly related to the level of grief. Characteristics of the sibling relationship (frequency of contact, communication, perceived emotional closeness, geographical proximity, age differential and same sex) were predicted to reveal significant relationships. Bivariate analysis yielded support for only four of the sixteen hypotheses. No family variables were related to the subjects’ level of grief at the time of the survey. The individual characteristics of individuation, self esteem and church attendance were all significantly related to the level of grief. Support was also found for the sibling relationship variable of geographical proximity with level of grief. Multivariate regression analysis was used in testing two models that investigated demographic, family, individual and sibling relationship variables with current level of grief. The first model included all variables that were statistically significant at the bivariate level and relevant demographic variables. In addition, the level of grief at death and the amount of time since death were included in the model. The level of grief at death was the strongest predictor of current level of grief. The first model explained 61.7% of the variability of current level of grief. The second model selected those variables that had significant t-values from the first model. The level of emotional involvement was the strongest predictor of the level of grief at death. This model explained 58% of the variability of current level of grief. The level of grief at death was the strongest predictor of the current level of grief in both models.

In an effort to examine social organizational structures and support systems in the social world of the older lesbian woman, 73 self-identified lesbian women fifty years of age or older provided data on their personal interactions with the economic, political, educational, religious, social welfare and familial social systems of the heterosexual culture and the homosexual subculture. Results from this cross-sectional survey depict the sample as well educated, professional, financially secure, politically liberal women in good health who are selective with whom they reveal their sexual orientation. The knowledge of their lesbianism is shared more with female friends than with family members. While they are not terribly active members of the homosexual community, they are members of politically oriented and/or professionally related organizations. Although they utilize a variety of "helping" professionals, most reveal their sexual orientation to these professionals only if it is relevant to the helping process. Those sampled consider their formal education, ability to earn an adequate income, relationships with both heterosexuals and homosexuals and political activities important. They are involved with the heterosexual culture that provides them an education and a professional life as well as the homosexual subculture that provides them personal relationships and support. The women sampled seek and get support in times of personal crisis from those who are aware of the older lesbian's sexual orientation. This includes primarily homosexual and heterosexual women friends and some immediate family members, but rarely men. The religious institution is not viewed as a place to seek support, and the economic institution is perceived as an acceptable place to be professionally employed, but is not generally utilized in times of financial crisis. The formal educational system and the political system are not particularly supportive of the lesbian lifestyle, and the social welfare system may or may not provide the older lesbian needed support in times of personal crisis. In sum, it is primarily within the context of relationships with other women that those surveyed gain support in times of crisis.

People with end-stage renal disease have higher rates of mental health diagnoses due to sudden changes in health status, lack of effective support systems, and diminished survival rates. The purpose of this action research study, and research question posed, centered on how dialysis clinical social workers perceive their roles in providing consultation to the interdisciplinary team members on how to identify and respond to patients with mental illnesses. An interview guide was used to gather data by facilitating 3 focus groups with 7 dialysis social workers in a rural town in Texas. The theory of planned behavior was used to inform clinical social workers' understanding of their roles and responsibilities when interfacing with patients displaying symptoms of mental illnesses. A thematic analysis coding technique was used to analyze the data collected. Solutions explored included (a) increasing education efforts with interdisciplinary team members on the importance of consulting with the social worker on ways to identify and respond to patients with mental illnesses, and (b) ways to increase teammate support within the dialysis setting. This study clarifies dialysis social workers' roles and responsibilities when responding to dialysis patients with mental illnesses and guides them to enhance the capacity of the multidisciplinary dialysis team by improving inter-professional communication. The implications for social change through enhanced continuing education efforts designed to increase social work engagement and effective communication strategies within interdisciplinary teams are discussed. These social change efforts aim to enhance the overall wellbeing of dialysis patients with co-occurring mental health illnesses in rural settings.

Offenders return to the community after having been sexually abused by those who have been entrusted with the responsibility to protect them. The phenomenon of staff-on-inmate sexual abuse has become problematic within the criminal justice system. Research on the topic of sexual abuse in penal institutions reveals a lack of information pertaining to staff-on-inmate sexual abuse, and how correctional workers are trained in that area. Female correctional staff have been implicated in more incidences of staff-on-inmate sexual abuse than their male counterparts. The purpose of this phenomenological study was to explore sexual abuse training received by female correctional staff who were employed in a Mid Atlantic pre-release center, and to examine their perceptions of that training. The study was centered around the Thomas Theorem adopted by William Isaac Thomas. That theory postulates that an individuals' actions are based on how they perceive a situation. Two research questions were addressed relating to sexual abuse training and perceptions of training. Semi-structured interviews were conducted which provided participants with an opportunity to express and describe new ideas relating to the topic. Data were analyzed using the Interpretive Phenomenological Analysis system because of its ability to address subjectivity. This research has revealed that sexual abuse training is developed for correctional staff as a collective and does not differentiate with respect to gender. In addition, it was concluded that correctional staff sexual abuse training lacks intensity and depth in terms of information disseminated. The results of this research will provide criminal justice scholars with information that could prove useful in future studies on the topic of staff -on-inmate sexual abuse.

In the United States, 66% of elementary and secondary school students experience academic difficulties. Evidence-based implementation and data-driven practices in the field of school social work to address these academic difficulties are lacking. The purpose of this qualitative study was to examine the perceptions of school social workers in a public school division in the mid-Atlantic region of the United States regarding the use and effectiveness of case management strategies with at-risk students. Ecological theory and social constructionism theory provided the framework for the study. Qualitative focus group discussion involving 8 social workers in the division was used to collect data. Data were transcribed and analyzed to identify three themes: At-risk students were positively influenced by case management intervention, student outcomes were positively influenced by the availability of supports and ability to connect families to needed resources, and collaboration and effective communication were important for successful case management. Results indicated that disciplinary, academic, and attendance outcomes for at-risk youths are positively impacted by case management interventions. Findings may be used to promote standards of professional conduct for phone and e-mail communication between social workers and their academic colleagues to improve students' behavioral and educational outcomes.

There is a lack of knowledge about how to provide services for adults with attention deficit hyperactivity disorders (ADHD) among healthcare professionals, particularly for adults with precomorbid ADHD. The purpose of this qualitative, multiple case study was to explore the knowledge deficits of social workers and case managers regarding adults with precomorbid ADHD and their perception of obstacles in providing medication and counseling referrals. Participants' perceptions of obstacles was assessed through the framework of social problem-€solving theory. The sample included 10 participants: 6 case managers and 4 social workers. There were three codes that represented participants' perceptions of knowledge deficits regarding adults with precomorbid ADHD, training, precomorbidity, and comorbidity. The theme knowledge deficits emerged from participants' responses of needing more training about adults with precomorbid ADHD. There were also three codes that represented participants' perceptions of obstacles providing referrals which included medication and counseling, referrals, and challenges. The theme perceptions of obstacles emerged from participant responses regarding clients' resistance to services as a significant challenge. According to study results, knowledge deficits in participants were less likely to be detected when participants were asked questions about adults with ADHD and comorbidity. Participants found it easier to identify and provide referrals for adults with ADHD with cooccurring (comorbid) disorders. Social workers and case managers can use the results of this study to increase their knowledge about how to provide referrals for adults with ADHD as the only disorder.

Researchers have found that social workers have difficulty identifying their roles in responding to the barriers African American teenage mothers face in pursuit of higher education. This action research project explored the roles social workers play in responding to the barriers African American teenage mothers face in pursuit of a college education and how social workers responded. The ecological systems theory was used to help understand this phenomenon. An action research methodology was used to collect data from 6 licensed social workers who worked with African American teenage mothers. Three focus groups were facilitated to explore the social work practice problem. The data were collected, transcribed and coded using an open coding and thematic analysis process. Findings revealed 5 overarching themes: 1) emotions; 2) barriers; 3) support systems; 4) success factors; and 5) social work practice approaches and implications. Findings indicated that these social workers responded to the barriers African American teenage mothers face by exploring teenage mothers' emotions as well as their own emotions, by using appropriate social work practice approaches, and exploring the factors that contribute to teenage mothers' success. Participants also responded by acknowledging teenage mothers' support systems and by addressing the actual barriers while in the roles of case manager, educator, broker, and advocate. These findings affect positive social change across all systems of society by guiding social workers to find and implement feasible and sustainable psychosocial interventions to address identified barriers. Eliminating these barriers provides higher educational opportunities for African-American teenage mothers.