While many factors influence the quality of social work supervision, the purpose of this qualitative study was to explore social work supervisors supervisory styles, motivations, and evaluative processes and its impact on the social work profession. Quantitative and qualitative data were gathered from 10 Board Approved Clinical Supervisors (BACSs) during a one-time session in which a questionnaire on supervisory styles was administered and an interview covering supervisory styles, motivations, and evaluative processes was conducted. This project was undertaken to better understand some of the perceptions, values, beliefs, and problems involved in the supervisory process and its impact on the profession. Major findings indicated some social workers were motivated by altruistic factors to obtain their BACS credential whereas others were motivated by prestige and self-interest. Results from the SSI-S indicated that, as a group, the participants tended to embody attractive supervisory styles more so than interpersonally sensitive or task-oriented. Also, many BACS reported having to adapt their preferred supervisory style to comply with agency requirements and/or the requirements of the Louisiana State Board of Social Work Examiners (LABSWE).

This research presents themes which generate insight about why religious organizations in New Orleans accept or decline government funding for disaster relief and rebuilding. A total of eight in-depth interviews were conducted with church representatives to explore opinions regarding churches stance on obtaining federal funding for emergency aid provided to survivors of Hurricane Katrina and also for rebuilding purposes. Furthermore, quantitative results were obtained in collaboration with the LSU Public Policy Research Lab as part of a cross-sectional, exploratory study. The Public Policy Research Lab contacted an additional total of 54 churches (N=62) in the New Orleans metropolitan area were asked to respond to a 62-item telephone survey requesting information about the tangible and spiritual relief efforts provided to survivors and their congregation following the storm and currently as rebuilding efforts continue. Findings reveal over half of churches surveyed believe the government should provide reimbursement for emergency aid provided following a disaster. Yet, only 11.3% of churches report actually accessing government funding to provide services. As rebuilding in New Orleans continues, this research may contribute to understanding what factors may influence churches support of publicly funded social services. Implications for a continued partnership between religious organizations and government agencies will be discussed.

This cross sectional, exploratory study examined the characteristics of elementary school children at risk for truancy. Furthermore, the study explored if there were any significant gender differences in the number of children referred to the TASC program. The current study also sought to answer if there were any gender differences in common problem areas reported to have an impact on truancy. Finally, any differences between children identified as low risk and high risk were also investigated. This study used secondary data analysis. Elementary school children (N = 23,459), grades Kindergarten through 4th grade who participated in the TASC program of Louisiana from the years 2002 to 2007, were included in the study. The Risk Indicator Survey I and the Global Assessment tool were used as a means of identifying the common problem areas that are affecting children in the TASC program. The results of the study revealed that there were no significant differences quantity of males and females referred to the TASC program. No significant differences were observed between males and females in regards to each category of risk factors or characteristics listed on the Risk Indicator Survey I. Furthermore, the study illustrated that there were no significant difference between males and females in the type of problem area that is affecting their truancy. However, a considerable number of children were reported to have behavioral problems and educational issues affecting their truancy. Significant gender differences were found between children identified as low risk versus high risk in the TASC program. Also, childrens characteristics were significantly related to the risk status. School social workers can positively impact truancy by identifying students at risk for truancy and linking at risk children with appropriate interventions.

The purpose of this study is to contribute to the knowledge base of AD caregiving appraisal by understanding a connection of factors that influence caregiving appraisal. It is important for the profession of social work to understand the complexities which may impact the level of care and/or appraisal. A combination of research questions and hypotheses were devised to determine the influence of each factor and/or a combination of factors on caregiving appraisal. The survey comprises of six sections: demographics and stage of AD, burden, resilience, family strengths, ethnic awareness, and caregiving appraisal. The overall survey was designed by the researcher; yet, each of the subsections, except for demographics and stage of AD, were instruments created by other researchers (Hopkins, Kilik, & Day, 2006; Sinclair & Wallston, 2004; Maton et al., 1996; Ponterotto et al., 2003; Farran, Miller, Kaufman, Donner, and Fogg, 1999). Permission to disseminate the surveys was obtained from the Alzheimers Services of the Capital Area (Baton Rouge, LA). The sampling frame is all caregivers who attended support groups at the above mentioned program. With the analysis of results it was determined that ethnic identity awareness had a positive and significant correlation to the following: caregiving appraisal and resilience. Also, burden was shown not to have a significant correlation to caregiving appraisal. Furthermore, a positive significant difference was found between mid/moderate stage and late/severe stage on caregiving appraisal. Finally, it was determined that the factors counted for more than half of the variance found in the current study.

Socially vulnerable populations are more susceptible to the impacts of natural disasters than other groups. An aspect of social vulnerability is lack of access to resources following a disaster. Distance is one barrier that prevents socially vulnerable populations from accessing services. Using 2000 U.S. Census Bureau data and current outpatient child and adolescent mental health facilities in post-Katrina Orleans Parish, Louisiana, this thesis seek to understand if those facilities are located farther from block groups with higher percentages of demographically disadvantaged residents than from block groups with lower percentages of demographically disadvantaged residents. Block group demographic disadvantage is defined in terms of the percent of residents who are African American, the percent of individuals living in poverty, and the percent of households headed by females with children under 18 years old. The sample had 483 block groups in Orleans Parish. Pearsons r and OLS regression were run comparing linear distance (dependent variable) with the independent variables of percent African American, percent poverty, and percent female-headed households with children under 18 years old. In the bivariate analysis, percent African American and female-headed households were not significantly correlated with linear distance. Percent poverty had a significant negative correlation with linear distance. While the negative association between poverty and distance remained in the in the multivariate analysis, percent African American and percent female-headed were positively correlated, as predicted. ArcGIS was used to create maps showing the percent African-American, poor, and female-headed households in Orleans Parish. The location of the outpatient child and adolescent mental health services were mapped out as well. Analyzing the locations of these facilities showed that there is a lack of facilities in the east of Orleans Parish. Policy planners should consider alternative approaches to providing mental health care for children and adolescents that may reside in non-poor areas with large percentages of African American. Current locations should be maintained since they are near the poorest block groups in the parish. More study is needed for understanding why distance becomes significant for block groups with higher percentages African American or female-headed households with children under 18 years old.

This primarily descriptive research study was designed to provide an initial review of the mental health services being offered in the Arkansas public school system by assessing the current delivery of these services and examining certain demographic correlates. The study utilized an established national survey instrument, developed by SAMHSA, which was administered as an email survey to 140 Arkansas schools. The respondents for this study were the Local Education Agencies/Special Education Supervisors in individual school districts. Seventy-eight schools (55%) completed the survey, including 26 elementary schools, 25 junior high schools and 27 high schools. Sixty-two schools (79.5%) identified themselves as rural school districts and 16 schools (20.5%) were identified as urban schools. Eighteen (23.0 %) schools reported operating a school-based mental health clinic, while 60 (77%) had mental health services provided by community providers, but were not identified as having a school-based clinic. Schools identified 12,061students (30.0%) as recipients of mental health services in the schools in the 2007-2008 school year. Several objectives reviewed in this study were: the way mental health services are organized administratively (under the special education department or in a separate department), how staff is organized (hired by district or via contract with the district), where authority rests for various administrative tasks (hiring and supervision of staff), what type of mental health services are being provided, what primary mental health problems are exhibited by children receiving these services, what data the schools are currently collecting, and the mechanisms used by the school to coordinate mental health and educational services between the school and the community. The study found significant results by identifying the following specific needs: services barriers among rural children, specific mental health-related problems reported for boys and girls, unmet service provision for Hispanic children, methodological strategies with respect to specific informants used for data collection, deficiencies in data collection among some schools, and lack of coordination of strategic planning across school districts.

Landeche, Patricia, B.A., University of Southwestern Louisiana, 1960 Master of Social Work, Summer Commencement, 2009 Major: Social Work The Correlation Between Creativity and Burnout in Public School Classroom Teachers Thesis directed by Assistant Professor Elaine M. Maccio Pages in thesis 48. Words in Abstract 162. ABSTRACT Burnout of teachers in the public schools is affecting the quality of education the students are getting. Incorporating creativity into ones life on a regular basis produces has the potential to heal both physical and emotional complaints. The hypothesis of this study is that there is a negative correlation between creativity and the intensity of the symptoms of burnout in teachers. An exploratory/descriptive study utilizing a non-experimental, cross-sectional design was used with a non-probability sample of 19 classroom teachers. A survey was given to public school classroom teachers in two schools in St. Martin Parish, Louisiana. There were no correlations found between creativity and any of the aspects of burnout that were tested (i.e., emotional exhaustion, depersonalization, and reduced personal accomplishment), perhaps due to the small sample size. However, there was a correlation between years of experience and depersonalization, one of the components of burnout (r = -.496, p < .05). More objective research still needs to be done, particularly longitudinal studies.

This multi-component study incorporated the following: (1) an integrated study measuring the impact of a Mindfulness-Based Stress Reduction intervention (MBSR) on potential stressors, appraised stress levels and adaptation to stress of MSW students enrolled in the Louisiana State University School of Social Work through a pretest posttest group design using time-series data to evaluate meditation practice; (2) a pretest posttest group design which examined changes in self-regulated learning skills; and (3) a cross-sectional survey which explored students self-reported reasons for not participating in the MBSR randomized control group study offered prior to the current study. Sample size for the integrated study was 12 females at pretest and 3 at posttest. Sample size for the survey was 56 male and female MSW students. Descriptive univariate statistics were used to summarize data addressing subjects potential stressors, appraised stressful situations, and adaptation to stress. Univariate statistics were used to summarize data collected about subjects implementation of self-reported, self-regulated learning skills. Time-series data for the pretest posttest group design were plotted on graphs for visual analysis of Psychological Stress measure (PSM-9) stress scores and subjects time spent meditating. A strong association emerged between Perceived Stress Scale (PSS) and PSM-9 scores, indicating that high levels of appraised stress were associated with high levels of adaptation to stress. A negative association emerged between PSS and Motivational Strategies for Learning Questionnaire (MSLQ) scores, indicating that higher stress levels were related to lower self-regulated learning skills. In spite of extreme data, results of the group study implementing a pretest posttest group design suggested increases in meditation time and decreases in stress levels during the intervention phase for two of three subjects. Associations emerged between enrollment in field internship and lack of interest in the study, lack of interest in participation in the study, and the inability to commit to daily meditation time. Low annual income and having dependent children in the home were associated with students inability to commit to daily meditation time.

In this study, music and poetry were combined to form a client-centered therapeutic approach to group psychotherapy with at-risk youth that encourages connection, communication, and self-expression. This specialized poetry therapy intervention utilizes popular music and creative writing activities to facilitate group discussion about feelings, life experiences, goals, and values. The purpose of this research was to examine the impact of such an intervention on group formation and development, with a specific focus on the development of factors, such as self-disclosure, which contribute to therapeutic change over the course of the intervention. A multiple embedded case study approach was utilized to collect qualitative and quantitative data from multiple data sources. Data was collected via videotaped observation of group sessions, the administration of the Most Important Event questionnaire, document collection, and the administration of the modified Therapeutic Factors Inventory-S. The findings of this research indicate that several factors, including group composition, the activities engaged in during group sessions, and the internalizing or externalizing behavior profiles of group members, influenced the development of self-disclosure in these poetry therapy groups. Additional findings indicate that when all three of the cases are looked at as a whole, self-disclosure is the most frequently referenced factor when the direct responses of group members as collected via the Most Important Event questionnaire are analyzed. However, the results are less clear when the results of the modified Therapeutic Factors Inventory-S were included; these modified TFI-S results varied according to the group from which the data was obtained. The most meaningful finding of this research was that this poetry therapy intervention had a striking impact on engagement and self-disclosure among these three groups of at-risk youth. The evidence gathered via this research indicates that this intervention fostered a group environment in which guarded, difficult to engage at-risk adolescents felt comfortable and connected enough to engage in surprisingly honest and bold self-disclosure.

From its inception in 2001, the No Child Left Behind Act (NCLB) has been the subject of much debate among politicians, educators, researchers, and citizens. Much discussion has related to how NCLB affects students and their teachers in the classroom. This study examines NCLBs direct impact on special education teachers in the East Baton Rouge parish school district of Louisiana by measuring different aspects of their satisfaction levels. Overall job satisfaction is measured using the Brayfield-Rothe Job Satisfaction Index (1951). Specific aspects of job satisfaction are measured using an abbreviated form of the Job Diagnostic Survey (Hackman & Oldham, 1975) and the satisfaction portion of a survey employed by Zembylas and Papanastasiou (2005), both slightly tailored to elicit answers pertinent to NCLB. Quantitative and qualitative questions directly related to NCLB are asked to explore the relationship between the legislation and special education, its teachers, and its students.