<p> Foster youth face barriers unmatched by their non-foster peers, particularly in the arena of academic achievement. Although a majority (84%) of foster youth report aspirations of attending higher education, only 5% graduate by age 22 or 23, compared to non-foster youth in the same age group, who graduate at a rate of 30% (Courtney et al., 2010; Courtney, Terao, &amp; Bost, 2004). The current study describes factors from the perspective of 13 foster care alumni that supported them in the process of gaining acceptance to college and graduating. Supportive factors and resilience theories provided the framework that guided the research. Utilizing a grounded theory approach, foster care alumni who completed at least a 2- or 4-year degree were interviewed. Five common themes were identified in narratives of these individuals: exposure to validating environments, availability of pre-college informational and appraisal supports, motivating factors, and the presence of expectation.</p>

<p> The divergent goals of educational institutions versus those of school social workers can lead to school social workers feeling disenfranchised. A major premise in the profession of social work is empowerment; yet, practitioners of school social work report feeling marginalized, misunderstood, underappreciated, and at-risk for elimination, common expressions of a lack of empowerment and self-efficacy. The experiences of school social workers with empowerment and self-efficacy within the workplace have been overlooked as a potential factor in the ability of these workers to empower and serve their clients. The purpose of this study was to understand the lived and share experience of this population. The conceptual framework for the study was based on the theories of selfefficacy and empowerment. A qualitative method of phenomenological inquiry was used to gain insight into the meaning ascribed to the empowerment and self-efficacy experiences of this population, as well as the resulting thoughts, beliefs, attitudes, and implications. Interviews, observation, reflective journaling, and thematic content analysis were incorporated with a purposeful, criterion-based sample of 12 school socialworkers located within the state of Pennsylvania. Data were analyzed using Moustakas's method of content analysis and the study produced 6 themes and 3 subthemes. The findings indicate that school social workers can become more empowered and efficacious through communication with stakeholders and advocacy efforts. Social change implications of this study may include informing pupil-services professionals with a better understanding of these characteristics, thereby enhancing their contribution to public schools, as well as their service delivery to children and families.</p>

<p>The purpose of this project was to find a potential funding agency and create a grant for an in-home visitation program for homebound, older adult veterans. The goal of the program is to promote enriching relationships, increase levels of compassion by both parties, and decrease levels of depression/loneliness and/or social isolation among the older adult veteran population within Los Angeles County, California. The program will offer visitations by community college students and weekly activities addressing depressive symptoms while incorporating access to case management support for additional needs, such as medical and psychiatric referrals. The host agency for the program will be Home-Based Primary Care in the U.S. Department of Veteran Affairs. The Archstone Foundation was selected as the funding source for this grant. The actual submission and/or funding of this grant were not a requirement for the successful completion of the project.

<p> The following grant project was established to develop and implement a music therapy program at Children Are Our Future, a 501(c)(3) non-profit organization that services foster and probation youth through residential treatment in Los Angeles County. To establish this program research into psychosocial issues affecting adolescents in outof- home care, as well as current interventions to mediate the issues, was conducted. Music therapy, as an alternative form of therapy, was supported through evidence-based research and all relevant information pertaining to alternative forms of therapy was researched and included in order to reinforce the position for the program. The Weingart Foundation was chosen as a funding source after conducting a thorough search for a compatible grant funder and a grant proposal was written. Actual submission and/or funding of this grant was not a requirement for the successful completion of this project.</p>

<p> This dissertation reports the results of a cross-sectional investigation into the bicultural identity and Khmer language competence of Cambodian refugees (N = 41) deported to Cambodia by the United States government for committing an aggravated felony. This group was expected to have been an Americanized group as most arrived to the US before age 12 (S. Keo, personal communication 12/29/2009) and to manifest high rates of psychopathology secondary to war trauma under the Khmer Rouge and stressors from violent, poor US communities where they grew up (Marshall, Schell, Elliott, Berthold, &amp; Chun, 2005). Differences in individuals' well-being and reported growth following deportation were expected to correlate with reported integration of internal ethnic identities and competence in Khmer (Cambodian) language. Results indicate limited relationships between main variables. Implications for future research are discussed.</p>

<p> Latino parents of youth with autism spectrum disorder (ASD) experience numerous challenges when seeking services for their children including lack of support from medical providers, lack of knowledge on autism services, and cultural barriers that impede them from appropriately advocating for them. The purpose of this project was to write a grant proposal to develop a support program for low-income Latino parents of youth with ASD in Inglewood, California. The goal of the program is to increase awareness of ASD and improve access to services through various educational workshops for these parents. Subsequently, Latino parents of youth with ASD will be equipped with the skills needed to be a more effective advocate for their adolescents. The actual submission of this grant program was not required for the completion of the project.</p>