<p> The purpose of the proposed project was to establish the need for trauma-focused school-based program for at-risk urban youth, to identify a well-matched funding source, and to write a grant with the likelihood of being awarded funding. It is well established that youth who have experienced traumatic life events are more likely to suffer from mental and physical health problems. Experiencing childhood trauma puts youth at risk of negative life outcomes, such as self-harm behavior, delinquency and perpetration of violence, low educational attainment, unemployment, poverty, and dependence on public assistance. To address this social problem, the proposed treatment program is a school-based, trauma-focused, cognitive therapy-based intervention with proven success rates. </p><p> The Ralph Parsons Foundation was identified as the most suitable funding source for this project because the goals of the project align with the foundation&rsquo;s areas of focus for at-risk youth. </p><p> Along with identifying the needs of underprivileged groups and advocating for services to meet those needs, strong grant writing skills allow social workers to attain the funds necessary to support these services. The actual submission for funding of this grant proposal was not a requirement for the fulfillment of this thesis.</p><p>

<p> The purpose of this study was to conduct a policy analysis of Seth&rsquo;s Law 2012. Bullying on school campuses is a severe and pervasive problem that has been shown to cause detrimental risk factors and negative outcomes for many LGBTQ youth. This study utilized a qualitative design, collecting data from primary and secondary sources that addressed this legislation. Results indicate that LGBTQ youth are bullied at higher rates than heterosexual youth. Additionally, the results indicated that stricter anti-bullying legislation that holds the Department of Education and its school districts accountable for following such laws is needed. Implications for social work practice, policy, and research were discussed.</p><p>

<p> Employee job satisfaction is an ongoing concern in the field of social work. High caseloads, low compensation, and the lack of job security are sources of job dissatisfaction for novice and seasoned social workers in managed care settings. Specifically, the purpose was to determine if there is a correlation between high caseloads, the lack of job security, and low compensation and job dissatisfaction among novice (<i>n</i> = 24) managed care social workers and seasoned (<i>n</i> = 86) social workers in Texas and the surrounding areas. The emphasis of these factors, if not recognized and addressed through interventions by health care administrators, can lead to novice or seasoned managed care social workers&rsquo; dissatisfaction and within their position and careers with an ending result of desirable professional leaving the field of social work. Herzberg&rsquo;s two-factor theory guided the study. The independent variables were selected for use in a multiple regression analysis at the .05 level of significance. No correlation was found between high caseloads and job dissatisfaction among novice social workers or between low compensation and job dissatisfaction among novice and seasoned social workers. High caseloads were correlated with job dissatisfaction among seasoned social workers. A correlation was found between the lack of job security and job dissatisfaction between novice and seasoned social workers. The research study collected data used in sealing the gap in the health care community by providing valuable information and directions for health care administrators to focus on in an attempt to reduce turnover, increase productivity, and improve the quality of patient care.</p>

<p>The purpose of this psychoeducational curriculum is for Latino caregivers to enhance their awareness in the Mental Health field, as advocate for their family members. Educating caregivers on how to access services, and overcome stigma, language barriers, and cultural insensitivity also to enhance quality services. The curriculum specifically addresses outreach. The curriculum will expand caregivers? understanding the symptoms of mental illness including diagnosis, and the importance of self-care to prevent burnout. It will include activities that will promote group discussions, and concepts for learning enhancement. Additionally, handouts will be provided with resources for support services for caregivers. A facilitators? guide is also included to assist with the implementation of the curriculum.

<p> Background: A significant number of children in the US are placed in the child welfare system every year. Among the multiple negative outcomes associated with being in the foster care system is a wide academic achievement gap between foster students and the general population, as well as other disadvantaged groups (e.g. low income). Low academic achievement is particularly pronounced in college. The government and higher education institutions are recognizing these educational gaps and developing specialized programs to address the unique needs of foster students; however, the effectiveness of these programs remains unclear. This study aims at evaluating the effectiveness of one program, the Transition to Independence Program (TIP), in improving academic outcomes for foster students at Wayne State University (WSU) during the first 2 years of the program initiation (2012-2014). Methods: patterns of TIP service utilization (mentoring; financial aid; contact with campus coach and community partners) among 120 individuals who had been wards of the court, and its association with academic outcomes were examined on the following variables: GPA, academic probation status, first year retention, remedial classes, being on track for graduation, and graduation status. Further, TIP students&rsquo; performance on those same academic variables was compared to two groups: (1) 120 low income, non-foster care youth, and (2) 26 former foster care youth who did not receive TIP services. Results: 73% of TIP students used at least one service and students who used any program services were 5.7 times more likely to be retained than those who had not. Additionally, TIP students performed better than foster, non-TIP students on the academic variables, and the academic gap with low-income students was reduced. Discussion: TIP is effective in improving academic outcomes for students from the child welfare system. Implications and future directions are discussed.</p>