The purpose of this practicum is to demonstrate the need for social workers to be employed by Genetics Clinics as a member of the genetics team, the hypothesis being that there is need for social work involvement in the field of medical genetics. Research was completed through a survey of the literature in the field of: counseling problems in genetic counseling, social work involvement in genetics clinics, the role of nursing in genetic counseling, and psychological studies concerning problems of genetic counseling. Literature in these areas was extremely limited During the summer of 1971, a questionnaire was sent to ninety genetic clinics, requesting information on the role that social work played in these clinics. Interviews were held with Dr. Everett Lovrien, co-director of the University of Oregon Medical School Genetics Clinic, Dr. Robert Koler, director of Genetic Research. University at Oregon Medical School, Mrs. Sue Underwood, Public Health Nurse with the Genetics Clinic, and Dr. Amelia Schultz, research instructor and medical social worker for the Clinical Research Center, University of Washington, Seattle, Washington. regarding their opinions concerning the role that social work should play in genetic counseling. This paper will incorporate a brief history of genetics and the establishment of genetic counseling clinics, the goals and purposes of a team approach to medical service, a summary of the findings of the questionnaire, and a discussion of the areas where social work could incorporate its own skills and areas of expertise in the clinic into the three major areas of patient care, research, and teaching.

No description available.

This research was designed to examine from a phenomenological perspective the framework respondents use to complete the Dyadic Adjustment Scale and to test the content validity of the scale from the respondent's point of view. Eighteen couples from an academic community were interviewed following their completion of the Dyadic Adjustment Scale. Problems of conventionality, item ambiguity and asking the subjects to do difficult or impossible mental tasks were addressed through a standardized open-ended questionnaire. An interview guide was used to direct discussion on the content concerns of relevancy, universality, and conceptual integrity. While considered "clear" by respondents, questionnaire items had multiple interpretations and multiple equally correct responses. "Always Agree" and "Never" are still considered the socially desirable ideals. Respondents indirectly admitted to the pull of conventionality, though not to being guilty of it. Survey, definition, and personal reaction modes of thought were used most often while answering the questionnaire. Various time frames were used for answering as well. Concerning content issues, two new content subscales emerged. Respondents supported correlating the existing subscales to the DAS, that the subscales should correlate with each other, but should be reported separately. Subjects suggest that the two sexes do not view marital satisfaction the same way. / M.S.

The purpose of this study was to seek researched responses to parental questions about the influence of Family Life education courses on family value systems. A comparison study was made between three classes of high school students. A treatment group (Human Relationships) received specific training in communication skills, intrapersonal and interpersonal skills. Two control groups (Gourmet Foods and Chemistry) followed subject course outlines. The results of independent one-way analysis of variance tests indicated significant differences on the pretest of value rankings between groups. When t tests were used to compare Human Relationships and one control group (Chemistry) they suggested that students who chose to participate in a Human Relationship course of study brought with them a set of values different than those who did not select such a course. Although this was only a formative study it would seem to support the current theory that high school students are responsive to and reflective of their family value system. / Master of Science

published_or_final_version / Social Work / Master / Master of Social Sciences

Thesis (M.S.W.)--University of Hong Kong, 1992.

published_or_final_version / Social Work / Master / Master of Social Work

Master of Science / Department of Family Studies and Human Services / Elaine M. Johannes / Karen S. Myers-Bowman / The increasing incidence of school-related bullying problems has caught the attention of the media in the United States and rest of the world. The bullying phenomenon has administrators, educators, school site councils, and parents searching for effective prevention programs to reduce youth peer violence and improve the learning environment for students. Many schools are required by state laws to have bullying intervention and prevention programs in place; however, questions arise about the success of popular and widely-used bullying prevention programs. Research data shows that zero-tolerance policies, which appeal to those who demand a strong disciplined reaction to peer violence, are often implemented without using common sense. Many parents or guardians of victimized children are either unaware of the problem, or they do not know what to do when their children are bullied. This report reviews current knowledge about bullying in school during adolescence. It begins by looking at the historical context of bullying and bullying research, and then examines adolescent development in relationship to bullying behaviors. The literature review includes topics regarding types and definitions of bullying, bully, victim, and bully-victim profiles, and well as the role of the bystander. Using Bronfenbrenner’s bio-ecological model of human development, this report then identifies the need for parental involvement as a way to help adolescents cope with bullying incidents.

Photocopy of typescript. / Digitized by Kansas Correctional Industries

Doctor of Philosophy / School of Family Studies and Human Services / Karen S. Myers-Bowman / Walter R. Schumm / We live in an era of constant communication, where Social Networking Sites (SNSs) are part of the technology revolution that has significantly altered our lives and means of communication. Adolescents are quick adopters of these sites; they spend a lot of their daily time interacting via these sites. Most parents in the United States strive to understand the purpose and function behind their children’s use of these technologies. This study is aimed to explore the Saudi mothers’ experiences with their adolescents in a different culture and country. The study focused on exploring the experiences, concerns, social and technical challenges, and strategies of Saudi mothers in the United States by using qualitative methodology. A snowball strategy was used through specific Saudi student groups and organizations in the United States. The participants recruited were Saudi mothers (N=13) who had adolescents (their ages are between 10- and 17-years-old). The interviews were transcribed verbatim, coded, and analyzed in light of symbolic interaction theory. The findings revealed some benefits of using SNSs among adolescents such as learning new languages or practicing the adolescent's native language. On the other hand, the findings also showed great concern among mothers and a lot of challenges about their adolescents’ use of SNSs. Also, the findings showed the roles of these mothers to protect, advise, and support their children regarding the use of SNSs. Mothers confirmed that their adolescents using SNSs without control or supervision may cause a lot of problems that affect adolescents, parents, and the relationships between them.