The federal government established nutrition assistance programs such as the School Breakfast Program and school districts have implemented Breakfast in the Classroom (BIC) to improve participation rates, yet millions of low-income children do not partake in these programs. Thus, many school districts are failing to meet the nutritional needs of the low-income population, which can have negative effects on a child's healthy development. The purpose of this qualitative case study was to observe and explore teachers' perspectives regarding school breakfast implementation in a small school district in the Mid-Atlantic region of the United States. Research questions examined experiences with implementation, benefits and challenges to the program, and how children's needs are impacted based on Maslow's hierarchy of needs, the theoretical framework for this study. Data from the research participants' interviews, journals, and classroom observations were coded, themes were identified, and triangulation occurred to answer the research questions. Findings indicated changes need to be made with food portions, food options, food quality, the logistics of implementation, and outreach efforts. Recommendations included changing equipment, providing equal amounts of food, evaluating food options and quality, providing clean up supplies, and educating parents on BIC. Stakeholders addressing these challenges can increase support and participation rates in the program, leading to positive social change. Implications for positive social change include reduced state costs associated with hunger, decreased food insecurity for low-income families, improved behaviors in the classroom, and improved support of the physiological, safety, and socialization needs of children.

Research has found that parents may feel isolated from their children's schools due to their own problematic educational experiences or their lack of understanding their children's school experiences. Current literature explores stakeholders' perceptions of school counselors but lacks specific context from a parental perspective. Validating parents' perceptions of and experiences with school counselors enhances students' academic success by providing insight about what motivates parents to invest in their children's schools and how school counselors influence parental involvement. Utilizing key concepts related to the importance of parental involvement for student success, this qualitative study focused on the experiences and perceptions of parents regarding their children's high school counselors. Criterion and snowball sampling was used to recruit 8 parents from 5 different high schools across the Midwestern United States. Interview data were analyzed through clustering and horizontalization processes, revealing 4 specific themes: student benefits, in which school counselors directly supported students; parents feeling empowered, in which school counselors validated concerns and empowered parents; school counselor providing interpersonal environment, where students believed school counselors cared about them as individuals and strove for their success; and informed school counselor, where school counselors capitalized on their expertise and professional experience for the direct benefit of students. These emerging themes strengthen existing research and provide current and future school counselors with insight into building and maintaining collaborative relationships with parents, including advocacy efforts to increase student success.

The purpose of this study was to understand how recent graduates of marriage and family therapy (MFT) master's programs experienced mentoring relationships. Fifteen recent graduates from six different MFT master's-level programs were interviewed about their experiences with mentoring relationships. Graduates shared their experiences regarding forming mentoring relationships, how these relationships affected elements of the program experience, the frequency and duration of contact, and mentors' influence after graduation. All 15 participants reported having at least one mentoring relationship and graduates described the variety of roles that their mentors took within the relationships. Characteristics of mentors are discussed in terms of positive and negative traits, and participants discussed how their mentors influenced and alleviated program stress. Graduates reported that after graduation, concerns included licensing, job placement, and the national exam, though most reported receiving little assistance in this area. Graduates offered recommendations about mentoring for current mentors, students, and MFT programs. Qualitative analyses of the interviews are discussed in terms of common themes introduced by the graduates and implications for future practice and research are discussed.

Bariatric surgery, also known as weight loss surgery (WLS) is an intervention for individuals who are suffering from obesity and weight-related health complications which often accompany being 100 pounds or more overweight (Smith et al., 2011). Even though bariatric surgery has been shown to be a life-saving and life-enhancing operation, efforts to seek out surgery options, qualify and prepare for the procedure, recover from surgery, and then adapt new routines to support surgery are challenging not only for the patient, but also for the people with whom the patient spends the most time—their romantic partners (Applegate & Friedman, 2008; Bylund, Benzein, & Carina, 2013; Moore & Cooper, 2016; Sarwer, Dilks, & West-Smith, 2011). This dissertation was a means to explore relational, food, and WLS success experiences that take place within couples when at least one person has had bariatric surgery. Comparisons between life before, during, and after WLS were discussed with focused attention given to relationship dynamics and daily food routines (Bocchieri, Meana, & Fisher, 2002). The couple’s definition of WLS success and the means by which they have been successful were launching points for more in-depth conversation. Data was generated through 2 interviews per couple (n = 11) with patients who met selection criteria for the study—committed long-term relationship and of the same residence for at least the past 5 years with at least 1 person having been successful with WLS. Success was defined by the WLS patient, however they had to be at least 2 years post-WLS, the critical time period where postoperative weight regain has been shown to occur, in order to participate (Magro et al., 2008; Ogden, Avenell, & Ellis, 2011; Pories et al., 2016). A thematic analysis with multiple rounds of coding was conducted after data saturation was met and couples indicated their agreeableness with results through a short, follow-up survey which also functioned as a form of member-checking. Overall, couples’ relationship dynamics were characterized as secure and WLS gave them another way to give support, engage in teamwork, and ultimately become closer. Patients and spouses explained that they loved each other unconditionally, no matter what the patient weighed, and this had been the reality for their entire relationship. Thus, security was the theme for relationship dynamics with support, teamwork, and closer as subthemes. Spouses expressed their desire to help the WLS patient when it came to being open to change and then making necessary modifications in habits and lifestyle. The commitment to change happened before WLS and a mind-shift happened after WLS that enabled both people to adjust their thinking, consistently evaluate their routines, and continue to change their behaviors. As a result, commit and mind-shift were the themes and subsequent changes (diet, exercise, and mindsets) were the subthemes. A secure relationship and commitment to making “better choices” assisted the patient in experiencing WLS success and this meant that their spouse experienced success, too; “it’s our success together.” The theme for WLS success was follow-through and subthemes were results, comfort, happy, and freedom. Hope was also a by-product of success and it was the grand-theme of this study.

The purpose of this study was to gain a better understanding of music therapy among the elderly. This qualitative study utilized interviews as a means to extract themes from the experiences of music therapists who have provided music therapy to the elderly. Results were transcribed to written form. Qualitative analysis procedures were followed to identify themes and subthemes. Areas of particular interest to the social work profession were the emotional, social, physical, and mental benefits and challenges of music therapy among the elderly. Through the guidance of systems theory and the concept of holism, spiritual benefits and challenges were also introduced.

The present study explored advance year Master of Social Work (MSW) candidates and graduated social workers perceived preparedness to serve individuals with developmental disabilities (DD). There has been minimal of studies that have explored perceived preparedness in serving individuals with DD, more specifically in the field of social work. Due to the lack of research on the topic and the recent growth of the DD population, the present research was an exploratory project that utilized qualitative techniques. Data was collected through face-to-face interviews that analyzed advance year Master of Social Work candidates and graduated social workers perceived preparedness serving individuals who are developmentally disabled. The findings of this study suggested that Master of Social Work candidates and graduated social workers are not prepared to serve the DD population. Based on the qualitative analyses, four themes emerged about social workers serving the DD population. The implications of this study include the need for reevaluation of the Council on Social Work Education accreditation standards and ethical standards put forth by the National Association of Social Workers (NASW).

Individuals observe their surroundings and naturally judge others by what they observe or hear. In recent media portrayals, law enforcement officers were scrutinized for use of force and individuals were quick to verbalize their interpretation of events. Bandura's social learning theory served as a focal lens to guide the study. This qualitative phenomenological study examined lived experiences and what factors influence public perception of law enforcement use of force. Interviews were conducted with 10 participants who have encountered or witnessed law enforcement officers utilize use of force during a citizen encounter. NVivo software was used to code and analyze themes from interviews. The findings indicated lived experiences and emotions were high and did influence perception of use of force. Participants explained a variety of emotions when discussing their lived experiences. In addition, social media and mainstream news media played an important role in shaping perception of police officer use of force. This study promotes social change by presenting law enforcement agencies and society insight on how to improve on public perception and understanding of use of force so community relationships with law enforcement can flourish.

African American high school students face considerable personal and circumstantial challenges such as poverty, living in high crime neighborhoods, a lack of positive role models, low socioeconomic status, and social inequity in their efforts to achieve academic success. Finding solutions for persistent academic underperformance and closing the achievement disparity gap for minority children are challenging. This generic qualitative study examined the motivations of high-achieving African American high school students to persevere and achieve academic success despite their personal and circumstantial challenges. Social cognitive theory framed the study. Semistructured interview data were collected from 10 high achieving African American high school juniors and seniors from 2 local schools. Data were thematically analyzed via open coding. The following themes were identified; (a) utility of school and the importance of education; (b) importance of organization; (c) importance of involvement in extracurricular and creative activities; (d) positive home support, parent involvement, and communication; (e) positive sibling/peer influence; (f) positive adult role models; (g) high expectations of self; (h) importance of perseverance, and; (i) seeing barriers and challenges as opportunities. The findings of this study promote social change by providing information to individuals, families, and school systems that may lead to the development of interventions that could enhance school engagement in African American students.

Crack cocaine users need efficacious treatment options to address triggers and cravings for the drug. The purpose of this qualitative, multiple case study was to explore the recovery narratives of 3 purposefully selected substance abuse counselors who were once addicted to crack cocaine and whether or not these narratives fit within the 5 stages of the transtheoretical model of change (TTM). The TTM was used in this study to explore the stages of change in those with prior addiction regarding the motivational strategies needed to promote change. Data collected in face to face interviews were organized using thematic content analysis and QDA Minor Lite analysis software. Study results showed that the action stage seems the be the most promising focus for change. Each participant once in the action stage moved between action and relapse until action and maintenance became solidified in their mindset. The action stage, therefore led to social change for the individual, their family, and the community in which they lived. Therefore, the process of recover does fit within the stages of the TTM, however, relapse and risk of relapse plays a vital part of not making the stages qualitatively distinct. The results of the study show that various factors create the addiction process and help to recover from it. However, self-actualization and self-determination prove to be the motivating factors of change and recovery. The findings contribute to social change by understanding how the recovery stories fit within the stages of the TTM and how further understanding of the relapse process is necessary to possibly get to a definitive termination stage.

The number of medication errors associated with preventable deaths in healthcare facilities remains at a high rate for healthcare leaders. Practices of medication delivery remain similar to those 10 years ago. Hospitals that have implemented barcoding medication administration systems have reported a decrease in medication errors ranging from 60% to as high as 93%. Despite this utility of barcoding, only 50% of U.S. hospitals have implemented barcode medication administration. This comparative case study explored the strategies hospital leaders used to implement barcode medication administration systems, utilizing the sociotechnical theory for a conceptual framework. Face-to-face, semistructured interviews were used to identify experiences from a purposive sample of 20 hospital leaders from Minnesota and Iowa. The research question guiding this study addressed strategies hospital leaders used to implement barcode medication systems to reduce preventable medical errors. After analyzing the interview transcripts using inductive analyses, 4 themes emerged. These themes include the strategic organizational communication, technology and end user support, hands-on training, and application of audit reports. Hospital leaders might benefit from the study findings when developing strategies to implement barcode medication systems. The implication for positive social change includes the potential of decreasing patient medication errors and reducing loss of life caused by medication errors with hospital leaders accelerating the adoption of barcode medication systems in hospitals. Other health care providers may explore how the findings might help reduce medication errors in their facilities.