1 |
Self-Efficacy in Newly-Hired Child Welfare WorkersCherry, Donna, Dalton, Bruce, Dugan, Angela 01 January 2014 (has links) (PDF)
Child abuse and neglect in the United States resulted in 676,569 reports in 2011 (U.S. Dept. of Health and Human Services, 2012). Workers in this field struggle with low pay, high caseloads, inadequate training and supervision, and risk of violence, all of which contribute to worker burnout and poor worker retention rates. Worker self- efficacy is predictive of worker retention, job performance, and persistence in this difficult field. This paper reports the development of a new measure of self-efficacy from a sample of 395 child welfare workers. Factor analysis revealed two domains of self- efficacy, direct practice and indirect practice, which can be modestly predicted by worker characteristics upon hire and the training program the workers attend. Worker self- efficacy can be used to identify vulnerable workers who may be especially in need of strong supervisory support as well as understand who to target for recruitment. A review of the literature of self-efficacy in child welfare workers is included.
|
2 |
Public Policies Involving Pregnant and Parenting Secondary Students From Perspectives of EducatorsHilliard-Carlton, Tomecole 01 January 2018 (has links)
Despite a significant drop in the number of pregnant adolescents and reforms to fight
gender discrimination under Title IX, teen pregnancy and risk factors including poverty,
stigma, and substance abuse, which may lead to different negative outcomes, such as
depression, social isolation, and lowered self-esteem remain a persistent problem in the
United States. Due to these factors, pregnant and parenting teens have been noted to drop
out of high school prematurely. Using incrementalism as a theoretical framework, the
purpose of this qualitative exploratory case study was to explore and describe Title IX
compliance and local policies and practices of educators as well as their role in the lives
of pregnant and parenting teens pursuing secondary education. As a public policy, the
purpose of Title IX is to protect students regardless of gender. Data were collected
through in-depth interviews of 4 policy makers and 16 educators from public school
districts across a northeastern state. To analyze the data, interviews were transcribed,
inductively coded, and subjected to a thematic analysis procedure. Regardless of the
existence of Title IX, the findings show it is incrementally enforced, coming into play
slowly or even ignored. The themes included stigma, discriminatory segregation, funding
gaps, support of programs largely outside of school, accountability for programs, denial
of educators' voices on policy and practices, and recommendations of real life skills for
pregnant and parenting students. This study provides relevant information to use as a
basis for Title IX compliance and local educational policy modifications. This study
suggests compliance and modifications may contribute to positive academic progress for
pregnant and parenting adolescents.
|
3 |
Master of Social Work Students' Stressors and Coping MechanismsFrausto, Karina, Avena, Stephanie 01 June 2017 (has links)
The purpose of the present study was to explore and examine the stressors and coping mechanisms used by Master of Social Work (MSW) students. A quantitative survey with some qualitative questions was conducted using a sample of MSW students from California State University, San Bernardino. Data for this study was collected through a self-administered, online questionnaire survey distributed by the MSW program administration. Quantitative data was analyzed through SPSS software by conducting descriptive statistics, frequencies, and independent sample t-test. Qualitative data was analyzed by coding and identifying major themes. Student groups were compared based on program format, which was determined on their standing status as a stipend recipient. The majority of survey participants were non-recipient students (n=45, 60%) and 24 identified as Title IV-E Child Welfare stipend recipients (32%). Results showed that there was no significant difference in the amount of stress experienced by students depending on their program format; however, some differences were identified in preferred coping mechanisms. Based on the results of this study, it is respectfully recommended that the MSW program at California State University, San Bernardino further explores and considers the responses of the students. This study also calls for future research related to MSW students’ stressors and coping mechanisms.
|
4 |
The Effect Of Student Default Rates For The Underprivileged: Engaging The UniversityNapier, Katherine 07 June 2014 (has links)
As the cost of higher education continues to grow at astounding rates, research shows that, in most cases, students and their families face some level of debt to pay for their undergraduate degrees (Layman, 2011). This research study will use an engaged scholarship approach to address the reason some students repay their educational debt and some students’ intent to repay their debt is quite different from the desired behavior. Additionally, we review the factors that affect students from underprivileged socioeconomic backgrounds that are, unfortunately, the largest contributor of delinquent student loan debt. Specifically, this study will identify elements using qualitative measures that influence the student’s intent and behavior to act that will assist universities in policy development to change the perceived value and the academic sustainability of the student while understanding the student’s behavior related to socioeconomic barriers and self-sacrificing influences.
Additionally, two theories are used as lenses to ground this study. The theory of reasoned action (Fishbein & Ajzen, 2010) is used as the focal theory, and place attachment theory (Scannell & Gifford, 2010) is used as an instrumental theory. The empirical results of this study offer factors that influence educational debt repayment and policy design.
|
Page generated in 0.0261 seconds