<p> This study addresses the problem of low college completion rates among students formerly involved in foster care systems. This qualitative research study identified the knowledge, motivational, and organizational factors that supported college completion among eight college graduates formerly placed in foster care. Semi-structured interviews were used to collect data and six Storyboard online videos were also reviewed for thematic content addressing the factors that contributed to college success among the former foster youth. The resulting data will be used to create an Emerging Adult Peer Specialists curriculum to former foster youth to support other students transitioning from foster care to college. Knowledge factors contributing to successful college completion included specific knowledge on financial aid, housing, health, and academic resources, and how to access these resources, as well as self-awareness to promote self-regulation. Motivational factors that promoted self-efficacious behavior and intrinsic motivation included seeking out and identifying mentors, attitudes supportive of educational goals and behaviors, and finding ways to combat stigma were identified motivational factors supporting college completing. Programs for students with foster care histories, the safety and predictability of college campuses, and the need for increased academic preparation in independent living skills programs were identified and important organizational factors promoting college completion. The data was used to create an implementation and evaluation plan for the Emerging Adult Peer Specialist program, which is summarized at the end of the study. </p><p>

<p> The purpose of this project was to develop a program, identify potential funding sources, and write a grant proposal to fund an academic support program that would provide services for males of color at-risk for high school drop out. The proposed program EmpowerMen, utilizes social workers as mentors, case workers, instructors, and therapist to provide support from an ecological systems approach to achieve higher graduation rates and promote secondary education. EmpowerMen&rsquo;s mission is to collaborate with Environmental Charter Schools and provide support for young male students, and intensive support for students identified as &ldquo;at-risk&rdquo; through case management, mentoring and mental health services, while promoting secondary education. </p><p>

This study refined the criteria for the measurement of graduate student performance in a school of social work. By using present criteria from other studies and general student performance criteria from school brochures a questionnaire was constructed. This questionnaire was administered to a. sample of students, faculty and field instructors from Portland State University School of Social Work. The data from the completed questionnaires were then processed by computer to determine the means, standard deviations of the items, and the correlations between items and between raters. Through the computed correlations, means, and standard deviations the acceptability and reliability of the questionnaire were established. Through the use of cluster analysis, clusters were formed which pointed to specific criteria by which social work students could be evaluated. Statistical data indicated that the questionnaire was moderately acceptable and reliable. A greater acceptability and reliability would be desired. The cluster analysis gave varying numbers of clusters for each group of raters. For the student raters there were seven clusters, for the first group of academic raters there were three clusters, for the second group of academic raters there were three clusters, and for the field raters there were two clusters. The ratings of both the field instructors and the second group of academic raters were dominated by a general impression cluster, raising questions about the acceptability and the reliability of the questionnaire for those raters. This general-impression cluster showed that these raters did not discriminate between characteristics of students but rated them on the basis of a general impression of the student.

A study done in 1968-1969 by students at Portland State University School of Social Work at the request of the Oregon State Public Welfare Commission Staff Development Division sought to devise an instrument for assessing the effectiveness of teaching the casework principles of Felix P. Biestek to casework trainees :in the public welfare's orientation program. The test instrument developed was found to have low, but acceptable, internal reliability. Building en the previous year's work, this 1969-1970 study sought to determine the validity of the test instrument by relating test scores to two measures of job performance, namely the latest supervisory civil service rating and a self-rating. Data was collected on thirty of the original test group. The test instrument was determined to be invalid on the basis of these assessments which used measures of total job performance as validating criteria. The study group concluded that the instrument should not be used by itself to determine the effectiveness of teaching casework principles to caseworkers in a public welfare orientation program. While the instrument was being tested, it was recognized that orientation training covers more than just Biestek’s casework principles. Other types of knowledge are also needed for caseworkers to perform effectively on their jobs. Consequently, the scope of the project was enlarged to include an exploration of other factors in caseworker development during orientation. To explore other factors, two instruments were used. One was a questionnaire developed by the group to obtain background information and to measure some attitudes of the caseworker toward his job and the welfare agency. The second was an instrument borrowed from the Oregon State Fish Commission for determining job satisfaction attitudes. The findings of the questionnaire indicated that informal training and supervision were important in caseworker development. The importance of supervision was reinforced by responses given to the survey of job satisfaction attitudes. The survey elicited complaints about bureaucratic agencies, i.e., the red tape, little use or trying of innovative methods, and poor communications within the agency and to the public. In view of the findings, the study group made six recommendations to the Oregon State Public Welfare Division regarding their orientation and staff development program. The study conclusions state that further research is needed (1) to define the casework job and then develop a test to measure a worker’s competency; (2) to develop tools to determine the social work attitudes, knowledge, and skills of the bachelor level service worker; and (3) to investigate use of the structured versus unstructured situation for teaching new caseworkers.

No description available.

Thesis (Ed. D.)--Teachers College, Columbia University, 1986. / Typescript; issued also on microfilm. Sponsor: Herve Varenne. Dissertation Committee: Ray McDermott. Bibliography: leaves 170-173.

Thesis (M.Soc.Sc.)--University of Hong Kong, 1989. / Also available in print.

No description available.

Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references (leaves 240-260). Available also in a digital version from Dissertation Abstracts.

Thesis (Ph. D.)--University of Texas at Austin, 2002. / Vita. Includes bibliographical references. Available also from UMI Company.