Despite calls for increased attention to religion and spirituality in social work education and practice, the topic remains a neglected area. This small exploratory study seeks to examine barriers that cause religion and spirituality to continue to be on the periphery in social work education. Involved are six faculty members, teaching a range of social work courses. Insights into some of the controversial issues that arise in the classroom when religion and spirituality are discussed are offered. Findings suggest a lack of uniformity in teaching approaches, indicating that educators may be unclear about how to address the topic.

<p> The purpose of this project was to locate a potential funding source and write a grant to create an ongoing summer program to improve reading proficiency for elementary school students' living in the Watts neighborhood of Los Angeles, California. There is a need for supplemental academic support for children of low-income families that focus on reading proficiency and mastery of language arts. The goal of the program is to increase family involvement in academics, student academic achievement, and the graduation rates of low income minority students. An extensive literature review was performed to investigate ways to address high school dropout rates and the achievement gap in Los Angeles. Low reading proficiency between the first and fourth grade of elementary school was determined to be a major factor contributing to the income achievement gap. A search was conducted to find a funder for a program that focuses on similar issues. Based on their mission to promote opportunity in Los Angeles County, The California Community Foundation was identified as a funding source. Actual submission for funding of this grant were not required for the completion of this project.</p>

<p> The current study examined the possible gaps in meeting the needs of children in foster care, the additional skillsets that contribute to meeting their needs, and the role child life specialists play in meeting those needs. Additionally, the study looked specifically at how child life could find a place in the nontraditional setting of foster care. Two groups of participants were recruited for the study; the first group was comprised of child life specialists. The second group included professionals who worked directly with children in foster care in some capacity. Two surveys were designed and conducted, one for each group. Generally, both groups of participants identified the following unmet needs: emotional needs, attachment needs, behavioral needs, supporting children in coping, and psychological preparation. Skillset matches for meeting these needs included experience in psychological preparation for children, knowledge in supporting coping, child development expertise, and awareness of family-centered care. These matches are closely tied to child life specialists' training. Additionally, there seems to be a lack of play in working with foster children, and this was identified as a possible gap in the system, highlighting another way child life specialists could support children in foster care. Through this study, clear ways were identified in which child life specialists could strengthen the services provided to children in foster care. These results have implications for an interdisciplinary future of the child life field. </p><p> <i>Keywords:</i> child life, foster care, unmet needs, child life in nontraditional roles</p>

<p>The purpose of this qualitative phenomenological, epoche study was to explore the lived experiences of seniors who attended a Recovery High School and the phenomenon associated with transitioning from high school. No studies have been conducted on the lived experiences of seniors who attended Recovery High Schools. Data collection included three interview sessions. Participants of the study reviewed their final response before analyses began. The results of the study contributed scientifically by providing data of Recovery High Schools as alternatives and post continuum care resources for adolescences and young people who suffer with substance abuse disorders. </p>

This study investigates patterns of dyadic interaction in the context of an advanced level ESL class, where the learners work in pairs on language focused tasks. It also considers reasons why different patterns of interaction form and the links between these patterns and second language development. (For complete abstract open document)

Thesis (Ph.D.)--University of Calgary (Canada), 2007. / Includes bibliographical references.

Thesis (Ph. D.)--University of Chicago, School of Social Service Administration, 1970. / Also issued in print.

Thesis (Ph. D.)--University of Chicago, School of Social Service Administration, 1970. / eContent provider-neutral record in process. Description based on print version record.

Thesis (Ph.D.)--Memorial University of Newfoundland, 2003. / Bibliography: leaves 265-282.

Thesis (Ed. D.)--Graduate School of Education, Oral Roberts University, 2008. / Includes abstract and vita. Includes bibliographical references (leaves 103-115).