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Journal of Human Services : Training, Research, and Practice
Number of Followers: 0  

  This is an Open Access Journal Open Access journal
ISSN (Print) 2472-131X
Published by Stephen F. Austin State University Homepage  [5 journals]
  • Interaction Effects of Socioeconomic Status on Emerging Literacy and
           Literacy Skills among Pre-Kindergarten and Kindergarten Children: A
           Comparison Study

    • Authors: Kasey Thompson et al.
      Abstract: Socioeconomic differences in children’s reading and educational outcomes have been thoroughly documented throughout literature. Bobalik, Scarber, and Toon (2017) examined the link between socioeconomic status (SES) and classroom instruction on emerging literacy skills in pre-kindergarten children. The results supported the theory that children identified as belonging to a low socioeconomic status enter school with lower emerging literacy skills and benefit most from academic instruction; these children’s literacy skills substantially increased throughout the academic year, growing closer to those of their peers who were identified with a high socioeconomic status. The aim of the present study was to expand our understanding of the interaction effects of socioeconomic status and curriculum on emerging literacy and literacy skills by continuing the research into kindergarten. This study examined whether 1) differences in groups continued to grow closer to the mean or 2) the differences in groups became greater with the introduction of reading skills in kindergarten. Children (N=33) were recruited from a private school and a public school. The children from the public school who qualified for the Federal Poverty Guidelines for free/reduced lunch were assigned as having a low socioeconomic status, and children from the private school were assigned as having a high socioeconomic status. The Phonological Awareness Literacy Screening – K (PALS-K) was used to measure the literacy skills in the kindergarten children. Results of the study indicated that literacy scores between the socioeconomic groups were not significantly different at the kindergarten level, however differences between the mean scores of the pre-kindergarten and kindergarten groups were found to be significant.
      PubDate: Thu, 28 Feb 2019 23:49:11 PST
       
  • Pedagogical Techniques that Provide Educational Value to Social Work
           Students through Bereavement Academics and Empathetic Advancements

    • Authors: Sandra Renea Williamson-Ashe
      Abstract: The lack of empathy in college students has been documented and empathy levels are reported to have declined over recent years. College student bereavement has not been well-researched (Balk, 2008) but the lack of declining college student empathy has documentation in psychological expressions (Balk, 2008). This article addresses social work students engaged in an academic bereavement assignment that incorporates student centered instruction (SCI) and “teaching through relationships.” Using an untimely social work students’ death, students utilize research, reflection, cooperative small group learning, and applied theory, to compose a writing assignment. Intentionally introducing the “sorrowful empty chair” in the bereavement assignment led to reflective thoughts that are equal to empathy and shows a reflection model in production. Applying theoretical framework to current events aids students understanding of theory. While current events’ research improves student research skills as well as their theoretical understanding, the application of theoretical frameworks and current events with research, leads to an increase in student devotion and commitment to produce good work.
      PubDate: Thu, 28 Feb 2019 23:49:01 PST
       
  • An Exploratory Investigation of a Flipped Classroom Model in Human
           Services Education

    • Authors: Nicola A. Meade et al.
      Abstract: Human services education has unique needs due to the practical elements that are a part of preparing students for the field. One aspect is for students to graduate with a firm capacity to enact the skill detailed by the National Organization of Human Services (NOHS, n.d.). A blending of on-campus and on-line components has been found to encourage higher order thinking and offer experiential learning (Rehfuss, Kirk-Jenkins, & Milliken, 2015). The flipped classroom pedagogical model offers one potential way for educators to create an environment that facilitates the learning needed and recommended. This study altered a class to the flipped classroom model, and then used two type of data collection, a survey given twice during a semester and reflections written as a part of the class’ expectation. This was done to explore human services undergraduates’ reactions to the pedagogical model. Implications and lines of further enquiry are included.
      PubDate: Thu, 28 Feb 2019 23:48:52 PST
       
  • Independent Educational Evaluations as Issues of Dispute in Special
           Education Due Process Hearings

    • Authors: William H. Blackwell et al.
      Abstract: This study examined the pertinent details and outcomes of special education due process hearings (n = 100) that addressed independent educational evaluations as an issue of dispute in a 14-state sample. Variables related to the frequency of these cases, the characteristics of students involved, the specific types of IEEs requested, and the other related issues and outcomes were coded and analyzed. Psycho-educational evaluations were addressed in the most due process hearings, followed by speech-language evaluations, and neuro-psychological evaluations. Statistically significant associations were identified between states regarding a) the extent to which IEEs are issues of dispute in due process hearings, b) the prevailing parties in these hearings, and c) the types of legal representation used by parents. Recommendations for policy, practice, and additional research related to IEEs and special education due process hearings are discussed.
      PubDate: Thu, 28 Feb 2019 23:48:43 PST
       
  • Understanding the Relationship between Gender and Self-Efficacy in
           Northeast Texas Public Schools

    • Authors: Abbie Strunc Ph.D. et al.
      Abstract: Using a sample of 147 K-12 teachers in Northeast Texas, the authors examine the importance of gender for teachers, and if gender impacts his or her own feelings of self-efficacy, while controlling for demographic variables. Findings enhance scholars’ understanding of how men and women view themselves and their perceptions of their own self-efficacy in education. This research also merges the literature in education and sociology, providing an example of how interdisciplinary research can improve our understandings of social problems found within educational institutions.
      PubDate: Thu, 28 Feb 2019 23:48:33 PST
       
  • Selective Stimulability in the Speech and Language Assessment of Bilingual
           Children with Selective Mutism

    • Authors: Elizabeth Harbaugh , M.S; CCC-SLP et al.
      Abstract: English Language Learners (ELLs) with Selective Mutism (SM) mirror their typically developing, bilingual peers who are going through the silent period. The silent period is a normal phenomenon characterized by decreased expressive language and a general lack of communication that is temporary. Understanding second language acquisition and differentiating SM from the silent period, however, is critical to reduce over- and under-identification of children for services. Whereas bilingual children with SM do not speak in either of their languages, bilingual children in the silent period are only silent in their second language. Although limited information exists regarding assessment and treatment for SM in ELLs, general assessment and intervention strategies are available. The notion of selective stimulability (how stimulable a child with SM is for expressive communication) may be used in assessment in order to encourage children with SM to communicate expressively when using speech and language protocols and for determining prognosis for treatment. Guidelines for differential diagnosis of SM and the silent period are offered in this paper, including a case example of the use of selective stimulability in a speech-language assessment of a Spanish-speaking child. Moreover, additional information related to the assessment process and implications for intervention are provided.
      PubDate: Wed, 31 Oct 2018 06:15:51 PDT
       
  • Lifestyles, Income, Health Factors, and Life Satisfaction of Older
           Hispanic Adults

    • Authors: Gina Fe G. Causin Ph.D. et al.
      Abstract: The aim of this study was to explore to what extent life styles, income, and health factors contribute to the life satisfaction of Hispanic older adults. A secondary data analysis from a national survey of Hispanic Established Populations for the Epidemiologic Study of the Elderly (HEPESE) (Markides, Ray, Angel, & Espino, 2012) was used. Subjects were Hispanic older adults (over 75 years, n = 1542). For this study, Hispanics and Latinos were considered as one and the same. A two-step hierarchical regression was conducted to address the research question. The results showed health status and income were unique predictors in the first step and (a) eating out with family, (b) eating out with friends, (c) spending time on cooking were unique predictors in the second step. It is culturally consistent that Hispanic older adults are more satisfied when they have time eating with people around them (e.g., family, friends) and spending time on cooking.
      PubDate: Wed, 31 Oct 2018 06:15:40 PDT
       
  • Effects of a Peer-To-Peer Mentoring Program: Supporting First-Year College
           Students’ Academic and Social Integration on Campus

    • Authors: Griselda Flores Ph.D. et al.
      Abstract: This paper presents findings from a peer-to-peer mentoring program supporting ethnically diverse first-generation students at a mid-sized university in the Southwest. Research on mentoring during the undergraduate years has placed emphasis on the quality of lived-collegiate experiences from both a peer-mentor and mentee perspective (Crisp, Baker, Griffen, Lusnford, & Pifer, 2017). Using a mixed methods approach, two survey instruments and qualitative analysis, interviews with peer-mentors and mentees suggested student development occurred through various means: (i) academics, (ii) university involvement, and (iii) the reinforcement of friendship. These findings reinforce theory first drawn from Tinto’s (1993) student integration perspectives (e.g., academic and social integration). Peer-mentors fulfilled their roles, while mentees who were actively involved in the program reported to have benefitted the most. The effectiveness of the mentoring program highlighted contributions to enhancing, at least one of the following, for all mentees: first-year experience, degree of college involvement, and overall retention rate.
      PubDate: Wed, 31 Oct 2018 06:15:30 PDT
       
  • Older Adults’ Social Relations: Life Satisfaction to Widowhood

    • Authors: Hyunsook Kang Ph.D. et al.
      Abstract: The objective of this study was to examine the breadth and depth of relationships with relatives and friends and the possible implications of those relationships with regards to life satisfaction to widowhood. Data from the National Social Life, Health, and Aging Project (NSHAP) survey were used, which sampled persons 57-85 years of age (N=3005). It was hypothesized that older widowed adults have greater quality of both family and friend relationships than do older married adults. Structural Equational Modeling analysis results supported these hypotheses, revealing that older widowed adults reported higher quality of engagement in family and friend relations compared to older married adults, possibly enabling greater life satisfaction to widowhood.Key words: widowed older adults, life satisfaction to widowhood, family and friend relations in widowhood
      PubDate: Wed, 31 Oct 2018 06:15:23 PDT
       
  • Involuntary Termination from Substance Use Disorder Treatment: Unknown
           Phantoms, Red Flags, and Unexplained Medical Data

    • Authors: Izaak L. Williams CSAC
      Abstract: In the United States, all treatment programs receiving public funds are required by law to regularly submit admission and discharge data, inclusive of the forced/involuntary termination or administrative discharge of clients, to their local state authorities. In some states, this requirement even extends to programs not receiving public funds. The aim of collecting discharge data—collected under the auspices of the Substance Abuse and Mental Health Services Association [SAMHSA]—is to assist state and county authorities, funders, and accreditors to monitor recovery-focused program performance. However, investigation here undertaken shows that published discharge data from many state treatment settings are perennially and grossly underreported or misreported. This paper reports on evidence that point to systemic failure of regulatory supervision of treatment settings and the ethical breach in duty and consequent legal culpability in reporting medical data. Policy and practice implications are discussed.
      PubDate: Wed, 31 Oct 2018 06:15:14 PDT
       
  • Integrating Mindfulness into the Training of Helping Professionals

    • Authors: Christina Tortolani Ph.D. et al.
      Abstract: Mindfulness refers to the purposeful and nonjudgmental focus on internal and external experiences in the present moment. Extensive research in the fields of psychology, medicine, and counseling has explored the use and benefits of mindfulness-based practice in general. Such research has determined that mindfulness enhances skill development and counselor preparation within the human service professions. Therapeutic and educational settings have thus increasingly embraced mindfulness practices. This exploratory paper posits that the study and practice of mindfulness can be beneficial for both faculty and graduate students in the fields of Mental Health, School Counseling, and School Psychology. The aims of this paper are three-fold: 1. Review the literature on mindfulness-based practices across these disciplines; 2. Assess the benefits of mindfulness and how it aligns with the professional missions; and 3. Outline the contours of a curriculum designed and implemented by the co-authors to educate and train future counselors and school psychologists in mindfulness practices.
      PubDate: Thu, 01 Mar 2018 09:10:54 PST
       
  • Using an Adapted Cover-Copy-Compare Math Intervention in China: A Pilot
           Study

    • Authors: Daniel F. McCleary Ph.D; LSSP, NCSP et al.
      Abstract: The math fluency skills of a student with an IQ three standard deviations below the mean were improved using an adapted version of cover-copy-compare (CCC) in China. The student’s digits correct per minute and the number of problems correct increased substantially. Evidence of generalization to novel items is also demonstrated. This pilot study suggests that an adapted version of CCC can be effectively used in China, with someone whose FSIQ is three standard deviations below the mean, and that the acquired skill can be generalized.
      PubDate: Thu, 01 Mar 2018 09:10:50 PST
       
  • Adult-Child Sexual Contact: Examining Mental Health Trainees’ Perception
           of the Impact on Adult Psychological-Emotional Status

    • Authors: Robbie J. Steward Ph.D. et al.
      Abstract: Thirty-eight graduate students enrolled in mental health-related programs completed the Brief Symptom Inventory (BSI) indicating anticipated impact of adult-child sexual contact on the psychological status of a young adult woman from positive family environment and one from a negative family environment. BSI subscale scores were significantly higher than the BSI general population’s mean scores in both cases. Multiple regression analyses found that: in the healthy family scenario, practitioners’ background variables (parent education, family of origin climate, prior childhood sexual contact with an adult, and education) did not contribute significantly to the variance in their prediction of expectation of client’s overall psychological distress; and, in the dysfunctional family case, practitioners’ background (childhood experience with adult sexual contact, education level, and professional experience) contributed to 40% of the variance in their prediction of the client’s emotional state. Results of qualitative analyses are presented, and implications for training and service delivery discussed.
      PubDate: Thu, 01 Mar 2018 09:10:46 PST
       
  • Collaborative Documentation for Behavioral Healthcare Providers: An
           Emerging Practice

    • Authors: Suzanne Maniss Ph.D; LCDC, NCC et al.
      Abstract: This article considers the practice of collaborative documentation (CD) for behavioral healthcare providers; the legislative, technological, and philosophical milieu in which it developed; the attributed benefits for providers and clients; and the peer-reviewed research supporting its use. Collaborative documentation has emerged following significant legislative and technological changes in healthcare delivery and shifts toward client-centered healthcare practices including more shared decision-making between clients and practitioners.
      PubDate: Thu, 01 Mar 2018 09:10:40 PST
       
  • Practice-based conundrums and existentialist quandaries of a professional
           code of ethics

    • Authors: Izaak L. Williams CSAC
      Abstract: Ethical codes have long been considered indispensable tools in defining the proper conduct of counseling professionals. Revisions reflect the ideals of the industry to accommodate the evolving needs of clients and trends in treatment models, but the essence of the code is to convert principles befitting of the profession into concrete actions or considerations that abet professional decision-making. Acculturation into the profession involves ethics training intended to improve professionals’ ability to apply the code to situations that might arise in their practices, resulting in the most ethically appropriate action. However, such assumptions may be problematic. The idea of ethical competency and improvement in the code itself should be qualified to reflect the uncertainty of moral truths, including counselor training tailored to test competency, both before and during professional practice. In this article, the consideration that morals and ethics are distinct is spelled out and then challenged by drawing on Jean Paul Sartre’s existentialist critique of moral decision-making reality. In light of this critique and John Stuart Mill’s argument regarding the value of vigorous debate over philosophical ideas, suggestions are made regarding a potential approach to ethics competency education.
      PubDate: Thu, 01 Mar 2018 09:10:36 PST
       
  • Using Simulation and Critical Thinking in Speech-Language Pathology: A
           University Case Study

    • Authors: Carol M. Ellis Ph.D
      Abstract: Education is changing. Virtual learning is now a common occurrence. Along with this change, more and more virtual learning tools are being used in the educational setting. The American Speech-Language-Hearing Association (ASHA) has recognized this change and has modified certification standards to include clinical simulation experiences in graduate speech-language training programs. Along with this modification, critical thinking skills are an expected goal, not only in face-to-face experiences, but also in simulation experiences. Educators need to meet this expectation to ensure that future speech-language pathologists are fully prepared to make sound decisions within the clinical setting. Educators may benefit from the following suggestions in regards to the use of critical thinking skills within a clinical simulation experience.
      PubDate: Tue, 31 Oct 2017 20:43:42 PDT
       
  • The Transformation Process of Fathers of Children with Disabilities: An
           Exploratory Case Study

    • Authors: Holly F. Pedersen Ed.D. et al.
      Abstract: While the vital role that fathers play in the development of their children is emphasized in recent literature, the majority of research relative to child development focuses on mothers. This imbalance is even more evident relative to research with parents of children with disabilities, leaving human service providers with few evidence based practices for appropriately addressing the needs of fathers raising children with disabilities. Research suggests that having a child with a disability, while challenging, can also have a significant positive impact on the family system and potentially offer a transformational experience for the parent. Guided by a theoretical model of transformational outcomes, the purpose of this qualitative case study was to investigate how two veteran fathers of children with disabilities describe their transformative process. Using qualitative inquiry methods, the fathers’ were interviewed and their narratives were transcribed and analyzed to discover emerging themes. Findings indicated that laughter was a prominent emotion throughout the narrative and that the fathers used both positive and negative descriptors to define their experiences. Implications of these findings for human service professionals supporting families of children with disabilities are discussed. Attending to the unique needs of fathers can improve the overall functionality of the family system.
      PubDate: Tue, 31 Oct 2017 20:43:38 PDT
       
  • Examining Pre-Service Teacher Candidates’ Sources and Levels of
           Knowledge about Autism Spectrum Disorders

    • Authors: William H. Blackwell Ph.D et al.
      Abstract: This study was designed to identify what pre-service teacher candidates knew about autism spectrum disorder (ASD) and how they had acquired that knowledge in order to design more effective preparation courses. Teacher candidates (N=87) from three teacher preparation programs completed questionnaires during, or prior to, their first special education course. The findings indicate a relationship between sources of knowledge about ASD and actual levels of knowledge. Based on the findings, the authors argue that there is a need for coursework that focuses on effective intervention strategies and utilizes direct opportunities for teacher candidates to work with students with ASD.
      PubDate: Tue, 31 Oct 2017 20:43:34 PDT
       
  • Event Planner Sensitivity to the Needs of Individuals with Visual
           Disability at Meetings and Events

    • Authors: Gina Fe G. Causin Ph.D. et al.
      Abstract: Special events, such as fairs, conventions, ballgames, and concerts are typically activities people attend to participate in the festivities and enjoy with friends and family members. For individuals with disabilities, however, these types of events can create more challenges than enjoyment. Despite a thorough review of the literature, no studies were found which evaluated the experiences of individuals who are blind and have visual impairments at events and meetings. The aim of this study was to determine the current level of accessibility at meetings perceived by consumers who are blind and visually impaired. Respondents to the survey indicated many obstacles to accessing meetings including: discrimination, a paucity of accessible features, and accessibility features that are not truly accessible for consumers who are blind and visually impaired. Recommendations are provided for increasing meeting and event accessibility for consumers who are blind and visually impaired.
      PubDate: Tue, 31 Oct 2017 20:43:31 PDT
       
  • Pursuing a Common Goal: Measuring the Comfort Level of Educational
           Diagnosticians to Manage a Caseload of Students with Visual Impairments

    • Authors: Jerry Mullins M.Ed. et al.
      Abstract: This study was conducted to measure the level of comfort and knowledge that educational diagnosticians possess regarding the unique learning needs, assistive technology, special accommodations, agencies, required visual impairment related Individual Educational Plan documents, and special evaluation considerations appropriate for students with a vision loss. Teachers of students with visual impairments were surveyed to gauge their perception of educational diagnosticians’ knowledge of the field of visual impairment and diagnosticians were also surveyed to determine their comfort level in the management of a caseload of students with visual impairments. Research question were based on how TVIs rated the comfort level and knowledge of educational diagnosticians to effectively manage a caseload of students with visual impairments, how diagnosticians rated their own comfort level and knowledge to manage a caseload of students with visual impairments, where TVIs and diagnosticians agreed that there is a lack of knowledge or awareness on the part of the diagnostician when it comes to managing a caseload of students with visual impairments, and what TVIs and diagnosticians believe can be done to better prepare diagnosticians to work with students who are visually impaired. Data collected for this study found that collaboration among a team of professionals, including TVIs and diagnosticians, provided benefit to students who are visually impaired. Survey responses from diagnosticians indicated they would like more training in low-incidence disabilities such as visual impairment to prepare them to manage a caseload of students with visual impairments.
      PubDate: Tue, 31 Oct 2017 20:43:27 PDT
       
 
 
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