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Journal of Human Services : Training, Research, and Practice
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  This is an Open Access Journal Open Access journal
ISSN (Print) 2472-131X
Published by Stephen F. Austin State University Homepage  [5 journals]
  • Faux-Flipping a Supportive Housing Training: Lessons from Pandemic
           Adaptations

    • Authors: Shelley K. Buchbinder et al.
      Abstract: Following March 2020 coronavirus closures, the Community Support Services training initiative for supportive housing providers transitioned to fully remote learning. Training remotely, the trainers developed a faux-flipped model of midtraining interactive video lectures alongside videoconferencing with time for active learning through interactions and activities. There were benefits to training remotely using a faux-flipped model, including increased participation, training retention, and self-evaluated knowledge. After improved training results, the faux-flipped recorded video lectures will remain in future training. The coauthors suggest additional research to elaborate the faux-flipped model and assess its impact on learning and engagement.
      PubDate: Thu, 27 Oct 2022 07:41:27 PDT
       
  • Predictors of Student Knowledge of Counselor Identity: Human Services &
           Related Mental Health Courses

    • Authors: Cortny Stark et al.
      Abstract: Professional organizations and the field at large have made great strides towards solidifying the professional identities of mental health professionals. Despite these efforts, public knowledge of different types of helping professionals remains limited. Public understanding of helping professionals’ identities is critical to mental health literacy, and has a significant impact on health outcomes. Post-secondary education provides many students with exposure to information regarding types of helping professionals, and their scope of practice. This expansion study engages students completing college-level courses to clarify those variables that predict student knowledge and perceived scope of practice of a variety of counselors.
      PubDate: Thu, 27 Oct 2022 07:41:18 PDT
       
  • “Living in Trauma 24/7”: A qualitative exploration of factors
           contributing to secondary traumatic stress and burnout among student
           services professionals working with marginalized student populations

    • Authors: Delia Sanchez et al.
      Abstract: Higher education professionals are at risk of secondary traumatic stress (STS) as a result of supporting students experiencing trauma, while overwhelming workload, inadequate resources, and unclear role responsibilities may lead to burnout. This study explored contributing factors to STS and burnout and coping efforts among faculty, students, and staff working in a capacity in which they provide non-instructional support to programs or centers focusing on marginalized student populations. Participants (N=56) represented twenty-two U.S. regional universities, and were a subset of respondents to a larger mixed-methods study (n=559). Qualitative responses to three open-ended questions on challenges and coping efforts were analyzed using the Sort and Sift, Think and Sift method. Emerging themes were organized into three categories: 1) role challenges, 2) efforts to cope, 3) desired institutional resources. While personal self-care and social support were cited as beneficial coping mechanisms, participants emphasized these are reactive, rather than proactive, and are insufficient to overcome workload, trauma exposure, and other role challenges, thus contributing to turnover intentions and adverse mental health outcomes. Findings from this study will inform and provide guidance for proactive steps institutions can take to prevent and manage STS and burnout, and allocate resources to empower staff to fulfill role expectations and promote their well-being.
      PubDate: Thu, 27 Oct 2022 07:41:09 PDT
       
  • Goal Setting: Impacting Teacher Candidate Growth in Residency Practicum
           prior to Student Teaching

    • Authors: Shantel Farnan et al.
      Abstract: Educator preparation programs and school districts continue to strive to meet their commitment to better prepare future teachers for entry into the field of education. For more than 100 years, beginning as a normal school, a midwest university has had a strong reputation for the preparation of teachers. After a significant revision to the curriculum to one driven by competencies, this university increased field experiences for teacher candidates, including a culminating year out called Residency Practicum and Student Teaching. Over the course of the undergraduate program, candidates work toward achievement of competencies assigned throughout the coursework and aligned to state standards. The focus of this article is on teacher candidates identifying and reflecting upon competency-based goals for the Residency Practicum. The purpose of the study is to gain the teacher candidates’ perspectives on the competencies they identified most often as goals for improvement throughout the Residency Practicum and the percentage of teacher candidates who grew in proficiency through self-assessed ratings of the competencies.
      PubDate: Thu, 27 Oct 2022 07:41:00 PDT
       
  • Autism assessment in the schools: A review of rating scales and
           observation systems.

    • Authors: Jaime Flowers et al.
      Abstract: School psychologists are tasked with assessing students with Autism Spectrum Disorders (ASD). While not used alone, ASD measures can help practitioners make informed decisions regarding special education eligibility. The purpose of this paper is to review the psychometric strengths and weaknesses of the following measures: Autism Diagnostic Interview, Revised (ADI-R); Autism Diagnostic Observation Schedule, Second Edition (ADOS-2); Autism Spectrum Rating Scale (ASRS); Childhood Autism Rating Scale, Second Edition (CARS-2); and Gilliam Autism Rating Scale, Third Edition (GARS-3).
      PubDate: Thu, 27 Oct 2022 07:40:50 PDT
       
  • Older Adults’ Physical Activities and Subjective Well-Being

    • Authors: Mihae Bae et al.
      Abstract: This study examined the relationships between physical activities as health behaviors and subjective well-being in older adults. Data from the National Social Life, Health, and Aging Project (NSHAP) survey were used. The NSHAP study sampled persons 57-85 years of age (n=3005). The respondents completed a telephone survey, reporting their background information and social networking characteristics. For data analysis, a two-step hierarchical regression was used in order to identify the associations between the demographic and physical activity factors on subjective perception of well-being in older adults. Our results indicated that, among the demographic, income, education, health status, and participation in specific physical activities (R2 = .04, R2 adjusted=.04, p < .001) were all significant factors in assessing subjective well-being for older people. The results showed that running, muscle training, taking stairs, and taking a bike ride were significant factors for the male older adults, whereas female older adults who participate in walking, swimming, yoga, and dance reported higher scores of subjective well-being. The results of this study will help health researchers, gerontologists, and social policymakers who are interested in psychological well-being and health in later life. Understanding the gender basis for the selection of physical activities can have important implications for interventions. Furthermore, understanding the associations between health behaviors and subjective well-being in later life will aid in understanding social dynamics in later life. Therefore, it is essential to find effective ways adults can be motivated to keep participating in healthy physical activities in order to maintain health later in their life.
      PubDate: Thu, 03 Feb 2022 12:41:28 PST
       
  • A Win-Win: Utilizing Human Services Students to Run a Campus Food Pantry

    • Authors: Carly L. Redding et al.
      Abstract: AbstractRecent studies have examined the growing problem of food insecurity among college students in the United States. In recent reports, as many as 30% of all college students are food insecure (CUFBA, 2020). It is imperative that college campuses address this issue, as many students are forced to leave college without completion in order to address financial concerns (Johnson, 2009). Over the last decade, campus-based food pantries have emerged as one means of addressing growing food insecurity among students. However, colleges and universities are facing budget cutbacks and other funding restrictions, creating greater challenges for meeting the needs of financially-struggling students. This article addresses how developing campus food pantries utilizing service-learning, internships and field practicum courses in Human Services programs can assist with addressing this need. By using Human Services students, as well as partnering with local agencies, colleges and universities can address the need for labor and supplies with few to no available state resources, providing a win-win situation for students and colleges.
      PubDate: Thu, 03 Feb 2022 12:41:19 PST
       
  • Supportive Strategies for Human Services Online Internships: A Case Study
           of Guttman Community College’s Remote Binary Model

    • Authors: Anya Spector et al.
      Abstract: Creating a viable human services internship program at the community college level presents many challenges, from retaining partner agencies willing to supervise, often inexperienced, beginning students, to retaining students willing to overcome personal, academic, and financial challenges to participate in an internship. These challenges were exacerbated by restrictions placed on in-person teaching and internships during the COVID-19 pandemic. In response, Guttman Community College’s human services program has developed a remote binary internship model that offers fieldwork students the benefits of participating in an internship through online agency-based supervised field placements or class-based asynchronous assignments for fieldwork students that cannot participate synchronously due to pandemic-related challenges. The authors offer a description of a novel approach to internship provision, which was developed to mitigate the pandemic's impact on students completing their internship in human services. This case study provides an analysis of implementation, lessons learned, and recommendations for future research, including evaluation planning. The hope is that this model will offer a roadmap for other human services programs seeking to create robust remote internships that can help students mitigate the challenges of online learning while advancing their training through the field placement internship.
      PubDate: Thu, 03 Feb 2022 12:41:11 PST
       
  • Immigration, Politics, and Mental Health: An Undergraduate Independent
           Study

    • Authors: Abigail O. Akande et al.
      Abstract: The implications of a polarizing political climate on the plight of immigrants with disabilities in the United States are physiological and emotional. Rehabilitation and human services professionals are inclined to recognize the intersection of the process of immigration with related legislation and the presence of disability. Undergraduate students of relevant disciplines can benefit from the focused investigation that an independent study can provide – particularly because legislative directives evolve so rapidly, are directly associated with service provision and the availability of resources, and draw upon training and continuing education expectations from a variety of practitioner ethical codes.
      PubDate: Thu, 03 Feb 2022 12:41:02 PST
       
  • Trauma-Informed Supports for Rebuilding School Communities

    • Authors: Nancy S. Stockall et al.
      Abstract: This manuscript describes four principles of trauma-informed supports that can guide school leaders in rebuilding school communities that have been fractured by the COVID-19 pandemic. Based on the work of Hobfoll et al. (2007), these principles are: a) promoting a sense of safety, b) addressing safety within behavior support practices, c) building relationships, and d) promoting self-efficacy and instilling hope. As schools slowly reopen, there is a risk that the re-opening will signify that the crisis has ended and schools can return to their previous policies and systems of support. However, the lingering and long-term effects of the isolation and stress experienced by students during the COVID-19 pandemic may go unrecognized. The schoolwide policies and practices described here are based upon evidence-informed principles which can help school communities serve as supportive, welcoming environments for children and families.
      PubDate: Thu, 30 Sep 2021 14:31:41 PDT
       
  • Crisis counseling self- efficacy: Personal abilities and situational
           influences

    • Authors: Suzanne Maniss Ph.D. et al.
      Abstract: Crises are unpredictable in nature and affect the general well-being of individuals. A proper crisis management foundation can prepare future counselors to effectively work with clients who are experiencing a crisis. The purpose of this paper is to investigate the perceptions of counselors-in-training (CIT) in relation to their anticipated crisis intervention abilities. This paper reports the results of qualitative focus groups of counselors in training. Participants reported perceived strengthens and limitations shaping their ability to handle a crisis. Counselor preparation offers opportunities to properly train culturally responsive providers for crisis management.Key words: Crisis counseling; self-efficacy; counselor education
      PubDate: Thu, 30 Sep 2021 14:31:30 PDT
       
  • Ameliorating Stress and Burnout among Professionals who work with Migrants
           and Refugees

    • Authors: Mark Lusk et al.
      Abstract: Professionals and volunteers who work with refugees and forced migrants experience burnout and secondary stress as a result of exposure to the trauma and adversities confronted by their clients. A pilot project aimed at reducing these problems through the use of group discussion, sharing, guided movement, relaxation techniques, and mindfulness was found to reduce burnout and secondary traumatic stress among participants.
      PubDate: Thu, 30 Sep 2021 14:31:22 PDT
       
  • Staffs’ Perceptions of Sensory-based Interventions at an Inpatient
           Hospital: A Case Study

    • Authors: Anthony Zazzarino et al.
      Abstract: The purpose of this phenomenological, case study is to understand the role of sensory-based interventions and their impact on a single facility on the west coast of the United States. Data was collected from 15 participants using a semi-structured interview and followed a thematic data analysis process, ensuring thematic saturation. The results of this study highlighted major themes regarding the impact of sensory based interventions. This study continues to add to the literature base, supporting sensory-based interventions as an alternative modality to treat individuals with a mental illness. Continuing to understand sensory interventions and its impact on mental health recovery is important. As more and more research is conducted, researchers can continue to highlight specific sensory interventions for specific populations, increasing the ability to individualize treatment.Keywords: sensory-based interventions, inpatient mental health, recovery, recovery-focused, phenomenological case study
      PubDate: Thu, 30 Sep 2021 14:31:11 PDT
       
  • "I Now Feel More Comfortable Advocating for People:" Student Reflections
           on Service Learning

    • Authors: Elissa Thomann Mitchell et al.
      Abstract: To provide meaningful experiential learning activities for students outside of the classroom, many social work programs are including service learning as a curricular component. Indeed, research shows that service learning is a widespread practice in higher education across academic majors. This study uses qualitative data from from 34 students in two sections of a master’s-level social work course to explore student experiences with service learning. Major themes from the students’ data are presented here. Students reported both liking and being challenged by the freedom to tailor their own experiences, described developing new skills, reported being able to apply course content/learn about the field through hands-on learning, and felt that they contributed to a community organization/agency through their service learning projects. There are often challenges to implementing service learning projects. This paper presents semi-structured service learning as an alternate model to the traditionally arranged project, giving students the opportunity to develop their own projects tailored to their interests. Instructors looking to provide educational opportunities through real world experiences will gain insight into this process and the outcomes of such a project.
      PubDate: Thu, 30 Sep 2021 14:31:03 PDT
       
  • Building a strength-based support program for college students with autism

    • Authors: DeAnn Lechtenberger et al.
      Abstract: Abstract
      PubDate: Mon, 01 Feb 2021 07:37:04 PST
       
  • An Ethical Framework for Interprofessional Social Work Education and
           Practice with Clients and Professionals

    • Authors: Misty G. Smith et al.
      Abstract: Social work students must interface with other professionals amid diverse disciplines and settings. While aspects of their work requires independent practice, students also encounter practice environments that require cross-system approaches that can create ethical conflicts and dilemmas. Interprofessional collaboration and ethical decision making are specific behavioral outcomes students must demonstrate to achieve competency upon social work degree completion. In social work education, scholarship that highlights the benefits of exposing students to interprofessional education (IPE) is an emerging area. Gastmans’ Dignity Enhancing Care Model and the Generalist Social Work Practice Framework have been adapted to create an integrated framework, the Generalist Framework for Interprofessional Social Work Education. This framework aligns with social work and is appropriate for use in practice settings with both clients and interdisciplinary professionals. To promote interprofessional education in preparation of future social work professionals, the application of this ethical framework will be explored using a case study.
      PubDate: Mon, 01 Feb 2021 07:36:53 PST
       
  • Factors Associated with the Work-Related Burnout of Residential Employees:
           An Examination of Perfectionism and Coping

    • Authors: Autumn L. Cabell
      Abstract: Employees in residential facilities face emotionally stressful situations with youth who often become physically aggressive. Exposure to physical aggression and a stressful work environment can lead to burnout in employees who work in youth residential facilities. Previous research suggests that perfectionism and coping styles are related to burnout. However, there is a gap in the literature related to the relationships between perfectionism, coping, and burnout in residential employees. Therefore, this study sought to explore the relationships among adaptive perfectionism, avoidant coping styles, and work-related burnout in (n = 69) residential employees. The results indicated that both avoidant coping styles and adaptive perfectionism were significant predictors of work-related burnout. Implications of the study’s findings are discussed for human services employees who work in residential settings.
      PubDate: Mon, 01 Feb 2021 07:36:44 PST
       
  • A Critical Analysis of the Utilization of Eye Movement Desensitization and
           Reprocessing (EMDR) Psychotherapy with African American Clients

    • Authors: Allen Lipscomb et al.
      Abstract: Eye-Movement Desensitization and Reprocessing (EMDR) is a psychotherapeutic intervention designed to decrease distress associated with traumatic memories. EMDR has been validated and confirmed by the American Psychiatric Association (APA) as a primary treatment for Posttraumatic Stress Disorder (PTSD) and has been recognized as effective by the World Health Organization and the Department of Defense. Multiple studies reflect EMDR’s capacity to heal the brain from psychological trauma; thus, clients are able to immediately experience the benefits of psychotherapy that previously took years to obtain. However, despite EMDR’s efficacy, there are minimal references to diversity, culture or context in EMDR research and literature. EMDR protocol has no adaptations or recommendations for utilizing this approach with African American clients, promoting an antiquated one size fits all treatment orientation. Without consideration of the lived experiences of African Americans and context that includes acknowledgement of stigma, shame regarding help seeking and historical trauma, this lens obscures the relevance of identity, privilege, power and inclusion in treatment. Therefore, it is imperative to critically examine how EMDR treatment can be utilized to alleviate PTSD distress within a framework of oppression. The authors utilized an anti-oppressive, Critical Race theoretical perspective to examine four case studies of African American clients who received EMDR intervention to gain insight on the unique nuances that arise during treatment. Emphasis will be placed on critiquing the treatment protocol; the positionality of the clinician and clinical implications for future anti-oppressive practice with African American clients utilizing this model.
      PubDate: Mon, 01 Feb 2021 07:36:32 PST
       
  • Using Relational Frame Theory to Teach Nutritional Values

    • Authors: Summer Koltonski Ph.D. et al.
      Abstract: Obesity is a significant health concern people of all ages on a global level. There have many studies that addressed nutrition concepts, however, those results are inadequate to lead to long term improved health because the improvements were too weak, too short lived, or did not generalize to other environments. There is a need to enhance the educational component and one solution is to design the instructional component using a theory of language and cognition, Relational Frame Theory (RFT). This method not only has potential to help the student learn information about foods, but also learn how to make comparisons between foods. This study implemented a nutritional education program using a relational frame theory format to teach nutritional relations using the relational frame, “healthier,” and assessed for derived relations. The first step involved teaching equivalence relations between nine foods categorized into three groups, maximum nutritional value, moderate nutritional value, and minimal nutritional value. After the initial equivalence training and remediation procedures all the participants demonstrated mastery on equivalence relations that were taught and derived. Next, participants were taught two comparison relations and assessed for comparison relations that were taught and derived. Of the comparison relations assessed, two of the participants improved their performance in the comparison relations that were taught.
      PubDate: Mon, 01 Feb 2021 07:36:22 PST
       
  • Accessing Human Services Programs: Areas of Improvement with Awareness and
           Communication

    • Authors: Risha Berry et al.
      Abstract: Lack of accessibility to human services programs is a major barrier to service provision. Archival focus group data from 21 non-profit and public human services agency representatives examined consistency and discrepancies among reported services and services that were identifiable on the internet. This study is important because the internet is often the first step a consumer takes toward seeking help, if the information is not accessible online, this is a barrier to service. Our results found grave discrepancies between available information on websites and reported services during the focus group. Additionally, we found that most websites were not accessible to low readers or persons who spoke a language other than English. Lastly, we found that many of the services were not accessible to people currently “in crisis” rather the services were geared toward people who were “at risk” or “safe”. Implications for administrators and policy conclude.
      PubDate: Mon, 01 Feb 2021 07:36:13 PST
       
 
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