Advanced Generalist: Social Work Research Journal, v.1.2

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Now showing 1 - 5 of 8
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    Book review: "Justice Denied: What Americans must do to Protect its Children," by M.A. Hamilton (Cambridge University Press, 2008)
    (Wichita State University. School of Social Work, 2014-11-11) Gutzmann, Brittney
    The book "Justice Denied: What Americans Must Do to Protect its Children" provides a stark contrast between the rights of victims and perpetrator by providing real-life stories of domestic violence, abuse, and sexual assault cases and how the criminal justice system often biases the offender. Gutzmann asserts that this book is an excellent preparation for those entering the child welfare field and that readers will be moved to support change in our civil and criminal justice systems.
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    The effects of parental incarceration on the school behavior of poor urban Black children
    (Wichita State University. School of Social Work, 2014-11-11) Kingsberry, Sheridan Quarless; Fountain, Natalie; Juarez, Stephanie
    Children whose parents are incarcerated experience emotional traumas that are harmful to their social competence and overall well-being. When parents go to prison, children'.0s lives become traumatic, distressed, and unstable. Young children who are unable to articulate their emotional distress instead manifest disruptive behaviors in school. Poor black children who display disruptive behaviors in school are at especially high-risk for exclusionary discipline practices, such as suspension and expulsion. These practices have been shown to negatively impact the development of their social and emotional competence and further impede their academic achievement. The HOPE Project was a 3-year pilot project that provided school-based therapeutic services to black children with incarcerated parents. The children were enrolled in three elementary schools located in an urban, poverty-impacted community. Program evaluation findings suggest that intense age-appropriate therapy conducted in schools is a helpful intervention for reducing negative in-school behaviors and increasing the social and emotional competence of poor, urban black children to keep them engaged in school. The findings have important implications for social work practice in the school setting with children who have parents that are incarcerated.
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    Neurosequential model of therapeutics in a therapeutic preschool: Implications for work with children with complex neuropsychiatric problems
    (Wichita State University. School of Social Work, 2014-11-11) Barfield, Sharon; Dobson, Christine; Gaskill, Rick; Perry, Bruce D.
    The two studies presented examine the use of the Neurosequential Model of Therapeutics on the social-emotional development and behavior of 28 children participating in a therapeutic preschool program. Results from these studies indicate that the use of the Neurosequential Model of Therapeutics approach to determine the nature, timing, and "dose" of developmentally appropriate activities and interventions within the context of a therapeutic preschool did improve the social-emotional development of the participating children. Interventions and activities were provided in the context of Filial Play Therapy as part of the therapeutic preschool environment. Six-month and 12-month follow-ups suggest gains in social-emotional development and behavior were retained. Implications for future use are discussed.
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    Parent-child relationships in a homeless shelter: Promoting play
    (Wichita State University. School of Social Work, 2014-11-11) Giesler, Fredi; Wineberg, Lenore; Mader, Lisa
    The challenges faced by families with young children who are homeless as well as the resources available to them have changed very little in the past 25 years since the passing of the McKinney Vento Act. Homeless children are at great risk for negative outcomes. This study examined the efficacy of the implementation of an evidence-based treatment intervention: Filial Play Therapy, to mediate the negative impacts of shelter living. A standardized, evidence-based curriculum, which promotes positive attachment between parent and child, decreases stress for both parent and child, and increases self-esteem in children was implemented with six homeless parents at a homeless shelter. The results of this intervention are reported and suggest recommendations for future research.
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    Book review: "Trauma-informed Practices with Children and Adolescents" by William Steele and Cathy A. Malchiodi (Routledge, 2011)
    (Wichita State University. School of Social Work, 2014-11-11) Wilcox, Amy
    The book "Trauma-Informed Practices With Children and Adolescents" provides practical approaches to working with children and adolescents that combines research from leading trauma experts and translates it to techniques that are simple to implement in practice. According to Wilcox, the trans-disciplinary approach in this book is infused with a strength-based perspective and the latest research in developmental neuroscience to produce a comprehensive text on best trauma-informed practices (TIPs) for working with children and adolescents.