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Washington Irving. After a portrait by Charles Martin. Life of Irving.
No full textLantern slide of Washington Irving. After a portrait by Charles Martin. Life of Irving. It looks like a parenthesis was written in front of the word After, but the writer did not write the other parenthesis.https://research.library.kutztown.edu/lanternslideseducation/1632/thumbnail.jp
Pennsylvania. Cove Gap Franklin Cy Pa. Birthplace of President Buchanan?
No full textLantern slide of Pennsylvania. Cove Gap Franklin Cy Pa. Birthplace of President Buchanan.https://research.library.kutztown.edu/lanternslideseducation/1581/thumbnail.jp
School Social Work and Autism Competency: A Mixed-Methods Assessment of Pennsylvania School Social Workers
Get PDFAutism is a neurodevelopmental disorder which currently affects 1 in 44 individuals in the United States. Autism manifests as symptoms that impact the areas of communication, social interaction, and behavior (Centers for Disease Control and Prevention, 2020). Symptoms may create challenges in the school setting, requiring social work intervention. School social workers must be knowledgeable about autism as well as how to best support autistic students. A mixed methods study was conducted among 84 school social workers in Pennsylvania to understand current autism knowledge via an online survey. Ways in which social workers have learned about autism, as well as what they need to support autistic students was explored through responses to qualitative items on the survey. Scores on the 10 point abbreviated ASDKP-R ranged from 20% to 100% (M=62.7, SD=15.7). While a below average score was revealed, most participants (n=63) indicated that they would like to increase their knowledge and skills regarding autism related topics
Social Work Supervision Education: Pennsylvania Social Workers Reflect on Education and Supervisory Competence
Get PDFSupervision is an essential component of social work education and ongoing professional development for those employed at all levels of practice, having been identified as a protective factor against compassion fatigue, burnout, and secondary trauma. Supervision education encompasses the direct training of students in how to be a supervisor to include knowledge, skills, and abilities of effective application. Supervision education is taught via multiple methods such as supervision education courses, supervision education embedded into the curriculum, post-degree certificate programs, continuing education coursework, including field educator training and on-the-job training. With vague competency expectations outlined by the Council on Social Work Education’s (CSWE) Educational Policy and Accreditation Standards (EPAS) pertaining to learning outcomes specific to supervision, students may lack the knowledge, skills, and abilities necessary to assume supervisory roles in their future careers. This cross-sectional pre-experimental quantitative study aims to better understand the educational experiences of social workers employed in Pennsylvania. It explored which supervision education learning method produced the highest self-perceived level of supervisory knowledge, skills, and abilities. The study examined if there is a relationship between supervision education obtained ((No Education; Post Grad Education; College; and Combined (Post Grad & College)), and how many years it takes to move into a supervisory position. The study also explored if there is an association between supervisory experience and participants’ perception of supervision education significance. Analysis of gender differences was explored. The theoretical framework used to analyze supervision education was Socialist Feminist theory. This theoretical model was chosen to assist in understanding social constructs influencing contemporary supervision education in the social work profession. Findings included a significant difference among education learning methods and self-perceived knowledge, skills, and abilities of social work Supervision. Interestingly, those with No Education became supervisors quicker than all other types. There was no significant relationship between supervisory experience and supervision education and its impact on preparing participants to assume a supervisory role. Lastly, there was no significant relationship between Gender and Knowledge, Skills, and Abilities
Shipbuilding Yards, Belfast, Ireland.
No full textLantern slide of Shipbuilding Yards, Belfast, Ireland.https://research.library.kutztown.edu/lanternslideseducation/2010/thumbnail.jp
Relational Connections for Youth Aging out of Foster Care: A Policy Content Analysis
Get PDFSocial work professionals and policymakers are faced with the dilemma of older youth exiting foster care each year with poor outcomes, lacking resources and supports that make successful transitions a challenge. Research suggests that youth who have a supportive relationship with a consistent and trusted adult to help navigate the transition to adulthood supports a youth’s successful transition from care. The Federal John H. Chafee Foster Care Program for Successful Transition to Adulthood, initially birthed from the Foster Care Independence Act of 1999 and revised through the Family First Prevention Services Act of 2018, provides states with funding and guidance for programs for older youth in foster care. These programs provide this population with assistance with education, employment, financial literacy, housing, emotional support, access to medical care, and connections to caring adults. This study examined the congruence of policies and practice guidelines in Philadelphia County in the state of Pennsylvania to the Chafee Foster Care Program, with a focus on developing connections to caring adults as part of their transition plan from care.
This study utilized conceptual content analysis to examine 46 county-level child welfare policies that guide the implementation of the Federal Chafee Program and the work with older youth in foster care. The sample was drawn from policy documents from Philadelphia County developed since 1999, as this aligns with the inception of the Chafee Foster Care Program. The data was collected and analyzed using NVivo software, specifically looking at content on connections to caring adults, education, emotional support, employment, financial management, housing, independence, and medical care and access. The findings of this study showed that more than half of the policy documents received from Philadelphia County contained language and content about one or more of these areas. The most frequently occurring content area involved a focus on independence, with content involving connections to caring adults following closely behind. The themes that emerged from this study encompassed independence, interdependence, and transition planning for older youth preparing to exit foster care. Overall, the policies governing the work with older youth in foster care in Philadelphia County align with the priorities of the Federal Chafee Program and promotes opportunities for older youth in foster care to develop relational connections to caring adults. However, findings showed that there were some significant delays in the inclusion of language providing guidance around supporting the development of relational connections to caring adults in the county-level policies
Cleaning Salmon-Interior of a Canning Establishment, Astoria, Ore.
No full textLantern slide of men cleaning salmon for the canning process in a factory in Astoria, Oregon, in 1905.https://research.library.kutztown.edu/lanternslideseducation/1874/thumbnail.jp