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Intersectionality: Why it Should Matter to Social Work Education
No full textIntersectionality is a theory that addresses how a person’s race, gender, sex, and other unique identifying characteristics impact issues of oppression and their access to systems of power. This theory has traveled from the origins of the criminal justice system to a variety of disciplines including medicine, psychology, sociology, and social work. The Council of Social Work Education recognized the value and importance of intersectionality in 2008 when they added the theory to the Educational Policy and Accreditation Standards. Though intersectionality has been required to be infused into social work curriculum for the last 14 years there is limited research that evaluates if and how programs are in fact doing this. The three unique products of this Banded Dissertation seek to uncover the history of intersectionality in social work education and how programs are integrating this critical theory into courses. This Banded Dissertation, through a conceptual paper will first explore the journey of intersectionality to social work education and practice. The second Banded Dissertation Product highlights the results of a qualitative study aimed to investigate whether intersectionality is infused in MSW field education and field seminar syllabi. Finally, the third Product was an oral presentation of the conceptual paper which was presented virtually at the Association of Baccalaureate Social Work Program Directors annual meeting in April 2021
Demystifying Research: Reconstructing Perceptions of Research
No full textThis Banded Dissertation comprises three Products that focus on teaching and learning research in social work education. It identifies reasons for and implications on social work practice due to negative perceptions of research and demonstrates a quantitative study exploring social work students’ perception toward research. The three Products include a conceptual paper exploring approaches to teaching research more effectively, a research study assessing students\u27 perception of research, and a presentation at a national conference entitled, The Association of Baccalaureate Social Work Program Directors. Overall, findings suggest a significant number of students remain neutral or have negative perceptions towards research related to their research attitudes, exposure, knowledge, and confidence. Teaching strategies grounded in Social Constructivism were found to align with the needs of research students to increase research attitude, exposure, knowledge, and confidence
Examination of Self-Perceived Cognition and Objective Cognitive Performance in an Undergraduate Sample: A Preliminary Investigation
No full textWhile the field of neuropsychology has made great efforts to improve assessment measures and the objective data they yield, fewer studies have examined the congruence that exists between patients’ perceived (subjective) performance and objective performances on these measures. The purpose of this project was to quantify the level of consistency or inconsistency that exists between subjective ratings of intellectual functioning and corresponding objective, performance-based indicators of intellectual functioning by comparing subjective ratings of objective performances on the Wechsler Adult Intelligence Scale-Fourth Edition (WAIS-IV) in a sample of 33 healthy college students. Following a brief tutorial regarding the normal distribution and scaled scoring, participants completed the 10 core subtests of the WAIS-IV, and then offered subjective ratings of performance across each subtest. Results showed that participants largely under-estimated their abilities, even after being provided a tutorial on normative performances. Future studies could utilize the tutorial and methodology from this study with the goal of creating norms of objective/subjective perception for varying assessments, and provide clinicians with a better understanding of patients’ level of insight into their cognitive abilities
Taking the Pulse: A Case Study of Racial Disparities in Nursing Education
Get PDFThis qualitative study, using a case study methodology, explores the experiences of students of color in a nursing program. In particular, I sought to uncover how students of color conceptualize their experience and racial identity in a nursing program in the northern suburbs of Minneapolis, Minnesota. The purpose of this study is to document the experiences of students of color in a nursing program to advance educational opportunities in nursing education and develop meaningful practices in the classroom. This case study identifies the need to graduate nurses of color and prepare them to work alongside communities of color with an intent to combat social determinants of health and health inequities throughout the health care system. The use of interviews data from nursing program graduates as well as non-graduates, make the case for the need to address the issues that lie within our systems, pedagogy, and pervasive implicit bias in higher education, specifically, in nursing education. This case study details the strength and sacrifices students of color had to endure in a nursing program and how each student navigated the difficulties of being racially marginalized and targeted.
This study explores the personal stories of non-white students and how they recognized the unsaid rules and implications within higher education and the imbalance of power that affects their performance, cultural emotional health, and academic experience in nursing school. Using student development and critical race theories to unpack negative peak experiences or “racial disparities,” this study recommends additional training for administrators, faculty and staff
UNMASKED: A Group Therapy Manual Promoting the Development of a Healthy Masculine Identity in Adolescent Boys
No full textThe literature is replete with evidence that men seem to experience and cope with mental health in different ways than women (Levant & Pollack, 1995, Levant, 1992; Winkler, Pjrek, & Kasper, 2005). Gender role socialization contributes to the tendency for boys and men to externalize their mental health struggles. The propensity for males to avoid seeking help is an unfortunate, but predictable result of the male socialization process (Li & Gal, 2021). In fact, suicide in America is dominated by white men, who account for approximately 70 percent of all cases (Watkins, 2021). The continued rise in depression, anxiety, and suicide rates for men demonstrates an imperative need for psychological services, yet there continues to be a challenge in getting men to seek psychological services for their mental health. The development of the UNMASKED group therapy manual is a contribution to practice that provides guidelines for clinicians to assist adolescent boys through exploring, processing, and expressing their masculine identity in a more adaptive manner. The acronym UNMASKED refers to Understanding the Needs of Male Adolescents through Self-reflection, Knowledge, Effective strategies, and Dialogue. It is anticipated that the introduction of the UNMASKED manual will help clinicians guide boys and men in embracing a new, more adaptive definition of masculinity. The larger goal of this contribution to practice is to increase the rates of men seeking therapeutic services and to reduce the rates of male depression and suicide. The limitations, implications, and recommendations for future practice and research are also discussed