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This article describes community-university partnership building, course development/management, and evaluation outcomes related to an intensive community-based research project that was integrated in two sections of an undergraduate course on community practice. Pre- and posttest data were collected from 60 BSW students who were enrolled in community practice and who participated in a community-based research project with their state's fair housing office. The evaluation outcomes focus on changes in professional interest in macro practice, students' self-efficacy, and differences in students' learning experiences, based on traditional bricks-and-mortar or distance learning contexts. Results show that students experience increases in self-efficacy related to community assessment and intervention. Qualitative results show that students experienced shifts in their professional goals related to macro practice, increased competence and understanding, and personal transformation. A number of differences emerged between traditional and distance learners. Results are discussed in the context of curriculum development and next steps for institutionalizing CBR in community practice courses.

Early delinquency has received considerably less scholarly attention than adolescent delinquency. Early delinquency is of great concern to school social workers, as it may lead to problematic behaviors in adolescence and future involvement with the juvenile justice system. Using an ecological framework, authors used data from the Fragile Families and Child Wellbeing Study to identify individual, family, and school factors related to early delinquency among a diverse, national sample of children. The authors estimated two linear regression models that predicted early delinquency: one with individual and family controls and a second with the addition of parenting stress and school belonging. It was found that parenting stress was positively associated with early delinquency and school belonging was negatively associated with early delinquency above and beyond individual and family controls. The article concludes with a discussion of the findings in terms of practical implications for school social workers related to early prevention and intervention efforts. This discussion centers on intervention efforts that may reduce parenting stress and enhance school belonging among young children at risk of engaging in delinquent behaviors.

Leaders of intervention groups for batterers must continuously assess how well they are meeting their goal of reducing violence. This article reports on survey and qualitative interview data from group leaders about their risk assessments. The practitioners were aware that their information about the risk levels of members was limited. They usually chose the middle of risk scales and reported moderate confidence in their predictions. Group leaders became increasingly confident in their risk predictions over an 8-week period, while they also predicted greater likelihood of physical abuse. This research supports the need for collaboration between practitioners and researchers to increase group leaders' skills and confidence in risk assessment, especially in the early stages of group interventions. (Contains 2 tables.)