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Research indicates that food insecurity among college students has been on a steady incline. The COVID-19 pandemic has intensified economic vulnerabilities, which has led to increased food insecurity among college students due to the closure of campus resources and high unemployment rates in jobs that college students typically hold. Universities have long recognized the need for on-campus pantries and the institutions' role in preparing students to apply the knowledge learned in their courses in real-world settings. This article uses a case study to illustrate how one university worked with service-learning students in its Human Services department to provide food support to the campus community by becoming essential workers during a crisis. This created a sustainable solution to improve the quality of life for an entire university community and provided Human Services students the opportunity for applied experience and professional growth and development.

Educators across the country utilize technology in innovative ways to bridge the gap between education and practice. This emphasis is prevalent within helping professions that rely heavily on field placements for further development of students. Digital pedagogy can be used by human services educators to bridge the gap between education and human services practice. In this study, we utilized the Catalyst Framework (Eynon & Gambino, 2017) to delineate student perceptions of their experiences with ePortfolio, demonstrating how digital pedagogy can support human services education. Through qualitative methods, ePortfolios were explored with undergraduate human services students to capture students' experiences and skill development. Three core themes emerged from the findings, suggesting that ePortfolio provides a necessary challenge in the education of human services students. The challenges students reported were meaningful, as ePortfolio increased ownership over their education. Students cultivated a digital space for creativity and authenticity in their education. Implications for human services education are proposed based on the research findings.

Background: Much of the research and program innovation regarding future planning for adults with intellectual disabilities has occurred in countries with well-developed disability service systems. This study explored how family caregivers planned for their adult children's future caregiving needs in Romania, a country with a limited array of disability services. Method: In this exploratory qualitative study, we conducted 30 face-to-face interviews with caregivers of adults with intellectual disabilities in Romania. We used thematic analysis to analyse the transcribed and translated interview data. Results: The majority of participants, while believing that future planning was necessary, had not engaged in planning and had no supports for planning. As there were few disability services, the majority of the participants reported that they could not engage in planning, and many avoided thinking about the future. Conclusion: Romania and other countries with fewer disability services likely need alternative models of future planning than those that have been developed and tested previously.

This paper describes a field experiment with a self-leadership training aimed at helping human service professionals to improve their detached concern and proactivity. Whereas detached concern refers to a state in which human service professionals blend compassion with emotional distance in their interaction with clients, proactivity refers to self-starting and change-oriented behaviour to enhance personal or organizational effectiveness. Based on self-leadership theory, we hypothesized that self-leadership training can enhance detached concern and proactivity. Moreover, based on behavioural plasticity theory, we hypothesized that training participants who are low in occupational self-efficacy are more susceptible to the external influence of self-leadership training, than individuals with higher levels of occupational self-efficacy. We conducted a field experiment with a sample of 223 human service professionals who were either assigned to a training group (n = 94), or a wait-list control group (n = 129). In a 3-month follow-up study, we found that self-leadership training had a positive effect on detached concern and that the intervention was especially effective for participants with low to medium initial levels of pretraining occupational self-efficacy. However, the intervention did not affect participants' level of proactivity. This study adds to the literature on workplace learning by demonstrating the potential of a self-leadership training for the transfer maintenance of newly developed soft skills (i.e., detached concern and proactive behaviour) to the workplace and by pinpointing occupational self-efficacy as an individual predisposition that influences training success.

Background: As trauma-informed care advances in the service delivery system for people with intellectual and developmental disabilities, additional resources are needed to foster staff development. This article describes the development and pilot evaluation of a digital training on trauma-informed care among direct service providers (DSPs) in the disability service industry. Method: Following an AB design, a mixed methods approach was used to analyse the responses of 24 DSPs to an online survey at baseline and at follow-up. Results: The training was associated with increased staff knowledge in some domains and greater alignment with trauma-informed care. Staff expressed a strong likelihood of using trauma-informed care in practice and identified organisational assets and barriers to implementation. Conclusions: Digital trainings can facilitate staff development and the advancement of trauma-informed care. Although additional efforts are warranted, this study fills a gap in the literature regarding staff training and trauma-informed care.

Emerging research suggests autistic people are disproportionately represented in homeless populations. Less is known about how autistic people experience homelessness and what prevents them from exiting homelessness. This article presents findings from a narrative enquiry investigating the link between autism and homelessness. Ten autistic adults consented to participate in narrative interviews which explored their life histories and pathways through homelessness. This article considers how participants experienced rough sleeping and sofa surfing before attempting to access hostels. It then examines how participants navigated support systems, arguing that barriers to accessing services perpetuated homelessness. Because of these barriers, some participants disengaged with services, preferring to sleep rough. The extent to which participants could be said to have 'chosen' homelessness is balanced with consideration of the lack of autonomy autistic adults are able to exercise over their lives. This article concludes with discussion of practical implications for services and policy in England.

Government-funded assistance program enrollment may play an important role in the overall increase of HIV testing among low-income U.S. adults. We pooled data from the 2016-2018 National Health Interview Survey and limited analyses to respondents aged 18 to 64 years with incomes less than 100% of the U.S. poverty threshold (N = 9,497). The outcome of interest was ever testing for HIV. Prevalence ratios were used to assess the likelihood of ever testing for HIV and were adjusted for sociodemographic covariates including whether the respondent was a beneficiary of any government-funded assistance programs (e.g., Medicaid; job-placement/training/human services; or Temporary Assistance for Needy Families). After adjusting for significant sociodemographic covariates, government-funded assistance beneficiaries were significantly more likely to ever test for HIV (adjusted prevalence ratio = 1.3; 95% CI = [1.2, 1.4], p < 0.0001) than adults with incomes less than 100% of the U.S. poverty threshold who did not receive government assistance. Beneficiaries of government-funded assistance programs are more likely to test for HIV.

Steady school leadership can support student achievement and equity-related outcomes, but the principalship is becoming more stressful with increasing demands, duties, and expectations. Burnout is one of several factors that contribute to principal turnover which often destabilizes a school community. Individual and organizational factors contribute to principal burnout, but remain relatively unexamined. The purpose of this mixed-methods study was to analyze the factors that contribute to burnout among novice principals in one large urban school district in the Southwestern U.S. Findings highlight the impact of secondary trauma, working conditions, and coping strategies on principal burnout.

The Social Justice Scale (SJS) and various subscales were studied on a sample of 414 human services university undergraduates. Internal consistency ([alpha] = 0.93), discriminant validity, and response bias were adequate. The 4-factor model demonstrated an excellent fit. Implications were discussed for use of the SJS in practice and research.

Few autistic adults perceive that health and social care professionals have good understanding of autism. The countywide Autism Champion Network evaluated here, is an equal partnership of both staff across sectors (Autism Champions) and individuals with lived experience. Autism Champions take knowledge gained back to their teams to support continuous development of services to meet autistic need. This evaluation aims to examine the professional Autism Champions' perceptions of (1) the knowledge gained through their local network and (2) the enablers and potential challenges of disseminating and applying the acquired knowledge. Seven health and social sector professionals participated in semi-structured interviews with thematic analysis identifying the themes 'Learning from People', 'Makes you think of things in a different light' and 'There's so much going on . . . '. Results indicated that knowledge of autism gained from networking outside their own team was used and valued more than the professional presentations. It included signposting, sharing resources, using contacts to answer questions, and informal learning from autistic people. These results have implications for developing learning for Tier 2 and above staff. In addition, they could inform the development of future Autism Champion Networks to expand professionals' knowledge of autism to reduce health and social care inequalities.

Neighbourhood Houses in Australia are community place-based organisations that provide education, support services, and develop responses to local issues with local communities. The practices within Neighbourhood Houses are informed by community development. Yet knowledge, understanding and practices of community development vary across the workforce. In 2019, Neighbourhood Houses Victoria commenced a programme of professional learning for the workforce. This paper draws on data from an impact evaluation and examines the benefits and barriers to embedding a professional learning programme in community development within its workforce. Using practice theory to examine the tensions and contradictions inherent in delivering professional learning in neoliberal times of managerialism and accountability in not-for-profit organisations. The contradictions of practice will resonate with organisations seeking to implement a professional learning across a broad range of human service organisations such as settlement houses, human services and community education settings. We claim most not-for-profit workforces are impacted by the discursive practices of neoliberalism such as contractual arrangements and the adoption of business practices to comply with funding requirements. These compliance requirements contrast with the philosophy and practices of community development and have the potential to impact on professional learning and the practices within these workplaces.

Purpose: This study explores the state of the art of innovation support services within cooperation projects for innovation in Italy to shed light on the variety of actors that are supporting them and the functions they perform. Design/Methodology/Approach: The methodology applied for this study was based on a mix of methods used to monitor and investigate different aspects of cooperation projects for innovation over a period running from 2013 to the present. The analytical framework draws on the extensive literature on innovation support functions. Findings: The study highlights a transition scenario of advisory services towards ISSs. A multiplicity of actors, individually and in association, are engaged in supporting co-innovation processes providing all the functions which are used to orient actors in the different phases of the innovation process. Practical implications: These findings lay the foundations for reconsidering the role of the innovation support services within the agricultural knowledge and innovation system towards a more inclusive approach that recognises different types of services providers and involves them since the definition of the strategic framework of the CAP. Theoretical implications: The study presents a first mapping of the actors providing innovation support services in Italy, showing that all the functions described by the literature are provided during interactive innovation processes by different actors and even in the absence of a specific mandate. Originality/Values: The study validates and broadens, through a large-scale analysis, the knowledge about innovation support service providers and the functions they perform.

In 2019, Native youth had the highest rate of teen pregnancy of all racial/ethnic groups. "Respecting the Circle of Life" (RCL) is one of the first evidence-based teen pregnancy prevention programs for Native teens and there is interest in replicating the program across tribal communities. To inform replication, it is important to consider process data including quality, fidelity, and dosage as these may all moderate impact of the program. Participants were Native youth aged 11-19 and a trusted adult. This study includes participants randomized to the RCL program only (N = 266). Data sources include independent observations, facilitator self-assessments, attendance logs, and self-report assessments completed by enrolled youth at baseline and 3 months post assessment. Data was compiled and summed by cohort. Dosage was number of minutes participating in activities separated by theoretical constructs. Linear regression models were utilized to assess moderation of the effects of the intervention dosage on outcomes of interest. Eighteen facilitators delivered RCL. One hundred eighteen independent observations and 320 facilitator self-assessments were collected and entered. Findings indicate RCL was implemented with high fidelity and quality (4.40 to 4.82 out of a 5-point Likert scale; 96.6% of planned activities completed). Dosage was high with an average completion of 7 out of 9 lessons. There was no association between theoretical construct dosage and outcomes of interest. Overall, this study indicates RCL was delivered with high fidelity, quality, and dosage in this trial. This paper informs future replication of RCL and provides support for hiring paraprofessionals from the local community as facilitators, delivering the RCL to peer groups of the same age and sex, delivering the RCL with short duration and high frequency, and encouraging youth to attend all RCL lessons, but continue to serve youth who have missed one or more lessons.

The impact of Australian disability policy reform, known as the National Disability Insurance Scheme, on the capacity of rural health and human service organizations to facilitate higher education has been poorly investigated. This study explored how health professionals perceive the impact of the National Disability Insurance Scheme on nursing and allied health work-integrated learning (WIL) in rural host organizations during the scheme's implementation in Victoria, Australia. Data collected from 20 health professionals across rural Victoria were thematically analyzed and mapped onto WIL dimensions. This process revealed themes relating to shifts in WIL purpose, context, nature and responsibilities. The findings suggest the National Disability Insurance Scheme may have limited rural organizational capacity to host students undertaking WIL, and in turn, contributed to a decline in rural health education during the implementation phase. Thus, WIL partners may need to pay greater attention to the policy framework surrounding rural WIL opportunities.

The research reported in this paper explored links between the work of Carl Rogers on person-centered education and the Community of Inquiry (CoI) framework, which posits a model of supports for social collaborative learning. Findings suggest significant links between the Rogerian constructs of level of regard and empathy and the CoI concept of teaching presence. The findings suggest avenues for future research and practical ways for enhancing teaching presence in online courses.

This article reflects on the developmental process of a case-based experiential learning model: the Federation University model, in an undergraduate community and human services program at a regional university. There is abundant literature that addresses the use and need for introducing experiential learning at the subject/unit level in community and human services/social work content. However, despite the expansion of research on experiential learning, there is limited literature that bridges the gap between course/program level teaching philosophy and using experiential learning activities in individual subjects. The article will demonstrate how Kolb's four stage cycle (Kolb, 1984) and case-based experiential learning were integrated to develop curriculum at a program level. It will also demonstrate how a move to experiential learning facilitated better alignment with face-to-face and online learning. As a way of argument, we suggest that case-based experiential learning is very relevant and useful to human services/social work education because of its emphasis on bridging the theory and praxis nexus and providing graduates with an opportunity to work effectively in a complex, fluid and ever-changing sector.

This study focuses on advancing the understanding of human services education in international service-learning focused study abroad programs. There is a gap in the literature pertaining to service-learning education for human services students. This study explores the integration of service-learning, reflection, and technology in human services education. Case study methodology and document review analysis are used to examine the use of ePortfolio as a reflective tool in addition to the skill development of upper-level undergraduate human services students through service learning. Seven themes arose from the findings, which suggest that international service-learning assists students in human services skill development and ePortfolio is effective as a reflective tool in human services education.

Career and Technical Education (CTE) is a popular trend in education due to the increased demand from American citizens to include CTE opportunities in schools along with federal funding to build new CTE programs and improve existing ones. Schools are tasked to improve student achievement. Testing performance is a central process to demonstrate satisfactory student achievement and school quality. In this study, the academic achievements of CTE completer high school graduates were measured by their performance on the nationwide American College Test (ACT), including the subjects of English, reading, writing, math, and science. CTE graduates in this study received CTE endorsements in the four program areas: 1) business and marketing education; 2) education, hospitality, and human services; 3) information and media technologies; and 4) skilled and technical sciences. The testing scores from an entire graduating class in a large school district with over 64,000 students were analyzed. The results revealed significant differences in students' academic achievements among the four CTE program areas. Especially, students in the Skilled and Technical Science cohort and the Information and Media Technologies cohort had higher mean scores on ACT examination subjects of math, reading, science, and English than those from the other two cohorts.

People's career choices are not necessarily the unfolding of normative experiences. Instead, trauma experienced as cumulate harm throughout childhood affects developmental trajectories and career choices. There is, however, a dearth of research into the influences of cumulative harm on career development. The present research addresses that gap in the literature by an investigation into helping professionals' recollections of their lived experiences of cumulative harm and how they construct its meaningfulness with regard to their work as a helping professional. Interpretative phenomenological analysis was applied to the transcripts of interviews with n = 12 helping professionals. Participants sought to reauthor through the themes of "meaning," "value," "adaptability" and "unintentional motivations." This reflected a journey for all participants from identity conclusions formed through childhood trauma to new territories of identity, achieved through a reconstruction of life narratives by integrating career narratives to reframe and make sense of their cumulative harm experiences.

This study presents a critical exploration of one of the "ACRL Framework" concepts by examining it in the context of professional practice. Semi-structured interviews were conducted with health and human service professionals at a community health centre to explore how information literacy (IL) is experienced in the workplace. Value emerged as the dominant theme in participants' descriptions of their information practices. This concept was conceived of predominantly in the context of personal and professional relationships that existed within the systems and structures of the physical workplace, professional practice and the health and social care system. Using phenomenography as a methodological approach, this study presents a lens through which to see the nature and significance of information value in various contexts beyond academia, and invites librarians to consider how evidence from workplace and professional settings may inform IL instruction to students, especially those entering health and human service professions.

Indigenous Peoples are underrepresented in many of the Health and Human Services Educational Programs (HHSEP, e.g.: Nursing, Social Work). As various studies have reported the benefits of diversifying HHSEP, the barriers and facilitators of increasing the number of Indigenous Peoples in these professions must be identified. The purpose of this exploratory study is to identify and understand the barriers and facilitators Indigenous Peoples face when entering, learning or working in HHSEP. A narrative approach was used in the facilitation of culturally safe sharing circles with Indigenous students and staff to collect perspectives based on their individual experiences in HHSEP. Inductive thematic analysis was used to identify emerging themes in participant experiences and the impact of those experiences on participation in learning and working at the university in these educational programs. Results from this exploratory study identified current academic structures and ideologies rooted in colonialism, that act as barriers for engagement and inclusion of Indigenous students, staff, and clinical and academic faculty. These findings shaped the main themes of this study including negotiation of identity in different spaces, negotiating colonial structures in HHSEP, and negotiating changes and transitions in HHSEP. We anticipate these preliminary results will act as a catalyst for uncovering further changes to be made regarding attitudes, procedures, and practices present in an academic environment that limit the inclusion of Indigenous Peoples in HHSEP.

As the country continues to reckon with the historical and present-day realities of systemic oppression, particularly as it impacts Black individuals and communities, it is critical that human service organizations advance beyond statements condemning forms of anti-Black racism. Institutional efforts to address anti-Black racism must embody learning as integral to becoming more than a compliant organization, that represents symbolic change, to one that focuses on structural change. This article uses intersectionality along with Patricia Hill Collins' "Matrix of Domination" as frameworks to explore a strategy for ongoing workplace learning that can be deployed to address and eliminate anti-Black racism within human service organizations. Collins' "Matrix of Domination" explains the ways that systems marginalize groups in a society. A fully inclusive organization embodies shared power among different groups that reflects its mission, policies, and practices. Training to address and eliminate anti-Black racism is a vital activity that organizations should deploy in order to contribute to a just society.

As a consequence of the COVID-19 pandemic, remote school psychological services have increased notably in many countries. With the aim of supporting evidence-based practices, we conducted a rapid systematic evidence review on the efficacy of remote as compared to in-person school psychological services. From a total of 3,873 references identified through our search, only three (< 1%) met eligibility criteria for this review. One of these studies showed serious risk of bias according to the ROBINS-I rating scale and was therefore excluded. Overall, the limited evidence that we identified indicates that the impact of remote school psychological services on consumer satisfaction and evaluated mental health outcomes of service users is equivalent or slightly higher to in-person school psychological services. However, this information needs to be interpreted with caution due to the scarcity of available data, as well as methodological limitations.

Community college human services students comprise a significant number of nascent and future professionals for the social services and social work workforce. An associate degree in human services prepares students either to enter this workplace or to begin a four-year college program. Regrettably, these important future providers are overrepresented among students affected by economic and social inequality. They are often young, first-generation-to-college students, and have limited professional experience. Developing a sense of professional identity can help these students prepare for a career and achieve academic success. While professional identity development among senior level and graduate social work students is well studied, there is a paucity of research with respect to community college students in the human services, leaving a gap in our understanding of best practices for pedagogy that would support their social work aspirations. This study helps to fill this gap by proposing a theoretical framework for professional identity adapted from Barretti's Professional Socialization Model and based on 40 qualitative reflective journal entries from community college students in field placement.

Equitable opportunities for performance measurement learning among social work graduate students can create a diverse professional pipeline toward higher performing organizations. A Foundation-University partnership was developed to "expand the bench" of students, primarily of color, trained in performance measurement with the Results-Based Accountability (RBA) framework. Through an RBA designed course, 140 (50% of color, and 80% women) students engaged in team-based application of learning in "real-time" projects with partner organizations. Mixed-methods data collection showed that 90% of students performed successfully in graded content learning and project application of performance measurement. Students were empowered to apply RBA in current and future work. These skills can enable students as professionals to make data-driven decisions and achieve a results-oriented, learning-focused culture within agencies to benefit consumers and communities.

Purpose: This mixed-methods study assesses an innovative course design model that integrates community site visits and service-learning at the introductory level for Undergraduate Rehabilitation Education (URE) students (n = 44). Method: The authors used a survey design to analyze service-learning outcomes and civic attitudes to evaluate the course design. A panel of three independent raters analyzed student weekly papers based on research rubrics of the course objectives created by the authors. Results: The results demonstrate that the model is effective in altering student cognitive schemes about human service populations and encouraging students to synthesize academic knowledge and immersive experiences. Conclusions: The study provides evidence for the design of integrating service-learning and site visits throughout the entire semester of an introductory course. This design is what we theorize specifically allowed for the two outcomes of primary importance, altered cognitive schemes about human services populations and synthesis of academic and experiential knowledge.