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Some social work educators advocate for people with mental health conditions to become social workers because they may possess experiential knowledge and insights that equip them to help others achieve recovery goals. Educators also are tasked with gatekeeping, ensuring that students demonstrate social work competencies. Minimal research exists about how schools handle these dual responsibilities. Using an online survey of deans and directors and BSW and MSW coordinators of programs accredited by the Council on Social Work Education, this mixed-methods study asked about program administrators' (a) experiences with students with mental health conditions and (b) existing and needed policies and practices related to these students. According to findings, a large majority described problems experienced by students with mental health conditions; schools managed mental health-related issues in a variety of ways; most said these students have graduated using supports; about half indicated students had been terminated because of mental health-related issues; disruptive behaviors, absences, and boundary issues were key challenges; and some programs' practices might violate federal statutes. Student counseling, legal advice, and relationships with disability resource centers were desired resources. Implications include considerations for policies that are consistent with social work's social justice mandate, federal laws, and our gatekeeping responsibilities.

Disclosures of lived experience with mental health conditions by faculty and students in social work education programs have the potential to increase knowledge about mental health conditions, dispel myths, and possibly improve future practice with individuals living with these conditions. There is minimal research about programs’ practices regarding student disclosure or about faculty disclosure decisions. Informed by an antioppression framework, this exploratory study used an online survey of deans and directors, Bachelor of Social Work and Master of Social Work coordinators, and field education coordinators of Counsel on Social Work Education–accredited programs (N = 320). We asked: (a) under what circumstances respondents recommend to students that they disclose and not disclose their conditions to class or field instructors, and (b) for those with mental health conditions, what factors influence their workplace disclosure decisions. Findings include that some respondents prioritize student preferences and recognize multiple benefits of disclosure, but many place constraints on student disclosure, consider disclosure unprofessional, or accept myths about people with mental health conditions. Faculty make personal workplace disclosure decisions based on trust and relevance. Implications for welcoming students and faculty with mental health conditions include recognizing potential benefits of disclosure and addressing mental illness discrimination in academia and field. [ABSTRACT FROM AUTHOR]

Unique service needs exist for expectant or parenting youth with foster care histories (EPY) and their families. Informed by Critical Ecological Systems Theory (CEST), this exploratory qualitative study presents findings from an inductive content analysis of in‐depth interviews and focus groups with EPY and service providers. The study included nine in‐depth face‐to‐face interviews with service providers (n = 5) and EPY (n = 4) as well as five focus groups with service providers (n = 23) and three with EPY (n = 7) to identify the characteristics of service providers, agencies and systems that may act as barriers to service utilization among EPY with a foster care history (n = 10) or juvenile justice history (n = 1). Service provider characteristics included negative attitudes towards EPY and/or those with child welfare experiences. Agency characteristics included a lack of workforce diversity, employee turnover, lack of training about diverse communities, restrictive enrolment processes and eligibility requirements, lack of childcare and transportation and limited accessibility of services. System characteristics included a lack of up‐to‐date information about existing services, territorialism, funding sources that do not prioritize interagency collaboration and a lack of communication/coordination among agencies. Implications include hiring and retaining a diverse workforce, providing training about diverse communities and implicit biases concerning young parents, developing navigation services specifically for EPY and developing processes for sharing data and communicating across systems that interact with EPY. [ABSTRACT FROM AUTHOR]

Stigma is a significant barrier to recovery and full community inclusion for people with mental illnesses. Social work educators can play critical roles in addressing this stigma, yet little is known about their attitudes. Social work educators were surveyed about their general attitudes about people with mental illnesses, attitudes about practice with people with mental illnesses, and attitudes about students with mental illnesses. On average, educators' general and practice attitudes were not negative. However, respondents did view a student with a mental illness differently from a "typical social work student." Findings suggest that we, as social work educators, must raise our awareness and address our own attitudes to support students and uphold our social work values.

Knowledge of the factors that influence youths' choice of racial or ethnic labels would help us understand intragroup diversity, suggest ways in which school social workers can support youths' ethnic identity development, and learn whether youths who choose different combinations of labels may be grouped together for research purposes. This study of 2,857 Mexican-origin youths in the U.S. Southwest found that linguistic acculturation, socioeconomic status, and educational aspirations are related to choice of ethnic labels. Implications for social work interventions in schools and for future research are offered.

Three hundred twenty-six undergraduates who participated in a diversity-based course or voluntary intergroup dialogues completed a written questionnaire about their attitudes toward and comfort with people who are African American, Asian American, First Nation, Latina/o, white, and lesbian, gay, or bisexual (LGB). Secondary analysis of quantitative items revealed that students were significantly more likely to report greater discomfort with and more negative attitudes toward LGB individuals than toward the specified ethnic/racial groups. Respondents' gender, ethnic/racial, sexual orientation, and religious differences were correlated with attitudes and comfort. (Contains 4 notes and 4 table.)

Despite questions about their reliability and validity, student evaluations of teaching (SETs) are a primary measure of instructor performance. The current study examines SETs, including a thorough list of potentially relevant variables. The findings suggest that how much students perceive they learned in a course is an important predictor of SET scores. Further, a number of variables outside of the instructor's control appear to introduce bias into SETs. Nonetheless, social work norms imply the necessity of seeking input from students. Suggestions are given for possible methods of dealing with this dilemma, and for needed future research. (Contains 4 tables.)

Affectionate relationships with animal companions have health-enhancing effects on people and enrich their quality of life, and the majority of families with companion animals regard their animals as family members. Research has also suggested that these relationships are complicated and vary depending on a number of factors, yet there has been almost no exploration of ethnic diversity in relationships with companion animals. This descriptive study explores the relationships among race and ethnicity, beliefs about companion animals, and ownership practices. Findings indicate that in many instances there were no statistical differences by ethnicity. Nonetheless, describing oneself as white, American Indian, or both was associated with being more likely to have companion animals. Those identifying themselves as of Hispanic or Spanish origin were less likely to have cats and to have their cat or dog spayed or neutered and more likely to say they get a sense of personal safety from their dog or cat. The implications of these findings are discussed, and suggestions for research and practice are offered.

Mindfulness is the cognitive propensity to be aware of what is happening in the moment without judgment or attachment to any particular outcome. This concept flies in the face of modern, Western philosophical outcomes-based thinking about events and activities. This article presents results of a formative evaluation of whether participation in a mindfulness training program affected first, second, and third grade students' outcomes on measures of attention. The training was designed and intended to help students learn to focus and pay attention. The 24-week training employed a series of exercises including breathwork, bodyscan, movement, and sensorimotor awareness activities. Results from three attentional measures administered to the students show significant differences between those who did and did not participate in mindfulness practice training. Results are discussed and recommendations are made for future work in this developing field of interest.

This study uses quantitative and qualitative findings from a mail and online questionnaire to examine the experiences and perspectives of 76 doctoral-degreed social work faculty about the factors that affected their career decisions. The authors discuss similarities and differences between women and men in job-related decision making. Respondent perceptions of gender-related barriers and organizational supports when working toward career goals are presented and implications for social work education programs are explored. (Contains 3 tables.)

Based on data from a survey of 121 baccalaureate and master of social work students at a western university, this study explores students' perspectives of "safe" and "unsafe" classroom environments. The majority reported that being in a safe classroom changed both what and how much they learned. Students offered a wide range of instructor, fellow student, personal, and classroom characteristics that contribute to the creation of safe and unsafe spaces. Responses about such characteristics were relatively consistent across genders, race (measured as being White or of color), and program level. Implications for social work education and research are offered. (Contains 3 tables.)

People diagnosed with schizophrenia (PDS) will find seamlessly coordinated services and care in their communities if they are delivered with a high level of continuity of care (COC). Most studies of COC were conducted in Western countries that initiated deinstitutionalisation several decades ago. Limited studies highlight experiences of COC among PDS who live in societies still heavily relying on institutionalised care, such as prolonged hospitalisation, like South Korea where PDS stay in psychiatric hospitals over 100 days on average. This qualitative study explored COC that PDS experienced in South Korea. We focused on cross‐boundary COC, which refers to service coordination at a given moment, and longitudinal COC, which refers to care over a period of time. Twenty‐one PDS completed in‐depth interviews from June to August 2017. Fifteen participants were male (71.4%), and ages ranged from 26 to 71. We used grounded theory techniques for data analysis, including initial open coding, in vivo coding, constant comparison and axial coding. Findings include that PDS experienced poor longitudinal COC when discharge planning during hospitalisation was absent, which undermined their ability to live independently. Poor employment support effectively undermined recovery even if PDS worked hard to attain economic self‐sufficiency. As for cross‐boundary COC, poor communication between psychiatrists and providers offering psychiatric rehabilitation services was a barrier. PDS in general had difficulties locating needed psychiatric rehabilitation services in the community. The lack of COC appeared to arise from particular sociocultural contexts, including poor self‐determination in consumer–provider relationships, families' lack of knowledge and support, and discrimination and prejudice. Despite experiences with discrimination, no participants appeared to have internalised messages that they are 'less than' those without mental illnesses. Findings highlight the significance of multi‐pronged approaches to increase COC, which can effectively link PDS, families, psychiatrists and psychiatric rehabilitation service providers. [ABSTRACT FROM AUTHOR]

To increase their research skills and confidence, students in a nonresearch-focused elective MSW course gathered qualitative data through cross-ethnic interviews for a formal research project. Qualitative findings from a focus group of students were used to examine the perspectives of the students, all but one of whom were women, about (a) changes in their knowledge of and attitudes toward research, (b) the struggles they experienced, and (c) whether such projects should be integrated into other courses. Implications for social work educators who are seeking to empower social work students, especially women, to conduct research are discussed. Keywords: teaching qualitative research; empowering women students; evaluation of teaching method; pedagogy

Most families with companion animals regard them as family members, and affectionate relationships with pets can enhance health. Research suggests that these relationships are complicated and vary, depending on many factors, including ethnicity, but there has been little research on animal-human relationships in communities of color in the United States. This qualitative study explored beliefs about and experiences with companion animals of women of color. A central theme that emerged was the reciprocity that existed in women's relationships with their animals. A model for understanding multiple influences on women's views about animals and implications for research and practice are offered. Keywords: companion animals; ethnic diversity; human-animal bond; women of color

This article explores the findings from a survey of 75 social work faculty with doctoral degrees about the family and caregiving factors that affected their career decisions and experiences. Qualitative analyses indicated that both the women and the men had family- and caregiving-related concerns that pertained primarily to the regular care of children but also to the care of individuals with disabilities and of frail elders. Forty-seven percent of the participants described helpful family-related university policies, and 28% described institutional barriers to achieving their career goals. Suggestions for creating family-friendly institutions are presented. Keywords: career; caregiving; social work faculty

Qualitative findings from face-to-face interviews of a subset of participants in a large quantitative study are used to explore the perspecfives of 10 professional Black women (PBW) regarding their definitions of spirituality and their experiences using this resource to cope with work-related stress. Findings include that many PBW do not differentiate between spirituality and religion and that they utilize spirituality--particularly prayer, meditation, and inspirational readings--to gain personal strength, inner peace, and guidance and to reflect on and reappraise stressful situations in the workplace. Further, many PBW view spirituality as a problem-focused, rather than an emotion-focused, coping strategy. Implications for social work practice and future research are offered. KEYWORDS. Ways of coping, spirituality, stress and coping, professional black women, coping resources

Based on data from a qualitative study of 13 ethnic agencies in nine communities of color, this descriptive study identifies factors that characterize ethnic agencies. Ethnic agencies support an ideology of ethnic awareness or consciousness. Community members participate in the programs of ethnic agencies because they offer shared cultures and experiences, include cultural elements, and use shared language(s). Findings demonstrate that ethnic agencies are critical components of multicultural service delivery systems. A model is presented for understanding the influences of (1) cultural and contextual factors on the evolution of ethnic agencies and (2) ethnic awareness on the goals, objectives, and services of ethnic agencies. Implications for social work research are offered. KEYWORDS. Ethnic agencies, diversity, communities of color, ideology

Some social work educators advocate for people with mental health conditions to become social workers because they may possess experiential knowledge and insights that equip them to help others achieve recovery goals. Educators also are tasked with gatekeeping, ensuring that students demonstrate social work competencies. Minimal research exists about how schools handle these dual responsibilities. Using an online survey of deans and directors and BSW and MSW coordinators of programs accredited by the Council on Social Work Education, this mixed-methods study asked about program administrators' (a) experiences with students with mental health conditions and (b) existing and needed policies and practices related to these students. According to findings, a large majority described problems experienced by students with mental health conditions; schools managed mental health-related issues in a variety of ways; most said these students have graduated using supports; about half indicated students had been terminated because of mental health-related issues; disruptive behaviors, absences, and boundary issues were key challenges; and some programs' practices might violate federal statutes. Student counseling, legal advice, and relationships with disability resource centers were desired resources. Implications include considerations for policies that are consistent with social work's social justice mandate, federal laws, and our gatekeeping responsibilities. [ABSTRACT FROM AUTHOR]

Knowledge of the factors that influence youths' choice of racial or ethnic labels would help us understand intragroup diversity, suggest ways in which school social workers can support youths' ethnic identity development, and learn whether youths who choose different combinations of labels may be grouped together for research purposes. This study of 2,857 Mexican-origin youths in the U.S. Southwest found that linguistic acculturation, socioeconomic status, and educational aspirations are related to choice of ethnic labels. Implications for social work interventions in schools and for future research are offered. [ABSTRACT FROM AUTHOR]