Search

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.)

This study examines the relationships among individual beliefs about intimate partner abuse (IPA), attitudes about IPA reporting, social cohesion, and the intention of intervening in neighborhood IPA. Data for this study come from a larger cross‐sectional, community‐based study in which participants (N = 1,626) were surveyed face to face using stratified random sampling in targeted communities in a Mountain West state (i.e., drop‐off, pick‐up method) and online using social media outreach in targeted communities. Linear regression results indicated that participants were less likely to intervene in IPA situations in their neighborhood if they held beliefs about the private nature of IPA or feared retaliation. Additionally, social cohesion was positively associated with participants' intention of intervening in IPA situations in their neighborhood. Our findings suggest potential avenues for community intervention that attempt to build communitywide beliefs that IPA is a community‐level concern and one that demands attention from the entire community. [ABSTRACT FROM AUTHOR]

This study examines what neighborhood conditions experienced at age 15 and after are associated with teen childbearing and fathering among Latino and African American youth and whether these neighborhood effects vary by gender and/or ethnicity. Administrative and survey data from a natural experiment are used for a sample of 517 Latino and African American youth whose families were quasi-randomly assigned to public housing operated by the Denver (CO) Housing Authority (DHA). Characteristics of the neighborhood initially assigned by DHA to wait list applicants are utilized as identifying instruments for the neighborhood contexts experienced during adolescence. Cox Proportional Hazards (PH) models reveal that neighborhoods having higher percentages of foreign-born residents but lower levels of social capital robustly predict reduced odds of teen parenting though the magnitude of these effects was contingent on gender and ethnicity. Specifically, the presence of foreign-born neighbors on the risk of teen parenting produced a stronger dampening effect for African American youth when compared to Latino youth. Additionally, the effects of social capital on teen parenting were stronger for males than females. [ABSTRACT FROM AUTHOR]

This study reports group leaders’ assessment of group members’ risk for reassault and level of accountability during a psychoeducational group intervention with male domestic violence perpetrators. It also examines members’ assessment of their own risk for reassault and level of accountability over the 18-week program. Group leaders and group members completed surveys every 2 weeks. Bivariate analyses examining differences in accountability rating and risk assessment between group leaders and group members show little agreement between leaders and members and few changes over time. Group leaders assessed group members as showing some increases in level of accountability near the end of the group. These findings suggest group leaders perceived increased accountability among group members, but they were rarely able to fulfill their goal of educating members about the connection between accountability and risk of reassault. [ABSTRACT FROM AUTHOR]