Melissa R. Lavitt

Responses to Rape: The Contextualization of Violence Against Women

Sara Alemán et al. — Fri, 15 Jun 2012 11:43:39 PDT

"A feminist perspective on rape recognizes the political context in which sexual violence occurs and is perpetuated in American culture. From this perspective, sexual violence is the manifestation of societal values that oppress women. Therefore, it is important to recognize that rape is an aggressive and violent expression of men's power. Furthermore, a feminist perspective reminds us that there are societal and cultural messages that explicitly and implicitly sanction the exertion of this power. "

From Pippi Longstockings to Minnie Mouse: Reexamining Theories of Female Development

Melissa Lavitt — Fri, 15 Jun 2012 11:22:22 PDT

An awareness of the influence of sexism on the lives of women is typically evident in social work teaching and practice. The growth of scholarship on female psychological development makes fostering this awareness easier. This paper cautions against wholesale incorporation of the research findings on adolescent girls into the classroom or agency. Without such consideration, we are in danger of pathologizing female experience at adolescence, ignoring the concerns of younger girls, and decontextualizing human development. The feisty, self-assured nine-year-old Pippi Longstockings may not be an accurate picture just as the tentative 16-year-old Minnie Mouse may be limited in its generalizability. One must be cautious in claiming to discover yet another female problem. This paper summarizes and critically analyzes the current body of research; philosophical, theoretical and methodological concerns are described. Finally, recommendations for using the research in this area are outlined.

A Survey of Information Technology-Related Curriculum in Undergraduate Work Programs

Jerry Finn et al. — Fri, 15 Jun 2012 11:13:57 PDT

This study examined the extent to which undergraduate social work programs include information technology in their curriculum and how this inclusion is implemented. A national survey (N=297) of BSW programs was conducted in order to learn more about the inclusion of computer literacy skills in BSW education, and to assess the importance and amount of information technology content in BSW programs. Furthermore, feelings about the creation of CSWE computer literacy requirement were also sought. It was found that respondents believe that information technology is important and should be integrated within the curriculum, but that this does not occur in the vast majority of programs. Although most programs stated that they taught some computer-related content in the social work curriculum, forty percent noted that students could graduate without any course content pertaining to computers. When it is present, information technology is primarily taught as part of the research course as a tool for statistical analysis rather than as a tool for facilitating BSW generalist practice. Respondents believed an overcrowded curriculum is the chief barrier to inclusion of information technology curricular content. Discussion focused on the inevitable increase in information technology in the university curriculum. Consequently, it is critical that social work integrate information technology within the curriculum in order to convey the profession's unique perspective on issues related to its use in human service organizations and work with clients. Suggestions were made regarding how such integration can occur.

Developmental Changes in Self-Perception: The Role of Gender in a Preadolescent Clinical Population

Melissa Lavitt — Fri, 15 Jun 2012 10:54:27 PDT

Research indicates that gender and psychopathology are interrelated and that the nature of this relationship changes over the course of development. Rates of incidence for psychological distress reflect both gender and age differences. Furthermore, the expression of emotional problems is also related to gender. Some symptom patterns, for example, are more likely experienced by females than males. This study examines how psychological disturbance, operationalized as magnitude of symptomatology, interacts with development, or chronological age, in order to predict a child's self-perception. Forty-eight children involved in psychotherapy and their mothers were sampled for this research. It was found that for girls and not boys self-perception diminished with age. Results were interpreted in light of recent feminist theory on female development.

“Welfare‐to‐work”: Assessing Communication Competencies and Client Outcomes in a Job Training Program

Vincent R. Waldron et al. — Fri, 15 Jun 2012 10:42:28 PDT

New “welfare‐to‐work” programs increasingly provide clients with short‐term, communication‐intensive job training rather than financial assistance. Program administrators apparently believe that communication training is a useful tool for increasing client employment rates and reducing welfare dependence. This longitudinal study examined the success of a communication‐intensive job training program serving 101 largely indigent clients in an urban area. The communication characteristics of successful clients and the effects of the training on measures of communication competence were evaluated. About 40% of clients obtained full‐ or part‐time employment. Clients who obtained full‐time employment entered the program with higher scores on two dimensions of the Conversational Skills Rating Scale (CSRS), articulated more specific plans for employment interviews, and reported receiving more social support from members of their households. The training resulted in significant pre‐ to post‐test improvements on all four dimensions of the CSRS and four measures of communicative planning (for employment interviews). Results indicate that communication skill is a significant factor in predicting client outcomes. We conclude by suggesting several program improvements, including focusing on system‐level communication factors, providing long‐term social support, and increasing emphasis on post‐employment communication processes.

Featured Speaker: Enhancing Communication Skills

Melissa Lavitt — Thu, 26 Apr 2012 14:54:19 PDT

Go Lead Idaho advocates and supports diversity in volunteer, appointed, and elected leadership in Idaho.

Educating for Leadership & Innovation: New Direction for "Use of Self"

Melissa Lavitt et al. — Thu, 26 Apr 2012 14:54:17 PDT

Assessing Professional Competence and Program Outcomes: Use of Student Portfolios

Melissa Lavitt et al. — Thu, 26 Apr 2012 14:54:15 PDT

The Nature and Prevention of Harm in Technology-Mediated Self-Help Settings: Three Exemplars

Vincent R. Waldron et al. — Thu, 26 Apr 2012 14:54:14 PDT

This paper argues that in addition to the substantial benefits they provide for members, on-line support groups create the potential for harm. Qualitative discourse analysis methods are used to examine messages exchanged in three distinct groups comprised of sexual abuse survivors, persons with disabilities, and parents. Examples of on-line practices with the potential to be harmful to individuals, dyadic relationships, and the larger group are identified. Several protective practices used by these groups that appear uniquely adapted for on-line support environments are also documented. Tentative guidelines are suggested for human services professionals interested in developing on-line support groups or referring clients to existing groups. The paper concludes with a discussion of the need for more research and a caution about the ethical responsibilities of researchers and practitioners who venture into this rapidly developing context of human service work.

“Welfare-to-Work”: An Analysis of the Communication Competencies Taught in a Job Training Program Serving an Urban Poverty Area

Vincent R. Waldron et al. — Thu, 26 Apr 2012 14:54:12 PDT

Politicians and state-level welfare administrators touting new “welfare-to-work” programs apparently believe that the acquisition of communication skills is an antidote to welfare dependence. Regrettably, communication scholars have largely excluded themselves from discussions about the content, form, and ethical implications of the training provided in these programs. This essay reports partial results of a year-long study of a job training program serving mostly indigent clients. The communication competencies taught explicitly and implicitly in the curriculum and the unmet communication needs of clients were the focus of investigation. The study found that of the twenty K-12 communication standards distributed by the National Communication Association (1998), 18 were incorporated in the curriculum. Fundamental elements of the communication process (e.g., feedback), listening skills, and interview competencies were most emphasized. Media literacy skills were least emphasized. Interviews with clients revealed a number of unmet communication needs. These included (1) development of post-employment social support skills and networks, (2) conflict management training, (3) on-the-job communication competencies, and (4) development of realistic employment expectations. Communication educators are urged to contribute to the development of job training curricula and invited to critique the ideological assumptions embedded in them.

Supervisor Preferences for the Design and Delivery of Training

Ann E. MacEachron et al. — Thu, 26 Apr 2012 14:54:10 PDT

Although the consensus is that training for child protective services (CPS) supervisors is essential, there is an apparent gap in the literature about how the training should be delivered. Using interviews, focus groups, and a statewide survey, supervisors in Arizona identified how, when, and where they wanted training delivered and their reasons why. The preferred methods balance training within the responsibilities and time demands of the supervisor role.

What is Advanced in Generalist Practice? A Conceptual Discussion

Melissa R. Lavitt — Thu, 26 Apr 2012 14:54:07 PDT

Advanced generalist practice is the fastest growing area of concentration for Master of Social Work (MSW) programs in the United States, yet a definition remains elusive. This article proposes that three key elements should be included within a conceptual schema of advanced generalist practice. Multidimensional problem-setting, self-reflective leadership, and ethical advocacy form the basis of a model for advanced generalist practice. Discussion of the epistemology of advanced practice highlights the connection between advanced generalist practice and the experienced practitioner. Discussion regarding what makes practice advanced is presented and related to curriculum development.