Cynthia Franklin

Effectiveness of Prevention Programs for Adolescent Pregnancy: A Meta-Analysis.

Meta-analysis allows studies to be systematically quantified so that their results can be summarized statistically on a common scale of effect size. Findings are presented from a meta-analysis evaluating the effectiveness of pregnancy prevention programs. 32 outcome studies on the primary prevention of adolescent pregnancy were analyzed and several moderator variables examined in relationship to the findings. Sexual activity contraceptive use and pregnancy rates or childbirths were analyzed independently in 3 separate meta-analyses. The analyses found that the pregnancy prevention programs examined have no effect upon adolescents sexual activity. Enough evidence was however found to support the efficacy of pregnancy prevention programs in increasing contraceptive use. Some evidence was also found to support program effectiveness in reducing pregnancy rates.

Defining and Measuring Social Support: Guidelines for Social Work Practitioners

This article reviews the literature on social support and presents the theoretical foundations and basic concepts of social support. A framework is presented for assessing measures of social support, and eight measures are reviewed using the framework. The framework focuses on basic conceptualizations of social support, the psychometric characteristics of the measures, and their clinical utility. Suggestions are made for both using and improving existing measures of social support in social work practices.

The Effectiveness of Solution-Focused Therapy With Children in a School Setting

Objective: This study examined the effectiveness of solution-focused therapy with children in a school setting using AB single-case designs. Method: The research team provided 5 to 10 sessions of solution-focused therapy services to seven children who were referred with learning disabilities and classroom behavioral problems. Data from Conners Teacher Rating Scales were analyzed using visual analysis of the data in relationship to clinical change scores, effect sizes, and improved percentage scores. Results: Results indicate that solution-focused therapy was followed by positive changes on a range of behavioral problems. Conclusions: Solution-focused therapy shows promise for helping special education students with their academic difficulties and classroom behaviors.

Validity of the Faces IV Family Assessment Measure

The Circumplex Model and its accompanying measure, the Family Adaptability and Cohesion Evaluation Scales (FACES I, II, and III), are considered one of the state-of-the-art family assessment instruments in the field. A number of concerns, however, have been raised about the validity and reliability of the previous FACES measures and their ability to assess the Circumplex Model. Limitations of previous FACES measures have resulted in the development of the FACES IV measure. Tiesel and Olson recently completed the first reliability and validity study of the FACES IV measure. This article uses data from an adolescent population to further examine the psychometric properties of the new FACES IV measure. Reliability and validity analyses offer both corroborating and contradictory results when compared with the validity study conducted by Tiesel and Olson. Future directions for the development of FACES IV are discussed.

A Meta-Analysis of Published School Social Work Practice Studies 1980-2007

Objective: This systematic review examined the effectiveness of school social work practices using meta-analytic techniques. Method: Hierarchical linear modeling software was used to calculate overall effect size estimates as well as test for between-study variability. Results: A total of 21 studies were included in the final analysis. Unconditional random effects model shows an overall weighted mean effect size estimate of .23 for externalizing problem outcomes and .40 for internalizing problem outcomes; both categories were statistically significant at the p < .05 level. Subgroup analysis for academic outcomes showed mixed results for knowledge, attendance, and grade point average outcome measures. Conclusions: Results highlight the positive impact school social workers may have on student emotional, mental, behavioral, and academic outcomes.

At-Risk Students’ Perceptions of Traditional Schools and a Solution-Focused Public Alternative School

Recent trends in education have drawn attention to students at risk of school failure and dropout in the United States. Alternative schools are one method for preventing the severe and long-lasting consequences of underachievement and dropout. Few research studies have sought the opinions and perceptions of the at-risk students who attend alternative schools through qualitative research methods. This study used qualitative interviews to explore at-risk students’ perspectives about their current alternative school and their former traditional schools. Results indicate that traditional schools are lacking the personal relationships with teachers, schoolwide focus on maturity and responsibility, understanding about social issues, and positive peer relationships that alternative schools often provide. This article offers guidelines to help schools and educators to better support at-risk students.

Anticipatory Grief and Alzheimer’s Disease: Strategies for Intervention

This article will identify a number of variables that can be expected to influence the anticipatory grief process, including the stigmatization of the disease process, multiple losses and psycho- social death. The impact of each of the variables on the anticipatory grief process of caregivers of patients with Alzheimers disease (AD) will be delineated. Finally, the anticipatory mourning tasks for caregivers at each stage of chronic illness will be presented. Empha- sis will be placed on the special tasks of the caregivers of persons with AD and the role of the practitioner in assisting the caregiver to simultaneously remain actively involved with the patient, while they grieve their losses and prepare for death, which is the very compli- cated work of anticipatory grief.

Assessment of middle class youth at-risk to dropout: School, psychological and family correlates

Abstract High school dropout among middle class, high achieving and majority youth is on the increase. Little research exists that specifically identifies the at-risk characteristics of these youth. Empirical evidence concerning the reasons for school dropout, academic, psychological, and family patterns of 200 middle class dropout youth are presented. Implications for interventions are discussed.

A Psychoeducational Model for Caregivers of Patients with Alzheimer's Disease

Psychoeducational groups for families of patients with Alzheimers disease have been utilized as a means to reduce the burden experienced by caregivers and prolong the time a patient can remain in the community. Research studies utilizing clinical impres- sions tv~icallv remrt successful outcomes. However, studies uti- lizing more objeche measures are inconclusive. The authors pro- mse a conceptual model that takes into account the determinants of burden, the &ge of illness of the patient, and the stage of mourning of the caregiver. These factors are utilized to assess the differential need of the caregiver for support and education, as well as the actual content of the education and focus of the support. It is felt by the authors that this model will assist researchers in overcoming some of the limitations of previous research and thus, in riding significant differences in objective outcome measures. More importantly, it will assist practitioners in designing more effective interventions.

Assessing Post-Traumatic Stress Disorder in Children: Diagnostic and Measurement Strategies

This article summarizes contemporary diagnostic and measurement approaches for assessing post-traumatic stress disorder (PTSD) in children. A brief history of PTSD in children is pre sented, and current research concerning prevalence rates is briefly summarized. Diagnostic classifications used in assessing PTSD in children are further reviewed including the Diagnostic and Statistical Manual of Mental Disorders (DSM) and the Diagnostic Classification of Mental Health and Developmental Disorders of Infancy and Early Childhood (Diagnostic Classifica tion : 0-3). Five standardized measures and one global assessment measure that have been used in screening and diagnosing children at risk for PTSD are examined in relationship to their psy chometric properties and clinical utility. Finally, the authors provide guidelines for which meas ures to use in social work practice and make suggestions for additional strategies andfurther de veloping assessment protocols in this area.