Jacquelynn F. Duron

Latina Immigrants’ Cultural Beliefs About Postpartum Depression:

It is estimated that U.S. Latinas have a higher risk of developing postpartum depression (PPD) than the general population, with even higher risk among immigrant Latinas. We conducted three focus groups with immigrants from Mexico and Central America (19) inquiring about cultural messages regarding PPD. Groups were conducted in Spanish, and thematic analysis was used to uncover themes. Themes are presented within three categories: views of PPD, cultural messages and beliefs that prevent treatment seeking, and suggestions to promote treatment seeking. Community and family-led efforts to decrease stigma and normalize PPD are suggested.

Teaching philosophies and practices in social work education: do the core competencies influence our consciousness?

ABSTRACT Assessing the mechanisms by which EPAS core competencies are embodied in classroom teaching is important for comprehensively examining EPAS’ success. This case study of one program presents emergent findings about perceptions of teaching, and the influence of core competencies, derived from interviews conducted with faculty members at a graduate social work program. Participants were asked about their teaching philosophies and practices, and the influence of social work core competencies in framing their philosophies and practices. Four primary themes emerged: (1) engaging students in learning, (2) linking the classroom and field, (3) critical thinking, and (4) core competencies are not evident at a conscious level. Participants described strong ambiguity about how the core competencies consciously influence teaching approaches, while clearly stating goals for interacting with students, integrating field experiences in the classroom, and helping students build critical thinking skills. Implications for social work education are described.

CHOICES-TEEN: Reducing Substance-Exposed Pregnancy and HIV Among Juvenile Justice Adolescent Females

Objective: The feasibility and acceptability of CHOICES-TEEN—a three-session intervention to reduce overlapping risks of alcohol-exposed pregnancy (AEP), tobacco-exposed pregnancy (TEP), and HIV—was assessed among females in the juvenile justice system. Method: Females aged 14–17 years on community probation in Houston, TX, were eligible if presenting with aforementioned health risks. Outcome measures—obtained at 1- and 3-months postbaseline—included the Timeline Followback, Client Satisfaction Questionnaire-8, session completion/checklists, Working Alliance Inventory–Short, and open-ended questions. Twenty-two participants enrolled (82% Hispanic/Latina; mean age = 16). Results: The results suggest strong acceptability and feasibility with high client satisfaction and client/therapist ratings, 91% session completion, and positive open-ended responses. All youth were at risk at baseline, with the following proportions at reduced risk at follow-up: AEP (90% at 1 month, 71.4% at 3 months), TEP (77% of smokers [n = 17] at reduced risk at 1 month, 50% at 3 months), and HIV (52.4% at 1 month, 28.6% at 3 months).

Searching for Truth: The Forensic Interviewer’s Use of an Assessment Approach While Conducting Child Sexual Abuse Interviews

ABSTRACT This study examined the assessment approach interviewers use while conducting interviews to assess truth as narratives are gathered in children’s disclosure statements by examining 100 forensic interviews completed at a Children’s Advocacy Center. A descriptive review was used to examine the steps engaged by interviewers as they followed a protocol and content analysis was used to identify interviewers’ questioning strategies as they assessed children’s disclosure narratives during interviews. Findings indicate that interviewers apply a protocol in order to support advancing to a phase of eliciting details in children’s narratives. Questioning strategies included using a variety of question types to progress from general to specific, incorporating interview aids sparingly as necessary, and integrating multidisciplinary team feedback. Findings suggest that an assessment approach is inherent to the process of actively conducting a forensic interview. Rather than assessment beginning strictly upon completion of children’s narratives, this paper describes how interviewers incorporate an assessment framework throughout interviewing.

Considerations for Pursuing Multiple Session Forensic Interviews in Child Sexual Abuse Investigations

ABSTRACT Multiple session forensic interviews (MSFI) are a useful tool in the field of child sexual abuse forensic interviewing given the complexity of disclosures and the variety of child-centered needs observed in practice. This paper focuses on the Children’s Advocacy Centers of Texas (CACTX) model for conducting MSFIs, illustrated by a description of the statewide training models offered to member centers and enumeration of the MSFI protocol guidelines implemented by one center. A brief history and review of the single session forensic interview (SSFI) is provided followed by considerations for MSFIs in order to establish the development of current and new practices. Clarification of terms are outlined with examples of cases to distinguish between multiple sessions and subsequent sessions. The MSFI guidelines presented demonstrate how an MSFI can fit with the SSFI model.

Peer-Learning Networks in Social Work Doctoral Education: An Interdisciplinary Model

ABSTRACT Peer-learning networks (PLN) can be valuable tools for doctoral students. Participation in these networks can aid in the completion of the dissertation, lead to increased scholarship productivity, and assist in student retention. Yet, despite the promise of PLNs, few studies have documented their effect on social work doctoral education. This article explores aspects of an interdisciplinary PLN focused on child welfare. This study used a questionnaire with scaled survey items and open-ended questions to examine the use, benefits, and challenges to participating in the PLN. After a brief review of the literature, this article presents findings from the study, discusses the implications for social work education, and concludes by explicating strategies for developing PLNs in social work education programs.

Impact of Repeated Questioning on Interviewers: Learning From a Forensic Interview Training Project

ABSTRACT Forensic interviewers have a difficult job with high risk for career burnout and secondary trauma. Few studies have addressed how new forensic interviewers or trainees experience repeated questioning and multiple interviews. This study simulated the process of training new forensic interviewers through the creation of two interview videos in which social work graduate students participated as actors portraying the roles of interviewer and child. These films served as instructional aids preparing graduate social work students for professional child welfare roles while promoting research-based approaches to interviewing children about sexual abuse allegations. Qualitative data from two cohorts of student actors were collected to analyze interviewers’ perspectives on repeated questioning and interviews in child sexual abuse cases. Two themes were extracted from the subjects’ experiences: “It is emotionally taxing” and “Navigating the interviewer role is unexpectedly complex.” Exposure to repeated questions and multiple interviews affected the performance and confidence of the interviewers.