Joelle D. Powers

The Impact of Autism Spectrum Disorders on the Family: A Qualitative Study of Mothers’ Perspectives

An estimated 730,000 Americans younger than age 21 in the United States have an autism spectrum disorder (ASD), and current trends predict 36,500 new diagnoses each year. Due to this rapid increase in ASD diagnoses, it is critical to understand the impact having a child with ASD has on a familys daily functioning to better coordinate services and design effective interventions. Qualitative semistructured interviews with eight mothers were conducted, and four primary themes emerged identifying primarily negative impacts of having a child with ASD. Implications for practice and future research are addressed to inform the development of best practices for families.

Knowledge Gaps among School Staff and the Role of High Quality Ecological Assessments in Schools.

Objective: The purpose of the current study was to examine the practice validity of a new ecological assessment instrument for third through fifth graders in terms of whether it provided school staff with new knowledge about students. Method: Preassessment knowledge of school staff was compared to data obtained from 21 children and their parents on 29 measures. Data were collected using the Elementary School Success Profile. School staff preassessment knowledge was compared to obtained data across seven domains of children’s lives (neighborhood, school, family, peers, parent educational involvement, well-being, and home behavior), data sources (child and parent), and grade level of students. Results: Preassessment knowledge was not highly correlated with obtained data; preassessment expectations matched obtained data only about 41% of the time, and knowledge varied by domain, source, and grade level. Conclusions: Ecological assessments can address gaps in school staff’s knowledge of targetable factors that influence the success of students.

Measuring the Implicit Curriculum: Initial Development and Results of an MSW Survey.

This study presents pilot data using an instrument called the Implicit FactorsSurvey (IFS) that is designed to measure factors within the implicit curriculum,or the educational environment in which the explicit curriculum is delivered.The implicit factors explored included community, diversity, faculty advising,and support services. Also included in the IFS were field and academic experiences.Sixty-four graduating MSW students completed the survey, and descriptivedata and qualitative data were collected for each of the measured areas.Several important findings emerged from the data, including the variability inthe quality of classroom instruction that students received and the comfort levelthat students felt in expressing their political or religious views. Implicationsfor social work education and research are discussed.

Promoting School Mental Health With a Systems of Care Approach: Perspectives From Community Partners

An estimated 20% of youth ages 5–18 have a diagnosable mental health problem. The challenge for communities is to overcome obstacles to traditional community-based care that contribute to low rates of treatment for children. The purpose of this small qualitative study was to identify challenges to the implementation of a Systems of Care (SOC) approach to school mental health within an urban community. Identifying processes that either hinder or effectively create and sustain a collaborative SOC partnership between systems is vital to social workers and mental health professionals working to address the mental health needs of underserved youth.

Low Effect Sizes of Evidence-Based Programs in School Settings

School practitioners working from an evidence-based practice framework are expected to implement interventions that are effective with students. In the current study, the authors explore the feasibility of that expectation in light of the availability of critical effect size information necessary for making informed intervention decisions. Effect sizes for 51 school-based programs endorsed as effective by authoritative sources were reviewed. Effect size analyses reveal that the programs were not, on average, highly effective. Difficulties finding effect size information and programs with high effect sizes are discussed. Recent advances in evidence-based programs and suggestions for increasing the feasibility of evidence-based programs in schools are offered.

Increasing Awareness of Child Mental Health Issues Among Elementary School Staff

Without sufficient education and training on mental illness, school teachers are less likely to have the capacity to recognize related symptoms in students and make appropriate referrals for care. The current pilot study tests the overall effectiveness of a new in-service training designed as the introductory component to a school-based mental health intervention. The training included information on the prevalence of mental health problems in the United States, common youth disorders, and treatment barriers that many families face. Participants’ knowledge before and after the training was measured using a 27-item instrument, and statistical significance was assessed for pre- to posttest changes for individual items. Results are overwhelmingly positive and provide evidence of an increase in accurate knowledge of child mental health issues. Implications for both practice and research are discussed.

Supporting Vulnerable Families Through School-Based Mental Health Services: Results of Caregiver and Teacher Focus Groups

Family perspectives facilitate participation and positive outcomes in child mental health treatment. In schools, families and teachers must cooperate to best meet childrens mental health needs, also making teacher perspectives important. In this study, caregivers and teachers participated in focus groups following the pilot year of a school-based mental health (SBMH) project. Participants noted successes and challenges of the project and suggested improvements. Although this study focuses on the SBMH project, many of the study implications are applicable to other school mental health programs and may be of value to school and community practitioners.

Scientifically supported mental health intervention in schools: meeting accountability demands with an online resource.

Legislation has been passed that holds schools increasingly accountable for the proficiency of all students, including those with mental health problems. A critical obstacle impeding the ability of schools to effectively support students is the lack of access to quick, pre-screened, and organized information about scientifically-supported interventions that effectively address youth mental health problems. A new mental health best practices database was developed and made available online that provides access to free and user-friendly information about evidence-based interventions for use in schools. School staff will be better able to meet accountability demands of legislation and to effectively respond to student mental health problems.

Supporting prosocial development through school-based mental health services: A multisite evaluation of social and behavioral outcomes across one academic year

Abstract Unaddressed behavioral and socioemotional difficulties impact the mental health, educational attainment, and future outcomes of children to such an extent that it is imperative to identify effective strategies for early intervention and treatment. School-based mental health services address students’ socialemotional concerns by removing barriers to accessing appropriate services, improving coordination of services, and implementing prevention and intervention strategies for students. This study evaluates the effects of one such program on the socioemotional well-being of students served across six elementary school sites. Study findings support the critical need for school-based mental health for the promotion of prosocial behavior and socioemotional wellness.

Better Engaging Social Science Graduate Students in Introductory Research Methods Courses: A Class Activity

Abstract This paper outlines a classroom activity to help students engage in research methods and lessen anxiety and apprehension commonly associated with research methods courses. The described class activity offers students a shared research experience to promote the skills necessary to understand, conduct and translate research into ethical social science practice. The activity was conducted in a graduate social work programme but is applicable across the social sciences. Content covered includes sampling, research design, ethical considerations, brief evaluation and helping students think critically about ways to improve research methods in order to facilitate competencies necessary for evidence-based practice (EBP). An introduction to the activity, class discussion points including integration throughout the course, and implications for curricula and practice are discussed.