Kathleen M. Preble

Violence Exposure and Teen Dating Violence Among African American Youth

This study examines the relationships between exposure to violence in the community, school, and family with dating violence attitudes and behaviors among 175 urban African American youth. Age, gender, state support and experiences with neglect, school violence, and community violence were the most significant predictors of acceptance of dating violence. Experiences with community violence and age were important predictors of dating violence perpetration and victimization. Findings highlight the importance of planning prevention programs that address variables affecting attitudes and behaviors of high-risk youth who have already been exposed to multiple types of violence.

Creating Trust among the Distrustful: A Phenomenological Examination of Supportive Services for Former Sex Workers

A phenomenological exploration was conducted into the lived experiences of 13 voluntary sex workers receiving supportive services in a major city in the southwestern United States. The study explored how participants viewed the services they received after exiting the sex industry, as well as experiences of coercion throughout their lives. Data analysis revealed, unexpectedly, that constructs of trust emerged. Respondents provided insight into how trust is learned throughout their lives and how coercion is often used by those around them to inspire trust before and during life in the sex industry. Participants also articulated how trust can be relearned, replacing coercion, while receiving supportive services after exiting the industry. Results from this study reveal processes by which sex workers learn to trust others by connecting through common experiences shared with other sex workers, modeling staff demonstrations of trust with other staff and clients, and being held accountable by others to their desires. The author offers implications for future research and practice areas.

A Mixed Methods Examination of Nonprofit Board Chair Preferences in Hiring Executive Directors

Considerable research has asked what job skills are needed for human services administrators and which degree is the “best” one to acquire those skills. This study extends previous research by adding another stakeholder group, Board Chairs, in a mixed methods study. Implications are presented for policy and practice.

Supportive exits: A best practices report for a sex worker intervention

Abstract Despite the prevalence of agencies serving sex workers in the United States, there are few program evaluations of supportive services. Phenomenological methods were used to explore the lived experiences of 13 sex workers receiving supportive services in a major city in the American Southwest. Results from this study suggest that clients find the trusted and supportive community within the agency especially helpful. Length of time with the agency influenced respondents’ perceptions of supportive services. Respondents, however, suggested improvements to services such as mentorship programs, opportunities for outreach participation, and services for male sex workers.

Parents’ Awareness of and Anticipated Responses to Their Teens’ Reports of Dating Violence

Teen dating violence (TDV) challenges families because of negative effects on youths’ well-being. This exploratory study examines parents’ awareness of TDV and their anticipated responses to adolescents’ reports. The authors used a telephonic survey of 539 Michigan adults to assess knowledge of TDV, awareness of its prevalence, and anticipated responses. More mothers than fathers viewed TDV as a major public health problem and were likely to urge their adolescents to seek formal help. Fathers were more likely to ground their children or say that things are not so bad. Findings of demographic differences influencing parental responses can inform social workers to help parents plan for responding to TDV effectively.

Factors Influencing Service-Learning Utilization in Social Work: Results from an Online Survey of Faculty

The current study (N = 209) explored service-learning utilization in social work education by examining the influence of personal and institutional characteristics, perceived barriers, and beliefs about service-learning outcomes. Results of an online survey of social work educators showed that neither personal nor institutional characteristics influenced service-learning use. Rather, the use of service learning was driven primarily by social work educators’ beliefs about the effect of service learning on student outcomes and perceived barriers to implementation. Additionally, questions regarding service-learning implementation (such as hours required) suggest that not all social work educators using service learning correctly distinguish it from field practica.

Responding to teen dating violence: Perspectives from mothers who have been abused and seeking services in domestic violence shelters

ABSTRACT Teen dating violence (TDV) is a significant public health problem, but we know little about how mothers who have been abused respond to TDV. This article analyzes qualitative data from three focus groups conducted with 17 mothers who had experienced abuse. Mothers responded to four hypothetical scenarios of their child reporting TDV to them. Mothers reported that their approach to children’s reports of TDV would entail engaging in varying levels of authoritarianism, considering the gender of the child, and exercising caution in their responses. In response to the scenarios, mothers stated that they would ask questions, educate their teens, contact the perpetrator and/or parents, share their own experiences, and call for outside help. The study’s findings may assist prevention educators working with mothers who experienced abuse in responding to their children’s disclosures of incidents of TDV.

Human Trafficking: An Exploratory Review of Awareness and Training Videos

ABSTRACT With the advent of a relatively newly recognized social phenomenon, human trafficking, there are dozens of agencies providing awareness and training materials on the subject. Many of these materials are available online through these agencies and are free to use. However, little is known about the effectiveness of these training and public-awareness materials, their pedagogical application, or if knowledge about human trafficking is increased because of these media. This study conducted a systematic review of publically available online human-trafficking training and public-awareness videos using Bloom’s (1956) pedagogical framework to assess the potential for knowledge transference. Findings from this study suggest that most of the videos did not appear to use Bloom’s Taxonomy of Learning to convey knowledge, and as such the potential for knowledge transference is statistically significant. Authors provide potential practice and research implications.