Marya R. Sosulski

Mixing Methods for Full-Strength Results: Two Welfare Studies.

This article discusses the practical application of mixed quantitative and qualitative designs. Mixed methods designs can be especially powerful in illuminating policy solutions and directions for social action, thus supporting the social justice goals of social work and other helping professions. However, the decision to combine methods must be appropriate for the study, elevating the integrity and strength of the results. This article uses two studies of U.S. welfare policy to describe the decisions researchers made during the design, implementation, and combined statistical and interpretive analyses of the two research projects.

Applications of Situated Learning to Foster Communities of Practice.

The authors discuss 2 macro-level community practice courses, examining how each applies the concepts of situated learning to foster the development of communities of practice through use of a unique model for antioppressive practice. The theoretical underpinnings and a discussion of the implementation of each stage of the model is provided. The authors consider the implications of this model for student understanding of privilege, oppression, and power and the use of antioppressive community practice approaches through the development of specific communities of practice. The development of transformative learning that included the students, the instructor, and community members is also highlighted.

African American Women Living with Mental Disorders: Factors Associated with Help Seeking from Professional Services and Informal Supports

This study utilized data from the National Survey of American Life to investigate the use of professional services and informal support among Black women with a lifetime mood, anxiety, or substance use disorder. Forty-seven percent combined professional services and informal support, 14% relied on professional services only, 2% used informal support only, and 16% did not seek help. Co-occurring disorders, recent episodes, social networks, marital status, age, and level of education were significantly related to help seeking from professional and informal helpers, demonstrating the importance of both. Targeting interventions in these areas will likely increase treatment effectiveness.

Parents Describe Finding Income and Resources for Their Medicaid-Eligible Children With Disabilities

In the U.S. social system, the roles of work and parenthood are often in conflict, and this conflict is especially problematic for parents of children with special needs. This study was designed to give parents an opportunity to describe their experiences in finding income and resources while caring for a Medicaid-eligible child with a chronic illness or disability. Three themes emerged: work and parenting responsibilities constantly intersected; resources for families were often insufficient or unavailable; and when parents received help, the helpers took extraordinary measures. Findings were compared to those of emerging literature; in addition, parents offered many practice and policy suggestions. Ecological and social construction theory frames were supported, including a need for family-focused perspectives.

Disability and Employee Benefits Receipt: Evidence From the U.S. Vocational Rehabilitation Services Program

Studies indicate positive effects of the U.S. Vocational Rehabilitation Services (VRS) in assisting people with disabilities to find independent employment. Underemployment continues to impact access to adequate health care and other benefits. Workers with disabilities receive fewer benefits, overall. With data from the Longitudinal Study of Vocational Rehabilitation Services Program (LSVRSP), the authors compare the rates of receipt of 6 types of benefits for people with physical, mental, and sensory impairments. Although those with physical disabilities are most likely to receive benefits, all groups lack adequate access to health care, sick leave, and vacation. The authors discuss implications for services provision in the current job market.

Developing a standpoint practice method with cases: Authority, subjectivity, reflection

Practitioners confront complex social problems along with clients, helping them find solutions to problems they face while living under oppressive economic and social circumstances. Clients require help with acute problems, yet have vital experience to draw on. Using feminist standpoint theories promotes consciousness-raising for practitioners about clients’ views on their situations, social structures, and power relationships, increasing clients’ self-determination and systems change. This article offers a rigorous, pragmatic method to analyze practice centering clients’ standpoints. This ‘‘feminist standpoint model’’ recognizes innovative interpretations and creative solutions from clients’ perspectives. Examples from a study of welfare reform illustrate the use of the model.

Stark Realities: Examining African American Women with Mental Illness and Balancing Employment in Recovery

The reality of living with mental illnesses is stark and complex. The intersection of gender and race introduces increased risk and less successful employment outcomes for African American women with mental illness. This study sought to explore the nuances of these issues through a qualitative study that combined the use of life story interviews and feminist narrative analysis. One central theme emerged: “Successful employment redefined.” This theme details the intricate nature of how these women redefined successful employment in their lives and how they achieved accommodations that synchronized with the complexity of how they manage both employment and recovery, as a “work-recovery cycle.” Suggestions for innovative employment strategies, including self-imposed accommodations and future investigations into the work-recovery cycle, are provided.

Competently Mixing: Does a Clinical Practice Cultural Competence Framework Fit in Mixed Methods Research?

The authors describe a model that incorporates cultural competence principles from clinical practice into a mixed methods framework, thus providing a new perspective that reconciles some of the historically perceived differences in paradigmatic stances. The authors present direct connections from each principle to the application of a mixed methods study. An example of a study of a welfare policy is presented along with a critique concerning the appropriate application of principles of clinical cultural competence. The authors conclude that in applying these principles to mixed methods cultural awareness efforts need to be fostered and encouraged comprehensively in research as well as education.

Fostering HOPE: A narrative case analysis of one teenage mother's pursuit of a college education

In this article, the authors analyze the experiences of one participant in HOPE, a pilot program that supports teenage mothers who want to pursue a college education. Using feminist standpoint and social capital theories, the analysis explores the meaning of themes that are interwoven throughout four narratives about family, education, college/dreams, and HOPE. Some emergent themes, such as key relationships and client-centered learning environments, are well known; others, like the client’s perception of ambivalent social messages about mother-student roles and the function of mentoring in the development of critical thinking, are less recognized but essential to extending theory about academic decision making