Richard D. Sutphen

Truancy Interventions: A Review of the Research Literature:

Objectives: This article presents a systematic review of the literature on evaluative studies of truancy interventions. Method: Included studies evaluating truancy interventions appearing in peer-reviewed academic journals from 1990 to 2007. Findings: In total, 16 studies were assessed. Eight studies used group comparison designs and eight studies used one-group pretest/posttest designs. Studies varied on sample sizes, definitions of truant behavior, focus of interventions, and dependent measures. Conclusions: Six studies produced useful and promising interventions including contingency management, school reorganization, punitive measures, community partnerships, and family-oriented activities. The substantial methodological shortcomings, inconsistent definitions, and lack of replication demonstrate a need for more and better evaluation studies to provide a more definitive knowledge base to guide effective truancy interventions for practitioners.

Multisystemic Treatment of High-Risk Juvenile Offenders

A multisystemic treatment program was implemented for eight high-risk juvenile first offenders. Clients had a mean age of 13 years, and included 6 black males, 1 white male, and 1 black female. Research questions were tested in regard to measures of delinquency, family functioning, life skills development, self-esteem, school functioning, delinquent peer group associations, and attitudes toward parenting and child rearing. Treatment included: (1) Case Management; (2) Educational Programs; (3) Family Therapy; (4) Nurturing Program. Results showed significant improvements for adolescents with measures of family relations, life skills, school, delinquency, peers, and for parents in terms of family and parent-child relations.

Structured study questions as a social work teaching method: A controlled experimental study

Two prior studies have described and provided initial empirical support for the effectiveness of structured study questions as a method of instruction within didactic social work education. The present report describes the design, conduct and results of a more methodologically rigorous experimental study, comparing the effectiveness of study questions versus a method of teaching called ‘learning through discussion’ in promoting M.S.W. students’ learning of sophisticated research skills. Using a pretest-posttest alternative treatment group design, with blind evaluations of student performance, the study question method was found to be superior to learning through discussion.’ These results support the more extensive use of the study question method of instruction within social work education.

Using Structured Study Questions as a Teaching Method in Social Work Education: Initial Validation Studies.

The use of study questions to guide student learning and in-class discussion is presented as an alternative to the traditional methods of instruction in social work which rely upon formal lectures, and mid-term and final examinations and term papers to motivate studying. The positive results of two separate investigations on the value of study questions is described, and the instructional technique is suggested as worthy of consideration by social work educators.