Journal of evidence-based social work (2019)最新文献

Purpose: The United States is the world's top resettlement country for refugees and the third largest community of Burmese refugees lives in the state of Indiana. Many refugee families strive to enhance the well-being of their college-age children. Utilizing the Conservation of Resources (COR) theoretical framework, this study examined the lived experiences of Burmese refugee college students' resettlement approach and the role of social support.

Materials and methods: A total of 32 Burmese refugee college students aged 19-26 were interviewed using a qualitative exploratory approach with thematic analysis.

Results: Thematic analysis identified two key themes - the resources of social support and resettlement experiences - to provide a comprehensive understanding of participants' resettlement narratives. The social support from the co-ethnic community and people in the host country both affected the participants' successful resettlement. Co-ethnic community also plays an important role in the pursuit of higher education.

Discussion: Understanding the lived experiences of refugee communities can enhance the effectiveness of resettlement policies and services. This study highlights the importance of social support resources and serves as a foundation for improving refugee resettlement experiences.

Conclusion: Refugee students actively cultivated their life and showed aspirations of being successful members of this new environment. Despite a variety of barriers and prejudices, Burmese refugee students bloom and flourish in their new environment in the United States. They are beneficiaries but also currently benefactors for newly arrived refugees. The perspectives on refugees need to change and move from victims to the citizens of the world.

Purpose: This study employs a person-centered approach to identify unique profiles of internalizing (depressive and anxiety symptoms) and externalizing (aggressive behaviors and substance use) behavioral problems among cyberbullied college students. Additionally, this study examines the impact of social support in internalizing and externalizing behavioral problem profiles.

Materials and methods: Data were collected from November 2022 to January 2023 from 175 college students across multiple U.S. universities using a cross-sectional design via web surveys.

Results: Latent profile analysis (LPA) identified a two-profile model, where one group showed higher internalizing and externalizing behavioral problems, while the other showed lower levels. Logistic regression analysis revealed that social support significantly predicts membership in the low behavioral problem profile.

Discussion: The findings reveal the co-occurrence of internalizing and externalizing behavioral problems of cyberbullied college students. Also, those students with robust social support are more likely to belong to the group with lower levels of internalizing and externalizing behavioral problems.

Conclusions: These findings underscore the importance of targeted intervention strategies that consider students' behavioral problem profiles and emphasize social support as a protective factor.

Background: Trauma-Informed Care (TIC) is frequently conceptualized as a clinical intervention targeting individual psychological harm. While valuable in clinical contexts, this framing restricts TIC's broader capacity for systemic and structural transformation.

Objective: This article reframes TIC as a structural disruption strategy-an equity-driven, systems-level intervention that redefines how health is understood, delivered, and governed.

Methods: Drawing from social work's integrative approach across clinical, community, and policy domains, the article situates trauma as a predictable outcome of structural violence rather than an individual pathology. Analysis centers on health system fragmentation, particularly the entrenched separation of behavioral and physical health, as a form of systemic harm.

Results: The article highlights liberatory innovations that demonstrate TIC's transformative potential, including healing-centered schools, trauma-informed telehealth, and peer-based emergency response models. These examples illustrate pathways for addressing systemic inequities while fostering relational accountability and community-centered care.

Conclusion: A paradigm shift is needed-from models of integrated care toward liberatory health systems rooted in justice, equity, and structural transformation. By reframing TIC as a disruption strategy, health and social work can move beyond symptom management to advance structural change.

Purpose: High rates of comorbid psychopathology have driven a growing body of person-centered research to understand the grouping structure of youth comorbidity by identifying meaningful comorbidity patterns and validating them with neurobehavioral factors. The National Institute of Mental Health's Research Domain Criteria (RDoC) offers an etiological framework for systematically identifying constructs organized around major functioning domains. This scoping review study mapped person-centered comorbidity studies and synthesized the RDoC-informed factors of comorbidity patterns.

Materials and methods: We followed Arksey and O'Malley's methodological framework. Five databases (e.g. PubMed and CINAHL) were searched. Twenty-five peer-reviewed studies examining comorbidity patterns in youth up to age 17 were included.

Results: One normative pattern was consistently identified, along with one general psychopathology pattern with a higher probability of all symptoms. Additionally, specific patterns, such as internalizing and externalizing patterns, reflecting unique covariances among assessed symptoms, were identified. Of the 43 extracted RDoC-informed factors, systems for social processes (33%) emerged as the most widely examined domains, followed by cognitive (26%), negative valence (19%), and arousal and regulatory (14%) systems. Most factors were differentially associated with comorbidity patterns.

Discussion: The identified comorbidity patterns supported a conceptualization of psychopathology with broader factors, such as one general and other specific psychopathology factors, reflecting underlying liability for a range of symptoms. Definitive conclusions about the effects of RDoC-informed factors require further studies, given limited evidence of positive valence (5%) and sensorimotor (5%) systems.

Conclusion: More rigorous incorporation of novel RDoC-informed factors into comorbidity studies may inform evidence-based preventive strategies.

Purpose: This study investigates the relationships between living with sports (sport-oriented lifestyle), impulsivity, and attitudes toward working life among social welfare professionals in Türkiye, with a specific focus on the mediating role of impulsivity.

Materials and methods: A cross-sectional quantitative research design was employed, collecting data from 1,534 participants aged 18 and older via an online survey. The majority of the sample consisted of women (67.2%), with a mean age of 28.96 years. Data analysis was conducted using IBM SPSS for preliminary statistics and IBM AMOS for confirmatory factor analysis and structural equation modeling (SEM).

Results: Living with sports was negatively associated with impulsivity (β = -0.072, p < .05) and positively associated with attitudes toward working life (β = 0.064, p < .05). Impulsivity was negatively related to attitudes toward working life (β = -0.185, p < .001) and significantly mediated the relationship between living with sports and work attitudes (β = 0.013, p < .05). The model accounted for 5.5% of the variance in impulsivity and 4.4% in attitudes toward working life.

Discussion: The study results suggest that a lifestyle enriched by regular sports participation can reduce impulsive tendencies and support the development of more positive work attitudes among social welfare professionals.

Conclusion: This study provides novel empirical evidence on the triadic relationship between sport-oriented lifestyle, impulsivity, and work attitudes. It highlights the importance of integrating sport-based activities into organizational strategies to support emotional regulation, well-being, and sustainable professional engagement in social services.

Purpose: This study investigated the impact of augmented reality (AR) on mental well-being of young people in Hong Kong. Limited prior research exists on this topic.

Materials and methods: A cross-sectional survey of 150 young people recruited from a youth service center explored the relationship between frequency of participating in AR-related service, stress levels, and academic engagement.

Results: The findings revealed significant associations between frequency of AR use and both stress and academic engagement.

Discussion: The study concludes that AR technology holds promise as a tool for stress reduction and enhancing academic engagement in high-pressure educational environments.

Conclusion: These findings advocate for the strategic implementation of AR service in schools and youth service programs.

Purpose: Out-of-school time (OST) programs supplement formal education. However, documentation of the perspectives of minoritized youth experiencing intersectional oppressions from multiple stakeholders is missing from the literature. Therefore, the current study was guided by Critical Race Theory (CRT), and the purpose was to explore high school-aged African American youth, parents, and OST employees' perspectives on the influence of race and income on high school-aged low-income African American youth participation in summer programs.

Materials and methods: A mixed methods approach was taken with a focus on counterstorytelling and a classism and discrimination questionnaire. A total of 44 participant surveys and interviews were analyzed using descriptive statistics, constant comparative method, and narrative thematic analysis.

Results: A total of eight individual and collective subthemes per group emerged for an overall total of ten themes. The total themes were aligned with the guiding theoretical perspective and existing literature.

Discussion: Results indicate that race and income are relevant aspects of youth participation in summer programs. However, while parents and OST employees acknowledged race as a factor influencing program access and inclusivity, youth participants did not explicitly report negative racial impacts. Income, though, was consistently identified by all groups as a significant barrier, affecting participation through affordability and access to resources.

Conclusion: This study broadens OST research by incorporating multiple perspectives and applying CRT as both a framework and methodology, including the use of counterstorytelling. The findings highlight ongoing systemic barriers that limit access to quality programming for these youth, rooted in historical and societal exclusion.

Purpose: This study investigated the impact of Autonomous Sensory Meridian Response (ASMR) videos on mindfulness among university students in Hong Kong. The research aimed to assess whether exposure to ASMR videos could enhance mindfulness levels in this population.

Materials and methods: A quasi-experimental design was employed, with 20 participants aged 20 to 24 selected through convenient sampling. Participants were assigned to either an experimental group exposed to ASMR videos or a control group. Pre-test and post-test questionnaires were administered to measure mindfulness levels.

Results: The results revealed a significant increase in mindfulness following exposure to ASMR videos. The respondents had a positive experience of the ASMR video. The mindfulness state of the respondents gradually increased during the experiment.

Discussion: These findings highlighted the potential of further investigation of ASMR videos in promoting mental well-being among university students.This study investigated the impact of autonomous sensory meridian response (ASMR) videos on mindfulness among university students in Hong Kong. The research aimed to assess whether exposure to ASMR videos could enhance mindfulness levels in this population. A quasi-experimental design was employed, with 20 participants aged 20-24 selected through convenient sampling. Participants were assigned to either an experimental group exposed to ASMR videos or a control group. Pretest and posttest questionnaires were administered to measure mindfulness levels. The results revealed a significant increase in mindfulness following exposure to ASMR videos. These findings highlighted the potential of further investigation of ASMR videos in promoting mental well-being among university students.

Purpose: Service providers working with homeless populations frequently experience physical safety incidents in their jobs, but little is known about the rate of physical safety events among health and social service providers, in general, and in those serving homeless populations specifically.

Materials and methods: The current study involved a cross-sectional survey of providers in Department of Veterans Affairs (VA) Homeless Programs about any work experience that threatened their physical safety and the consequences of such events. A total of 1,273 multidisciplinary service providers completed an anonymous online survey regarding their safety at work.

Results: Sixty-one percent of respondents reported experiencing a physical safety event at work, and 54% (n = 689) provided narrative description of their physical safety event in a free-text survey question. A binary logistic regression found that those who experienced a physical safety event compared to those who did not were significantly more likely to report that they felt their job was less safe, which they had less organizational support, and tended to report lower job satisfaction, but there was mixed significance in symptoms of burnout. Results from the qualitative analysis of free-text responses supported these findings of lack of safety and leadership support with increased risk tolerance.

Discussion: Many VA service providers working with homelessness have experienced a physical safety event on the job.

Conclusion: Organizational support may mitigate physical safety events for social workers serving in homeless and other community-based organizations serving homeless individuals.

Purpose: The current study examines the construct validity of Weiner et al. (2017) implementation outcome measures in a school setting, and assesses the impact of building trauma-informed organizational capacity on acceptability, appropriateness, and feasibility of adopting and implementing trauma-informed practices in schools.

Materials and method: The validity of the implementation outcome measures were assessed using confirmatory factor analysis (CFA). Then, the implementation outcome measures were used in pretest posttest fashion to assess the effectiveness of organizational capacity-building in schools. While identifiers were requested from all participants, only a small proportion of responses could be matched across the two timepoints. Dependent samples t-tests were conducted comparing matched participant time one and two scores, and independent t-tests were conducted within each timepoint comparing matched and unmatched participants.

Results: The results of the CFA support the construct validity of the implementation outcome measures within school settings. Dependent samples t-tests of matched participants demonstrated increases in the feasibility of implementing trauma-informed practices, while results of the independent t-tests demonstrated that matched participants reported higher mean scores of appropriateness and acceptability at posttest.

Discussion: The three implementation outcome measures may be used in school settings to monitor trauma-informed change processes. Participation in the change process may enhance perceived appropriateness, acceptance, and the feasibility of implementing trauma-informed practices in schools.

Conclusion: This study contributes to the evidence-base of adopting and implementing trauma-informed practices in schools. There is a need for continued assessment of change processes geared toward building trauma-informed school systems.