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

Purpose: Empathy is paramount to good social work practice. Concurrently, "professional distance" and limited empathetic involvement are sometimes believed to protect social workers from detrimental psychological outcomes. However, distinct dimensions of empathy may relate differently to relevant outcomes such as professional quality of life (i.e. compassion satisfaction and compassion fatigue). Our first objective was to investigate this relationship in child-protection workers (CPWs) - a population among the most affected by compassion fatigue. Second, we controlled for emotion regulation difficulties, which may also explain individual reactions to distress.

Materials and methods: A convenience sample of French CPWs (N = 245) answered an online questionnaire assessing cognitive (i.e. Perspective-Taking) and emotional (i.e. Empathic Concern and Personal Distress) dimensions of empathy, emotion regulation difficulties and professional quality of life.

Results: Ordinary least squares multiple regression models indicate that Empathic Concern positively predicts compassion satisfaction and negatively predicts compassion fatigue. The opposite pattern is observed with both Personal Distress and emotion regulation difficulties.

Discussion: Polarized representations of empathy in child-protection lose sight of its benefits and conceal its pitfalls. Being concerned for clients may not only be a protective factor against compassion fatigue - it could be at the heart of CPWs' compassion satisfaction. Conversely, self-directed reactions to distress may be the root of the harmful consequences empathy is questioned for. Our nuanced approach clarifies what future interventions should target to foster a better professional quality of life in CPWs. Beyond individual capabilities, improving CPWs' outcomes should also rely on a culture of support from peers, supervisors and organizations.

Purpose: This study aimed to develop and validate a competency framework for a bachelor-level social worker, or related degree type, to work in integrated behavioral healthcare settings under clinical supervision. In Washington state, a new bachelor-level certification called a Behavioral Health Support Specialist or BHSS includes social work, psychology, and related degree programs.

Methods: Focus group interviews with stakeholders from across Washington State (n = 49) were conducted in addition to a confidential survey. A thematic analysis of data and validity check preceded interpretation of results.

Results: Qualitative data generated salient recommendations to shape a competency framework tailored to integrated care, and other behavioral health settings. Survey data helped gauge the degree of endorsement for a new mental health provider for integrated care in Washington State.

Discussion: Participants recommended specific action steps related to scope of practice, differentiation from other non-specialists, work setting expansion, supervisor qualifications, and ethics to align the competency framework with real-world practice.

Conclusion: A BHSS competency framework supports the development of a new professional role to prepare a bachelor level social worker to deliver evidence-informed psychosocial interventions under supervision within integrated care settings.

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 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.