Maureen Doyle, Juline Koken, Karla Chinchilla, Landon Ranchor
Motivational interviewing (MI) is an evidence-supported style of communication used across many fields of human services, including addiction treatment, social work, healthcare, education, and criminal justice. MI can be utilized by a variety of human service professionals and requires no special licensure or educational degree. In 2016, our Human Services program at LaGuardia Community College, CUNY began to implement MI training as a core part of our curriculum to provide students with this micro-credential to increase their career readiness. This paper outlines our ongoing approach for implementing MI in a community college human services program, including the training model we used for preparing faculty and staff to implement this approach, as well as some reflections from graduates.
{"title":"Implementation Model for Motivational Interviewing Training in a Community College Human Services Program","authors":"Maureen Doyle, Juline Koken, Karla Chinchilla, Landon Ranchor","doi":"10.52678/001c.93891","DOIUrl":"https://doi.org/10.52678/001c.93891","url":null,"abstract":"Motivational interviewing (MI) is an evidence-supported style of communication used across many fields of human services, including addiction treatment, social work, healthcare, education, and criminal justice. MI can be utilized by a variety of human service professionals and requires no special licensure or educational degree. In 2016, our Human Services program at LaGuardia Community College, CUNY began to implement MI training as a core part of our curriculum to provide students with this micro-credential to increase their career readiness. This paper outlines our ongoing approach for implementing MI in a community college human services program, including the training model we used for preparing faculty and staff to implement this approach, as well as some reflections from graduates.","PeriodicalId":73782,"journal":{"name":"Journal of human services","volume":"14 23","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140442027","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Undergraduate rehabilitation education (URE) degree programs have trained entry-level practitioners since the mid-twentieth century. Accrediting bodies of rehabilitation and human services degree programs have required, while educators and researchers have supported, the inclusion of ethics within URE curriculum. Yet many undergraduate programs do not have courses that are purely dedicated to ethics. This paper highlights legislative principles in URE curriculum and rehabilitation practice as an ethical imperative, to address ever changing sociopolitical concerns that impact the rehabilitation field. Students in undergraduate rehabilitation education programs may benefit more from full ethics courses to meet these needs.
{"title":"Knowledge of Legislation as an Ethical Principle for Undergraduate Rehabilitation Students","authors":"Abigail O. Akande","doi":"10.52678/001c.91307","DOIUrl":"https://doi.org/10.52678/001c.91307","url":null,"abstract":"Undergraduate rehabilitation education (URE) degree programs have trained entry-level practitioners since the mid-twentieth century. Accrediting bodies of rehabilitation and human services degree programs have required, while educators and researchers have supported, the inclusion of ethics within URE curriculum. Yet many undergraduate programs do not have courses that are purely dedicated to ethics. This paper highlights legislative principles in URE curriculum and rehabilitation practice as an ethical imperative, to address ever changing sociopolitical concerns that impact the rehabilitation field. Students in undergraduate rehabilitation education programs may benefit more from full ethics courses to meet these needs.","PeriodicalId":73782,"journal":{"name":"Journal of human services","volume":" 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139145109","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
After the COVID-19 pandemic, the field of higher education increased its attention on quality distance learning for traditional and non-traditional adult learners. While the world saw an increase in online education enrollment as a result of the pandemic, non-traditional adult learners have historically relied on this method of education delivery to support their success in the collegiate setting. As the field of human service education supports the offering of distance learning instruction, it is vital for human service educators to consider the National Standards for Quality Online Teaching when educating adult learners. The authors of this article provide an overview of the needs of non-traditional adult learners post COVID-19; and suggest that the National Standards for Quality Online teaching be considered when delivering human service education in CSHSE accredited classrooms to this population.
{"title":"Non-Traditional Adult Learners After COVID-19: Applying National Standards for Online Teaching in Human Service Education","authors":"Chaniece Winfield, Kathryn Hughes, Jessica Huffman","doi":"10.52678/001c.91200","DOIUrl":"https://doi.org/10.52678/001c.91200","url":null,"abstract":"After the COVID-19 pandemic, the field of higher education increased its attention on quality distance learning for traditional and non-traditional adult learners. While the world saw an increase in online education enrollment as a result of the pandemic, non-traditional adult learners have historically relied on this method of education delivery to support their success in the collegiate setting. As the field of human service education supports the offering of distance learning instruction, it is vital for human service educators to consider the National Standards for Quality Online Teaching when educating adult learners. The authors of this article provide an overview of the needs of non-traditional adult learners post COVID-19; and suggest that the National Standards for Quality Online teaching be considered when delivering human service education in CSHSE accredited classrooms to this population.","PeriodicalId":73782,"journal":{"name":"Journal of human services","volume":" 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139143594","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Health and safety concerns and universal restrictions throughout the COVID-19 pandemic lead to an increase in remote internships in the human services field. This was the first experience for many human services graduate and undergraduate programs with this type of internship placement. An initial study conducted during the summer of 2021 found that participants had mixed feelings about remote internships and were unsure of its role in the future. This study investigates the attitudes of faculty, students, and human services professionals on remote internships and their role in the human services field approximately a year and half after the initial study and three years after lockdown measures were put in place in March 2020. Flexibility and cost-effectiveness continue to be the most frequently noted strengths of remote internships, making the argument as a more equitable option for students, while the biggest challenge remained the lack of in-person interactions both with clients and colleagues. Findings indicate that human services programs are continuing to offer remote internships and most participants believe that they will play a significant role in the future. This study adds to the discussion about the role remote internships will play in a post-pandemic society, a society that is currently experiencing major transitions in the fields of human services and in higher education. As students call for more flexible learning modalities and human services education programs assess remote and hybrid internships models as viable options for their students, there is also a critical need to identify best practices in the implementation and support of these types of learning experiences.
{"title":"The Current Role of Remote Human Services Internships: A Follow-Up Study","authors":"N. Kras, J. Keenan","doi":"10.52678/001c.91221","DOIUrl":"https://doi.org/10.52678/001c.91221","url":null,"abstract":"Health and safety concerns and universal restrictions throughout the COVID-19 pandemic lead to an increase in remote internships in the human services field. This was the first experience for many human services graduate and undergraduate programs with this type of internship placement. An initial study conducted during the summer of 2021 found that participants had mixed feelings about remote internships and were unsure of its role in the future. This study investigates the attitudes of faculty, students, and human services professionals on remote internships and their role in the human services field approximately a year and half after the initial study and three years after lockdown measures were put in place in March 2020. Flexibility and cost-effectiveness continue to be the most frequently noted strengths of remote internships, making the argument as a more equitable option for students, while the biggest challenge remained the lack of in-person interactions both with clients and colleagues. Findings indicate that human services programs are continuing to offer remote internships and most participants believe that they will play a significant role in the future. This study adds to the discussion about the role remote internships will play in a post-pandemic society, a society that is currently experiencing major transitions in the fields of human services and in higher education. As students call for more flexible learning modalities and human services education programs assess remote and hybrid internships models as viable options for their students, there is also a critical need to identify best practices in the implementation and support of these types of learning experiences.","PeriodicalId":73782,"journal":{"name":"Journal of human services","volume":"27 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139155275","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
M. G. Janse van Rensburg, Maria Peddle, Karen M. Sewell, Claire McMenemy, Heather MacDonald
Violence against women (VAW) is a prevailing social issue which requires human service organizations to provide a range of services to survivors. Workplace-based supervision in settings that seek to address VAW is an essential component of quality service. This scoping review of seven studies maps the available evidence of supervision in settings that seek to address VAW. Research studies were identified through sub-sampling literature identified in a scoping review on the organizational outcomes of supervision in the human services summarizing the evidence published between 2011 and 2022 including all articles which specifying a VAW setting. Guided by scoping review methodology, this review synthesizes the evidence related to supervision within these settings, identifying study characteristics, key concepts, methodological approaches, and outcomes. The state and nature of the literature are outlined, and avenues for further research discussed.
{"title":"The Organizational Outcomes of Supervision in Settings Addressing Violence Against Women: A Scoping Review","authors":"M. G. Janse van Rensburg, Maria Peddle, Karen M. Sewell, Claire McMenemy, Heather MacDonald","doi":"10.52678/001c.91219","DOIUrl":"https://doi.org/10.52678/001c.91219","url":null,"abstract":"Violence against women (VAW) is a prevailing social issue which requires human service organizations to provide a range of services to survivors. Workplace-based supervision in settings that seek to address VAW is an essential component of quality service. This scoping review of seven studies maps the available evidence of supervision in settings that seek to address VAW. Research studies were identified through sub-sampling literature identified in a scoping review on the organizational outcomes of supervision in the human services summarizing the evidence published between 2011 and 2022 including all articles which specifying a VAW setting. Guided by scoping review methodology, this review synthesizes the evidence related to supervision within these settings, identifying study characteristics, key concepts, methodological approaches, and outcomes. The state and nature of the literature are outlined, and avenues for further research discussed.","PeriodicalId":73782,"journal":{"name":"Journal of human services","volume":"19 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138947524","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Suicide continues to be a public health concern, with suicide rates increasing. Human service professionals are among the helping professions tasked with assessing and addressing suicidality. Despite the well-documented benefits of suicide assessment and training for those within the helping professions, there remains a dearth of literature specific to suicide prevention in the preparation of human services students. To address this gap, the current study used the SIRI-2 to assess the preparedness of human services students (n = 98) to assess and address client suicidality. Findings indicated that participants’ responses were less competent than area experts. Furthermore, student participants’ responses were more invalidating, unhelpful, and conveyed less empathy. These results suggest that a need for increased or focused training that addresses suicidality within undergraduate human services programs. Limitations of the current study, future directions, and implications are discussed.
{"title":"Human Service Student’s Preparedness for Assessing Suicidality: Recommendations for Human Services Education","authors":"Narketta Sparkman-Key, Jeffrey Moe, Bianca Augustine, T'Airra Belcher","doi":"10.52678/001c.90175","DOIUrl":"https://doi.org/10.52678/001c.90175","url":null,"abstract":"Suicide continues to be a public health concern, with suicide rates increasing. Human service professionals are among the helping professions tasked with assessing and addressing suicidality. Despite the well-documented benefits of suicide assessment and training for those within the helping professions, there remains a dearth of literature specific to suicide prevention in the preparation of human services students. To address this gap, the current study used the SIRI-2 to assess the preparedness of human services students (n = 98) to assess and address client suicidality. Findings indicated that participants’ responses were less competent than area experts. Furthermore, student participants’ responses were more invalidating, unhelpful, and conveyed less empathy. These results suggest that a need for increased or focused training that addresses suicidality within undergraduate human services programs. Limitations of the current study, future directions, and implications are discussed.","PeriodicalId":73782,"journal":{"name":"Journal of human services","volume":"88 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139302966","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Recent research has shed light on the concerning issue of food insecurity among college students in the United States. According to recent reports, approximately 30% of college students experience food insecurity (CUFBA, 2020). This problem has serious implications, as financial concerns often force students to leave college without completing their degrees (Johnson, 2009). In response to this growing challenge, campus-based food pantries have emerged as a potential solution. However, colleges and universities are facing budget constraints and funding limitations, making it increasingly difficult to meet the needs of financially struggling students. This article explores the role of Human Services programs in addressing food insecurity on college campuses through the development of campus food pantries. By utilizing service-learning, internships, and field practicum courses within Human Services programs, colleges and universities can effectively tackle this issue. These programs can provide the necessary labor force and expertise, while also partnering with local agencies to secure essential supplies. This approach becomes crucial when state resources are limited or reduced. Engaging Human Services students in campus food pantries not only helps address the immediate need for food assistance, but also offers valuable experiential learning opportunities. Students gain practical experience in serving their communities and understanding the challenges associated with food insecurity. This symbiotic arrangement benefits both students and the college communities they are part of, creating a win-win situation for all involved.
{"title":"Nurturing Success: Empowering Human Services Students to Lead a Campus Food Pantry","authors":"Carly L. Redding, Michallene G. McDaniel","doi":"10.52678/001c.90719","DOIUrl":"https://doi.org/10.52678/001c.90719","url":null,"abstract":"Recent research has shed light on the concerning issue of food insecurity among college students in the United States. According to recent reports, approximately 30% of college students experience food insecurity (CUFBA, 2020). This problem has serious implications, as financial concerns often force students to leave college without completing their degrees (Johnson, 2009). In response to this growing challenge, campus-based food pantries have emerged as a potential solution. However, colleges and universities are facing budget constraints and funding limitations, making it increasingly difficult to meet the needs of financially struggling students. This article explores the role of Human Services programs in addressing food insecurity on college campuses through the development of campus food pantries. By utilizing service-learning, internships, and field practicum courses within Human Services programs, colleges and universities can effectively tackle this issue. These programs can provide the necessary labor force and expertise, while also partnering with local agencies to secure essential supplies. This approach becomes crucial when state resources are limited or reduced. Engaging Human Services students in campus food pantries not only helps address the immediate need for food assistance, but also offers valuable experiential learning opportunities. Students gain practical experience in serving their communities and understanding the challenges associated with food insecurity. This symbiotic arrangement benefits both students and the college communities they are part of, creating a win-win situation for all involved.","PeriodicalId":73782,"journal":{"name":"Journal of human services","volume":"2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139318222","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Given research suggesting that engaged employees demonstrate greater workplace performance, employee engagement has been one of the highest trending topics in the management and human resource literature over the past 20 years; yet there is minimal empirical research focused specifically on employee engagement in nonprofit organizations. The purpose of this study was to explore antecedent factors that contribute to employee engagement in the human services sector, using a convenience sample of staff in human service agencies in the New York City region. Organizational trust, satisfaction with supervisor, and coworker support were significant predictors of employee engagement.
{"title":"An Exploratory Study of Employee Engagement in Human Service Agencies","authors":"Nina Esaki, Xiaofang Liu, Rosemary Vito","doi":"10.52678/001c.89008","DOIUrl":"https://doi.org/10.52678/001c.89008","url":null,"abstract":"Given research suggesting that engaged employees demonstrate greater workplace performance, employee engagement has been one of the highest trending topics in the management and human resource literature over the past 20 years; yet there is minimal empirical research focused specifically on employee engagement in nonprofit organizations. The purpose of this study was to explore antecedent factors that contribute to employee engagement in the human services sector, using a convenience sample of staff in human service agencies in the New York City region. Organizational trust, satisfaction with supervisor, and coworker support were significant predictors of employee engagement.","PeriodicalId":73782,"journal":{"name":"Journal of human services","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139319834","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This essay presents a case study of a class design for a course that prepares aspiring human service professionals to practice basic case management skills. The course employed a collaborative learning framework and a community engagement, project-based pedagogy that allowed students to engage in local agencies supporting refugee resettlement. Furthermore, students studied the processes of migration and asylum seeking and designed a project for the university’s campus community to raise awareness about migration and refugee resettlement. The project served to disrupt racist and xenophobic discourses about refugees and immigrants. Students’ final projects on the migration experiences of refugees highlighted here (from 2017 and 2018) became a multi-year campus event adopted and sponsored by a student club focused on global social justice. The essay concludes with guidelines to design successful collaborative learning, community engagement, project-based human services courses.
{"title":"Facilitating Learning in Context: Refugee Resettlement Case Management Pedagogy in a Human Services Course","authors":"Cinzia Pica","doi":"10.52678/001c.88172","DOIUrl":"https://doi.org/10.52678/001c.88172","url":null,"abstract":"This essay presents a case study of a class design for a course that prepares aspiring human service professionals to practice basic case management skills. The course employed a collaborative learning framework and a community engagement, project-based pedagogy that allowed students to engage in local agencies supporting refugee resettlement. Furthermore, students studied the processes of migration and asylum seeking and designed a project for the university’s campus community to raise awareness about migration and refugee resettlement. The project served to disrupt racist and xenophobic discourses about refugees and immigrants. Students’ final projects on the migration experiences of refugees highlighted here (from 2017 and 2018) became a multi-year campus event adopted and sponsored by a student club focused on global social justice. The essay concludes with guidelines to design successful collaborative learning, community engagement, project-based human services courses.","PeriodicalId":73782,"journal":{"name":"Journal of human services","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135297595","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
For many noncustodial parents (NCPs), limited earnings and complex barriers to work make meeting child support obligations difficult. A limited body of previous research has identified that as child support agencies evolve from a strictly enforcement culture towards a more supportive orientation, some find it beneficial to connect NCPs to supportive services. However, much remains to be learned about how agencies view their role in serving NCPs with employment barriers, their perceptions of service needs and gaps among non-paying obligors, and challenges they face in connecting NCPs to supportive services. This mixed methods study aims to fill this gap, through interviews with and surveys of Wisconsin child support agencies.
{"title":"Child Support Agencies as Connectors","authors":"Lisa K Vogel, Samina Hossain","doi":"10.52678/001c.85099","DOIUrl":"https://doi.org/10.52678/001c.85099","url":null,"abstract":"For many noncustodial parents (NCPs), limited earnings and complex barriers to work make meeting child support obligations difficult. A limited body of previous research has identified that as child support agencies evolve from a strictly enforcement culture towards a more supportive orientation, some find it beneficial to connect NCPs to supportive services. However, much remains to be learned about how agencies view their role in serving NCPs with employment barriers, their perceptions of service needs and gaps among non-paying obligors, and challenges they face in connecting NCPs to supportive services. This mixed methods study aims to fill this gap, through interviews with and surveys of Wisconsin child support agencies.","PeriodicalId":73782,"journal":{"name":"Journal of human services","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135746085","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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