As part of an ongoing curriculum assessment project, faculty associated with the Bachelor's level social work program of the University of Houston-Downtown identified a significant gap in the enrollment of Muslim students as compared to the community at large. In addressing concerns related both to implicit and explicit curricula, the social work faculty developed several action items to address this gap, including the creation of a project to assess student knowledge regarding issues affecting the Muslim community. As part of this effort, a classroom-based intervention was developed, specifically addressing issues of Islamophobia. The intervention was administered to both BSW and MSW students at affiliated universities in the same city. Using a one group, quasi-experimental design, 88 students (70 BSW students and 18 MSW students) participated in a 60-minute classroom intervention session with pre- and post-test surveys administered to assess student knowledge and attitude change. Findings suggest a significant increase in knowledge and a positive change in certain attitudes post-intervention. Implications include the addition of a teaching component on Islamophobia to support the social justice-specific competency, and activities to address larger campus-wide climate issues to support a culturally appropriate and inclusive welcoming environment for Muslim students.
Using a convergent parallel mixed-methods design, this study explored the financial effect of the field practicum requirement on BSW students. This project was conducted at a mid-sized university in the Southwest region of the United States where current and recent field students responded to surveys and social work field instructors and faculty participated in interviews. The study describes financial burdens and reveals human rights issues affecting nontraditional and underserved students that have answered the call to a career of serving the most vulnerable in society. This study fills a gap in the literature and provides recommendations for further research and anti-oppressive approaches for the academy to employ in the education of future social work professionals.
Suicide is considered to be a conscious and intentional act that is carried out within a social and cultural context. This study examines the unique phenomenon of a cluster of suicide attempts conducted without perceived intent, ideation, plan, volition, or agency in a remote province in Central Asia. This study investigated the lived experiences of individuals who made such unintended suicide attempts and examined the differences between these experiences and those of individuals who made their suicide attempt with intent and agency. The authors conducted a secondary analysis of qualitative data originally collected for a prior grounded theory study. The present study examined a specific and unique set of participant experiences related to suicide attempts made without agency. Results found that instances of suicide attempts made without perceived intent by participants included themes of impulsivity, not knowing what happened, feeling out of control, attributing these experiences to the supernatural, and being fearful of such events occurring again. Clinical practice may need to be adapted to address experiences of such unique suicide attempt experiences. In addition, further research is warranted to understand and examine the phenomenon of suicide attempts carried out without perceived intent, ideation, plan, volition, or agency.
The Center for Mental Health Research and Innovation in Treatment Engagement and Service (MH-RITES Center) at the Graduate College of Social Work, University of Houston is an international multidisciplinary research center focused on improving treatment engagement and outcomes for those experiencing mental health concerns. Established in 2017, the mission of the MH-RITES Center is to drive empirically supported and evidence-based innovation that achieves optimal treatment access and engagement in mental health services by individuals and families who need them, specifically in historically marginalized communities. This article describes the history and guiding principles, organizational structure, funding sources, and physical resources of the MH-RITES Center while highlighting completed, ongoing, and future projects supporting the Center's mission.
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