Suchergebnisse

Evidence supporting the higher prevalence of PTSD linked to combat-related trauma in military personnel and veteran populations is well-established. Consequently, much research has explored the effects that combat related trauma and the subsequent PTSD may have on different aspects of relationship functioning and adjustment. In particular, PTSD in military and veterans has been linked with perpetrating intimate partner violence (IPV). New research and theoretical perspectives suggest that in order to respond effectively to IPV, a more accurate understanding of the direction of the violence experienced within each relationship is critical. In both civilian and military populations, research that has examined the direction of IPV's, bi-directional violence have been found to be highly prevalent. Evidence is also emerging as to how these bi-directional violence differ in relation to severity, motivation, physical and psychological consequences and risk factors. Of particular importance within military IPV research is the need to deepen understanding about the role of PTSD in bi-directional IPV not only as a risk factor for perpetration but also as a vulnerability risk factor for victimization, as findings from recent research suggest. This paper provides a timely, critical review of emergent literature to disentangle what is known about bi-directional IPV patterns in military and veteran populations and the roles that military or veterans' PTSD may play within these patterns. Although, this review aimed to identify global research on the topic, the majority of research meeting the inclusion criteria was from US, with only one study identified from outside, from Canada. Strengths and limitations in the extant research are identified. Directions for future research are proposed with a particular focus on the kinds of instruments and designs needed to better capture the complex interplay of PTSD and bi-directional IPV in military populations and further the development of effective interventions.

This is the first book to focus on the scope of social work practice within military settings from an international perspective, and therefore addresses what has been a significant gap in the literature. Given the critical support needs of military personnel and their families worldwide, and the expanding role of social work in responding to these needs, this book offers a comprehensive global understanding of the common military social work (MilSW) practices with active duty military service members and their families, as well as the forms of practice and approaches that are unique, or potentially transferable across nations. Based on a systematic inquiry conducted by the Editors, there are at least 25 countries that have social workers working directly within their countrys military in either a civilian or uniformed capacity, or both. This book includes contributions from experts in Australia, Canada, Denmark, Finland, Ireland, Israel, the Netherlands, New Zealand, South Africa, the UK, and the USA, who describe various aspects of the MilSW role within their country and the research that informs what military social workers do. The MilSW similarities and differences among these countries are highlighted, including developmental milestones, practice settings, practice orientation and approach, ethical dilemmas, military to veteran transition support, and past and current challenges. Experts from countries that do not yet have MilSW but are interested in developing it (Japan, Ukraine) or are in the process of establishing this area of practice (Slovakia), also contribute chapters about these developments and the evidence base that supports this direction. Military Social Work Around the Globe is a valuable resource for social work programs and essential reading for instructors and students in MilSW electives and specializations. It is also pertinent reading for occupational social work and international social work courses. In addition, this book is an important source of information for military social workers who would like to gain insights into existing programs and the possibilities for international collaboration, and for countries interested in developing MilSW.

Schools of social work are increasingly developing online courses and programs. While the majority of research comparing online and face–to-face courses has found equivalent outcomes, skepticism still exists, particularly about the ability to teach practice courses effectively online. This study adds to the growing body of research within social work that specifically examines the comparative effectiveness of online and face-to-face practice courses. Using an anonymous survey, 23 face-to-face and 12 online students enrolled in two separate sections of social work generalist practice rated the quality of the learning environment, the extent to which the course objectives were met, and the effectiveness of the teaching strategies from the students' perspective. In addition, scores on assignment rubrics and student course evaluations were also compared. Results indicate no significant differences in learning outcomes as measured by assignment rubric scores, student perceptions of the extent to which learning objectives were met, the quality of the learning environment, and the effectiveness of five of the six teaching strategies used. We recommend that research moves beyond determining if online practice courses are as effective as face-to-face courses, and instead focus on a closer examination of the factors responsible for teaching effectiveness.

The COVID-19 pandemic focused attention on the high levels of occupational stress experienced by frontline and essential workers. Occupational stress is also not unique to these workers as demonstrated by the consistently high rates of suicide within certain occupational groups. Occupational social work is the specialized field most suited to address the needs of workers under stress, yet it has been in decline in the United States since the 1990s. The factors contributing to this decline are put forward, including managed care, the dominance of the advanced clinical social work license, and the lack of a social work presence in occupational stress effectiveness research. The implications for practice regarding the actions that can be taken by the profession to revive this field and be more responsive to vulnerable workers are discussed.

American adolescents are at high risk for infection with human immunodeficiency virus (HIV)—the virus that causes AIDS—and for the acquisition of sexually transmitted diseases (STDs). Given the seriousness of these health problems, interventions for preventing HIV and other STD infections among adolescents are needed. Although behavioral science theories offer promise, effective interventions for preventing HIV and other STD infections have not been developed. To fill gaps in scientific knowledge and foster the development of preventive interventions, new strategies are needed to reach, attract, and intervene with adolescents. Such strategies must be sensitive to the differences between adult and adolescent populations, target adolescents in school settings, and involve youths' families and communities. We address the need for such multicomponent, school-based interventions to prevent HIV and other STD infections. Drawing from our own and others' work, we review theory and empirical knowledge to support preventive interventions for youth at risk for HIV and other STD infections. We then detail a school-based intervention that is being empirically tested to determine its effectiveness in preventing HIV and other STD infections among students.