Rozprawy doktorskie: „Social work training”

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Sibeon, Roger Alan. "A sociological study of the social work profession with special reference to social work education". Thesis, University of Leicester, 1987. http://hdl.handle.net/2381/9734.

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Earlier work by Leonard (1966) and Heraud (1970) in formulating a holistic, comprehensive sociology of social work has been largely overtaken by developments both in sociology and in social work. Current sociological analyses of social work exhibit two distinctive features. First, relative detachment from major recent theoretical and empirical developments in mainstream sociology : second, a tendency to focus not upon the profession as a whole but upon specific, delineated aspects e:g the relation of theory to practice, professionalisation, social work education, professional socialisation, moral-political dimensions of social work, organisational and service-delivery issues, and the relation of social work to the welfare state. This research is addressed to the task of constructing a sociology of social work which draws explicitly upon recent developments in sociology, and which is concerned with the social work profession as a whole including the various components referred to above. These components are shown to collectively comprise the following three perennial and contemporary social work concerns which are empirically inter-related : the relationship of theory to practice, the politics of social work, and professional-organisational aspects including service-delivery issues. Particular though not exclusive attention is accorded to the relative 'centrality' of social work education : the research demonstrates social work education both influences and reflects wider developments throughout the profession and is a key empirical 'site of entry' for achieving a holistic sociological understanding of the social work profession. Much of the material necessarily is concerned with substantive issues in social work per se, but a vital part of the research is critical analysis of controversies surrounding paradigmatically diverse resources available within modern sociology for constructing a theoretically as well as empirically informed sociology of social work.

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Delgado, Araceli. "Social Work Students' View on the Integration of Religion in Social Work". CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/842.

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This study focused on social work students’ views on the integration of religion in social work. This study allowed students to gain knowledge and insight on the importance of discussing religion with clients. The study examined social worker students’ experiences during their involvement in the social work program which looked into how prepared they were in situations where religion was necessary to discuss with clients and other outcomes. Qualitative interviews were conducted with ten participants who discussed their experiences in internships during their involvement within the social work program. Participants were in different years in the BASW and MSW program and were from various ethnicity, age, gender, and specializations. Main findings were that participants believed religion plays a huge role in clients’ everyday lives and that the social work program is not teaching students how to discuss religion with clients during their internships. Another finding was that a few social work students were not prepared to discuss clients’ religious practices. Agency employers also discouraged social work students from discussing clients’ religious practice. This study enhances the social work profession and allow social workers to better service diverse and cultural clients by highlighting the importance of religion in some clients’ lives. The social work profession can improve the quality of service that is given to clients that have a religious practice and can be assessed for appropriate services based on their individual needs. Social work students can learn to integrate this topic into their assessments.

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Fung, Yin-king Helina. "Government training policy of social workers". Click to view the E-thesis via HKUTO, 1989. http://sunzi.lib.hku.hk/hkuto/record/B31975823.

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Downs, Saige. "Master of Social Work Student Perception in Access to Documentation Training in Social Work Programs". CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/471.

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This study explored the Master of Social Work (MSW) student perception of access to documentation training in their program. When a student graduates with a degree, there is an expected level of competency in regards to documentation when entering the field. Currently, there is literature available about the risk of poor documentation and the need for additional documentation training in the field of social work but the literature focusing on the perceptions of the student is very limited. The study contributed to the academic literature on social work documentation by providing awareness of the student perception of where they received documentation training in their graduate program. The research design for this study is qualitative and exploratory due to insignificant literature available. A survey was administered to graduating MSW students through a California State University School of Social Work. The findings suggested that MSW students would benefit from additional clinical documentation training from their MSW program since the student perceptions are there is limited access to training within the program. There are numerous of implications to the field of social work in regards to the lack of documentation training in MSW programs. The absence of training from students may include not having a full understanding of risk management that corresponds with documentation and will have to assume to be ethically responsible for when the student graduates from their program. This can be detrimental to the student’s professional development and can overall create a decrease in the quality of graduating MSW students.

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Dougherty, Berenice, i Nyemal Thuok Chuol. "ACTIVE SHOOTER PREPAREDNESS TRAINING". CSUSB ScholarWorks, 2018. https://scholarworks.lib.csusb.edu/etd/708.

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This study examined the effectiveness of active shooter preparedness training on students for the purpose of assessing whether or not undergoing such training helps ease students’ level of anxiety, sense of preparedness in the event of a mass shooting attack at their California State University campus, or an attack occurring at their place of internship. This data was collected by offering an active shooter training to student participants, facilitated by the Risk Management department, at a large University in Southern California. Following the training, first-year Bachelors and Masters students within the School of Social Work were given a self-administered questionnaire. The questionnaire pertained to student perceptions of anxiety connected to fear of a shooting on campus and/or at their internship placement as well as students' perceptions of the effectiveness of the active shooter preparedness training. The research found that participants, on average, are moderately anxious about the possibility of an active shooter situation at school and their internships. Participants also indicated finding Risk Management’s active shooter preparedness training to be important and useful. Therefore, this study recommends that the California State University provide an active shooter preparedness training to all incoming first-year BASW and MSW students during school orientation.

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Simon, Frances H. "Prison work in the context of social exclusion". Thesis, Brunel University, 1999. http://bura.brunel.ac.uk/handle/2438/6511.

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Social exclusion is a multi-dimensional concept, but for most people an important component of social inclusion is work, meaning paid employment. The harshest form of social exclusion is imprisonment. Yet prisoners are required to work, which raises the question of the relationship between prison work and social exclusion or inclusion. Historically the purposes of prison work have been shifting and various, and in recent decades have been the subject of confusion and ambivalence. Empirical research on prison work in the 1990s suggests that underlying the confusion is the tension between opposing pressures: for social inclusion and social exclusion. In some respects prison work resembles normal work, and some prisoners receive training leading to qualifications which should help them get employment on release. Yet in other respects the prison's requirements to keep the workers captive and to maintain the system prevent inmates' work and training from being a socially inclusive experience. Other matters, like the funding of prisoners' training, reinforce a sense that prisons are separate from the rest of society. Efforts by the Prison Service since the Woolf Report to make prison regimes aid inmates' rehabilitation, i.e. their eventual social inclusion, have been hamstrung by the reappearance of three constraints which dogged progress in former years: an increasing prison population, preoccupation with security, and lack of money. These have arisen from public and political pressure for the social exclusion of offenders. Since 1997 the Labour government has initiated wide policies to promote a more inclusive society, has shown interest in restorative justice, and has given prisons more money for constructive regimes. Yet Labour has also endorsed measures which perpetuate offenders' social exclusion, like the Crime (Sentences) Act and the proposal to allow employers to demand criminal record certificates from all job applicants. Thus the conflict between pressures for social inclusion and social exclusion continues, and the tension is well illustrated by the issues surrounding prison work.

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Wert, Janine Jackson. "Psychological Inoculation and Resiliency Training Program". The Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=osu1406653492.

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Andersson, Thomas. "Managers' identity work : experiences from introspective management training". Doctoral thesis, Högskolan i Skövde, Institutionen för teknik och samhälle, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-1595.

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The study takes its point of departure in the complex relation between “being yourself” and being manager, i.e. the struggle between what one ought to do as a representative of an organizations and what one want to do as a person. Introspective management training constitutes one extreme of focusing on the person in this matter, i.e. managers should develop their own unique leadership style upon “who they are”. The influences on managers from this type of management training are not self-evident considering the complex relation mentioned in the beginning. The study therefore aims at describing how introspective management training influences practicing managers. To reach that aim six managers representing three different organizations were followed during and after their participation in an eight month long introspective management training. For the managers in the study, the introspective training was mainly an arena for identity work. Identity work meant dealing with conflicting identities, elaborating and developing identities, roles and role transitions, and struggling to fit into different discourses, rather than finding the “true self”. The identity process is complex and is influenced both by direct interaction with others “here-and-now” and by the “generalized other”, which goes beyond “here-and-now”. Identity work and role transitions are important parts of management considering the relational aspect of both identity and role. The introspective management training seems to have a potential on the personal level for the managers, but the organizational gain is more doubtful. There is a need of reciprocity during the process to enable an organizational enhancement together with the manager’s personal

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Fung, Yin-king Helina, i 馮嬿琼. "Government training policy of social workers". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1989. http://hub.hku.hk/bib/B31975823.

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Bracey-Rowlett, Tanya L. "Female Correctional Workers:Perceptions of Sexual Abuse Training". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6404.

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Offenders return to the community after having been sexually abused by those who have been entrusted with the responsibility to protect them. The phenomenon of staff-on-inmate sexual abuse has become problematic within the criminal justice system. Research on the topic of sexual abuse in penal institutions reveals a lack of information pertaining to staff-on-inmate sexual abuse, and how correctional workers are trained in that area. Female correctional staff have been implicated in more incidences of staff-on-inmate sexual abuse than their male counterparts. The purpose of this phenomenological study was to explore sexual abuse training received by female correctional staff who were employed in a Mid Atlantic pre-release center, and to examine their perceptions of that training. The study was centered around the Thomas Theorem adopted by William Isaac Thomas. That theory postulates that an individuals' actions are based on how they perceive a situation. Two research questions were addressed relating to sexual abuse training and perceptions of training. Semi-structured interviews were conducted which provided participants with an opportunity to express and describe new ideas relating to the topic. Data were analyzed using the Interpretive Phenomenological Analysis system because of its ability to address subjectivity. This research has revealed that sexual abuse training is developed for correctional staff as a collective and does not differentiate with respect to gender. In addition, it was concluded that correctional staff sexual abuse training lacks intensity and depth in terms of information disseminated. The results of this research will provide criminal justice scholars with information that could prove useful in future studies on the topic of staff -on-inmate sexual abuse.

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Welch, Clarissa, i Nancy Villalta. "ACTIVE SHOOTER PREPAREDNESS TRAINING". CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/886.

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ABSTRACT This research study was conducted to evaluate the effectiveness of an Active Shooter Incident (ASI) training implemented at Southern California University (SCU). The purpose of this study was to assess students’ level of preparedness, anxiety, and knowledge about ASIs. Prior to collecting the data, an officer from the University Police Department (UPD) provided an ASI training for students where they were able to learn about safety procedures. Data was collected from a sample of Bachelor and Master level students within the SCU School of Social Work Department. Participants were given a questionnaire that consisted of questions regarding students’ level of anxiety toward the idea of an ASI occurring at their campus and internship placements. The questions also evaluated students’ knowledge and preparedness resulting from the ASI training. Data collection further determined whether certain aspects of the population such as ethnicity and gender contributed to their levels of anxiety.

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Thomas, Margaret Irene. "A study of education and training for social work with particular reference to the careers of Certificate in Social Service and Certificate of Qualification in Social Work trainees". Thesis, University of Bristol, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.385985.

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Kaunitz, Catrine. "Aggression Replacement Training (ART) i Sverige : - spridning, programtrohet, målgrupp och utvärdering". Licentiate thesis, Stockholms universitet, Institutionen för socialt arbete - Socialhögskolan, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-142439.

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The manual- based prevention program Aggression Replacement Training (ART) is used in treatment of young people with behavioral problems. This thesis is based on two attempts to evaluate ART in Sweden. Using ART as an example, the aim of the thesis is to describe and analyze how a manual-based program is spread and applied within Swedish social services. The aim is also to discuss the conditions for conducting efficacy studies of manual-based programs in regular in-home care and in secure institutional youth care. In addition, the thesis includes a systematic review of existing international and Swedish effect and efficacy studies of ART (Brännström, Kaunitz, Andershed, South & Smedslund 2016). The first sub-study presented in the thesis consists of two different surveys of how and to what extent ART was used within the Swedish municipal social services in 2006 and 2012. The results show that ART has been widely spread within local social services though the program adherence has been low and the variations of ART used in practice have been far from adherent to the original manual-based program. The second sub-study examines and describes the target group of youth receiving ART within the Swedish social services. Results show that program participants are a crime active group but the variation is large in terms of seriousness and extent. According to self-reported data, program participants neither use alcohol or drugs to any greater extent than other peers. Furthermore they seemed to have social skills (interpersonal skills, ability to assert themselves, self-control and empathy) within the normal range for young people of the same age. Roughly one in three participants did not complete the ART training as planned. The third sub-study describes two aborted attempts to carry out efficacy studies of ART within regular in-home and secure youth care in Sweden. A number of factors such as low adherence to the program - which affects the ability to carry out efficacy studies in this research field - are reported and discussed. According to the systematic review of effect and efficacy studies of ART, most international studies show more or less positive results. After checking the quality of the studies and risk for bias, it appears that all of the studies - in varying degrees - have substantial methodological flaws. The scientific evidence is therefore insufficient for drawing conclusions about effects of ART. Finally the results are discussed in relation to contemporary demands and expectations of an evidence-based youth care, in relation to other studies that have been carried out in this field, and in relation to the existing conditions for using manual-based programs in youth care regular practice.

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Tsang, Wing-hong Hector. "The development of an indigenous treatment model of work-related social skills and work-related social skills training for people with schizophrenia in Hong Kong /". Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17311573.

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Vazquez, Melissa. "Infant adoption awareness training program evaluation| A quantitative study". Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1528062.

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The purpose of this quantitative study was to evaluate the effectiveness of the Infant Adoption Awareness Training Program to increase the knowledge of professionals about adoption. The sample consisted of 40 participants who attended the Infant Adoption Awareness training. The pretest was given before the participants began the training and at the end of the training.

The results of this study found the pre and posttest outcomes demonstrated significant increase in the participants' knowledge about adoption. The implications of the findings are that professionals who receive training will understand adoption and will help ensure clients are receiving accurate information. The social work practice and policy implications are discussed as well as recommendations for future research.

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Williams, Wesley. "CULTURAL COMPETENCE TRAINING FROM A MASTER OF SOCIAL WORK STUDENT’S PERSPECTIVE". CSUSB ScholarWorks, 2018. https://scholarworks.lib.csusb.edu/etd/710.

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The Masters in Social Work (MSW) program at California State University of San Bernardino utilizes a substantial portion of lecture hours bringing attention to areas in which racial disparities exist, as well as the negative impact that these racial disparities have on certain cultures and communities. This project focuses on the disparities involving African-American families in the public child welfare system and how cultural competence trainings may impact this overrepresentation. This research project consists of the exploration of past research relevant to this project, which pertains to cultural competence, the overrepresentation of African-American, and trainings on cultural competence. In addition, a 5-point Likert-scale survey focused on the need and effectiveness of cultural competency trainings from a student’s perspective, was completed by CSUSB MSW students. The data was then analyzed using SPSS statistics software employing tests that included frequencies, ANOVA, and a t-test. This project hypothesized that perspectives on cultural competence and cultural competence trainings differed along racial lines, and that there was no significant difference in response based on year in MSW program. Only the latter was support according to the data. This could also be interpreted to mean that students are not receiving much curriculum on cultural competence, which the curriculum is not meaningful enough to change their perceptions, or that students enter the program with fairly favorable perceptions of the importance of cultural competency.

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Watts, Katina. "The effects of anger control training on African-American males". DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1996. http://digitalcommons.auctr.edu/dissertations/646.

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The purpose of this study was to examine the effectiveness of Anger Control Training on African-American males, who exhibit aggressive behaviors in an elementary school setting. It was hypothesed that the students participating in anger management group training would decrease aggressive behaviors. The single system AB research design was used to examine the effectiveness of Anger Control Training as an intervention on each child. The results of the study indicated that for each child a different change took place. For two (2) boys there was a decrease in aggression, two (2) other boys aggression levels increased and one (1) remained the same. The study was conducted over a fourteen (14) week period in which the baseline, intervention and a follow up phase took place.

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Esler, Marian Therese, i res cand@acu edu au. "‘What Should I do?’: a study of social work ethics, supervision and the ethical development of social workers". Australian Catholic University. School of Social Work, 2007. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp152.29052008.

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This thesis explores the ethical development of social workers and the role of supervision in that development. It begins with an examination of the social work context for the study, including the early history of social work and the ways in which it was influenced by the major social and cultural movements of the late 20th century, concluding with a discussion of both the threats posed and the possibilities emerging for social work in the 21st century. It then considers the ethical context for the study. It investigates the ethical theories and traditions that have contributed to the development of social work ethics and the role of professional ethics (including codes of ethics). It then proposes that a pluralist approach to social work ethics is the most appropriate way forward. This is followed by an examination of ethical development and the importance of reflection. Various models of ethical decision-making are compared and an inclusive, reflective model is found to be the most appropriate for social work in terms of both particular dilemmas faced and the overall development of workers as ethical decision-makers. The focus of the thesis then moves to supervision, exploring its history, its central place in social work and some of the problems that can arise for both supervisors and the social workers they supervise. It is argued that the reflection required to develop as ethical decision-makers is most logically located within the relationship and processes of supervision and that supervisors have an important role in guiding that reflection and development. The next part of the thesis describes the qualitative and action research strategies employed and examines the results emerging from the data. Participants in the focus groups were social workers who supervise other social workers, and they each met for two sessions, six months apart. Between the two sessions, they were asked to trial in supervision a framework for reflection on practice. The data emerging from the groups reflected the theoretical development begun in the early chapters, including the importance of reflection and the role of supervision in assisting the ethical development of workers, particularly in terms of deconstructing dilemmas and being able to articulate the reasons for decisions made. The thesis concludes that no one ethical theory is sufficient to support the ethical decision-making required for the practice of social work. Rather, a pluralist approach that allows a dilemma to be considered from a number of theoretical perspectives is more appropriate. Alongside this, an inclusive, reflective model of ethical decision-making reflects that pluralist approach and supports the ethical development of the individual worker. Supervision is vital in guiding the reflection required to make justifiable ethical decisions and to develop as ethical decision-makers.

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Pickering, Amanda. "Work related social skills and vocational training of adults with intellectual disabilities /". Title page, table of contents and abstract only, 1988. http://web4.library.adelaide.edu.au/theses/09ARPS/09arpsp595.pdf.

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Young, Stuart Carter. "School social workers identification training and reporting of suspected child abuse and neglect". DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1988. http://digitalcommons.auctr.edu/dissertations/641.

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This study examined the relationship between child abuse and neglect identification training and the reporting of suspected cases of abuse and neglect by school social workers/visiting teachers and attendance workers in a twenty-two county area in middle Georgia. The State of Georgia's Department of Family and Children Services identifies the area as Region V. A 25-item questionnaire was distributed to the respondents to determine whether a positive relationship existed between training in child maltreatment identification and the number of reports made by respondents to Child Protective Services. The study examined three consecutive yearly time periods. Using the Pearson ‘r’ correlation, it was determined that a significant positive correlation existed for two of the three years under study (1985-86 and 1986-87 school years). Results from the 1987-88 school year did not reflect a significant relationship; however, an analysis of all three school years combined reflected significant results. Recommendations by the researcher for systematized training for school social workers/visiting teachers are made.

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Vaca, Rocio. "Awareness training for child social workers assisting commercially trafficked female youth| A curriculum". Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1569900.

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Female youth all over the world and in the United States are being trafficked for the use of labor or prostitution. Their experiences entail rapes, violence, abuse, and torture while their traffickers reap extensive monetary compensation. These adolescents often times cross the path of child social workers and go unnoticed or do not receive the appropriate level of care due to the lack of knowledge for the experiences of the youth. Therefore, this curriculum will provide awareness training on Commercial Human Trafficking (CHT) for child social workers. The thesis curriculum will offer an introduction to CHT, the trafficking underground system, the abuse and effects experienced by the youth, and the best practices to assist this population. In addition, a cultural competency is included.

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Comer, Joe. "A training curriculum for the Village Life Coach program| A grant proposal". Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1587891.

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The purpose of this project was to write grant proposal to seek funding to support the Village's Life Coach Program. The project aims to train and pay a stipend to a group of 10 Life Coaches. The funding will enable the Life Coaches to receive trainings that can help prepare them to take on a mentor role while also giving them skills to strengthen their recovery. The program has an overall goal to prepare Life Coaches with skills that can help facilitate change with the members they work with and with themselves. This goal will be completed by organizing topics that will be covered in the training, recruiting skilled trainers, and developing materials for the training. To ensure that this training program has fulfilled the overall goal, evaluations will be conducted both during and after the program is complete. Submission of the grant was not a requirement of this project.

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Aparicio, Joseph. "Training for foster parents on commercially sexually exploited children| A grant proposal". Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10011274.

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The purpose of this project was to locate a potential funding source and write a grant to create a training program for foster parents who care for and supervise foster children at-risk of becoming Commercially Sexually Exploited Children (CSEC). The program?s objectives were to bring awareness to foster parents about the risks and challenges surrounding CSEC, prepare foster parents in identifying foster children at-risk of becoming CSEC, and provide foster parents with the resources and support to address the needs of foster children at-risk of becoming CSEC. The Ralph M. Parsons Foundation was selected due to its focus on social impact. The proposed program matched the foundation?s focus on providing services to an underserved and disadvantaged population by preparing foster parents in identifying and addressing the needs of foster children at-risk of becoming CSEC. Actual submission of this grant was not a requirement for this project.

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Swayne, Monica A. "A study of social skills training in the aggression of an adolescent male offender". DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1996. http://digitalcommons.auctr.edu/dissertations/1393.

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The research on the effects of social skills training as an intervention has been viable in addressing aggression in adolescent male offenders. This study proposed that social skills training would decrease the aggression of the subject. The A-B single systems research design was used to examine the effectiveness of social skills training as a treatment on the aggression of an adolescent male. The results indicated a decrease in the severity level of aggression deficit, a positive increase in the subject's overall behavior. The results demonstrate promising evidence on the impact of social skills training programs and promotes the use of social skills training as a cognitive intervention method with adolescent male offenders, within a correctional, aftercare setting.

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Smith, Melissa L. "A study of social skills training and oppositional defiant disorder with a kindergarten student". DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1996. http://digitalcommons.auctr.edu/dissertations/2021.

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A single system research design was used to study the use of social skills training with a child displaying symptoms of oppositional behavior in home and at school. It was found that social skills training reduced oppositional behaviors defined as on-task and off task.

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Sanchez-Lopez, Lizbeth. "Preparing for an evidence-based approach to training and assessing foster (resource) families". Thesis, California State University, Long Beach, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1523206.

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Hundreds and millions of dollars have been spent on training and assessing foster parents, also known as resource parents. However, there is little if any empirical evidence that any particular approach helps child welfare agencies meet the federal Adoption and Safe Families Act (ASF A) requirements for child safety, well-being, and permanency. The purpose of this thesis project was to write a grant proposal to support the implementation of the Child Welfare League of America's (CWLA) PRIDE Model of Practice to develop and support foster (resource) parents at a host agency in Los Angeles County. After implementation and an assessment of the implementation process (Phase 1), the agency/CWLA collaboration will be ready to conduct evidence-based research regarding outcomes (Phase II). Potential funding sources are identified. The actual funding and/or submission of this grant were not requirements for successful completion ofthis academic project.

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Montoya, Karen. "Youth sexual exploitation training curriculum for child welfare service providers| A grant proposal". Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1590136.

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The purpose of this project was to write a grant proposal seeking to fund the development of a curriculum that supports the needs of youth who have experienced or are at risk of, sexual exploitation. The proposal ultimately targets a potential host organization that could sustain and support the development of a curriculum and effectively reach the target population. The curriculum is intended to be used to train child welfare staff and group home service providers about the identifying markers and needs of sexually exploited youth. A literature review details the main causes, the biopsychosocial effects and what is being done to address the problem. Potential funding sources were reviewed. The proposal includes a needs assessment, implementation method, staffing, evaluation and budget narrative. The actual funding and submission of this grant proposal were not requirements for the successful completion of this project.

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Stanley, Sybil S. "The effectiveness of self-control training on a child with a conduct disorder". DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1992. http://digitalcommons.auctr.edu/dissertations/1686.

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Self-control training will decrease the frequency of aggressive behaviors displayed by subject of this paper. Support was found for a decline in the frequency of aggressive behaviors that were sustained for a period of time. However, it cannot be assumed that the intervention was entirely responsible for changes in behavior.

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Cruz, Edwin. "Gang Prevention for Youth through Boxing and Anger Management Training| A Grant Proposal". Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10785298.

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The purpose of this thesis was to write a grant to fund anger management groups for at-risk youth. The groups would be held immediately after the boxing classes currently offered by the city of Hawaiian Gardens. Six sessions are envisioned. Topics would include self-responsibility and accountability for one’s actions inside and outside of the ring, alternatives to conflict, emotion-regulation skills, and coping with triggers. The goals are to enhance anger management skills, develop positive social skills, and decrease the risk for aggressive behavior and delinquency. In turn, this is expected to reduce the risk for gang membership.

The city of Hawaiian Gardens would be the host agency for this program. The funding source selected was the city of Hawaiian Gardens in conjunction with the Board of State and Community Corrections.

Based on the review of the literature, pairing a gang prevention program with sports has the potential to engage at-risk youth and deter them from the gang culture. The proposed program is expected to provide at-risk youth in the disadvantaged community of Hawaiian Gardens with a positive alternative path in life.

The actual submission of the grant proposal was not required as part of the thesis project.

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Zhang, Yi. "A Grant Proposal for Mindfulness-Based Self-Care Training for Child Welfare Workers". Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10263621.

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The core of this proposed grant is implementing a mindfulness-based self-care training program for child welfare professionals working for Families Uniting Families, a non-profit foster care agency located in Long Beach, California. Through practicing mindfulness-based self-care, the child welfare workers at FUF will gain mindfulness skills to prevent and combat compassion fatigue.

The grant writer reviewed literature on compassion fatigue and mindfulness-based interventions in the helping profession. The grant writer made a case for the effectiveness of a mindfulness-based curriculum to reduce and prevent compassion fatigue for child welfare workers. After searching for potential funding sources, the grant writer located the Weigngart Foundation as the most potent funder.

The actual submission of the grant proposal is not a requirement for the completion of this thesis.

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Link, Justa. "Shortage of Licensed Independent Social Workers With the Training Supervision Designation". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5496.

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There is a shortage of Licensed Independent Social Workers with the Training Supervision Designation (LISW-S) in a county in rural Ohio. If there are not enough LISW-Ss, social workers may not have the ability or opportunity to work independently or gain the supervision needed to become more competent in specific areas of practice. The purpose of this project was to gain a better understanding of why some social workers in rural Ohio decide not to pursue an LISW-S credential, as well as whether there are resources or incentives that might prompt individuals to pursue this credential. This action research project was grounded in systems theory, which helped in identifying interactions among systems that may influence an individual's decision to become an LISW-S. Purposive sampling was used to recruit participants (N = 5) from the Ohio Counselor, Social Worker, and Marriage and Family Therapist Board. A focus group was conducted to gather data from Licensed Social Workers. Participants mentioned they did not pursue the credential due to age, their employers not requiring it, being unaware of the added value, and because acquiring the credential was not a personal or a familial priority. The findings from this study may support positive social change at practice and policy levels by helping social workers overcome barriers to achieving the LISW-S credential, which could result in more competent, well-trained social workers who can provide valuable services to consumers. Further research on this topic is suggested to test the possible solutions provided by the participants and the findings of the study.

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Carello, Janice. "Retraumatization during MSW Training| A Trauma-Informed Narrative Approach". Thesis, State University of New York at Buffalo, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10823893.

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Despite movement toward integrating trauma and trauma-informed care into the clinical training curriculum in general and the social work curriculum in particular, there is scant research on retraumatization during training. The purpose of this study was to describe and analyze narratives gathered from MSW program students, course and field educators, and staff about situations during training that were perceived as retraumatizing in order to better understand the complex problem of retraumatization during social work training. A web-based qualitative survey was used to collect responses. Narrative and positioning analysis of data from the full sample (n=186) and narrative subsample (n=43) yielded results that fit under four major categories: prevalence, sources, severity, symptoms, and impact; situations that are perceived as retraumatizing; repositioning strategies and positioning types; and what can be learned from growth narratives. Findings from this study help to improve our understanding of retraumatization during training and help to further development of trauma-informed educational principles, practices, and policies which can be used in a variety of educational settings.

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Suggs, Jacquelyn E. "The effectiveness of positive self-image training on single Black female heads of household". DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1986. http://digitalcommons.auctr.edu/dissertations/1538.

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The following study was developed to examine the factors, when present in the lives of low-income individuals, equal dependency, i.e., education level, employment history, number of children, and what can be done to change these factors. The research effort sought to prove that introduction of the independent variable (Positive Self-Image Training) into a self-help program would enable a select group of women to reach a level of relative self-sufficiency. The research design used was quasi-experimental. The population under investigation was a group of single black female heads of household, age 18 and older, participating in a government sponsored self-sufficiency program in Atlanta, Georg ia. A standard self-concept test, Tennessee Self Concept Scale, was administered to 20 single black mothers before and after positive self-image training. The anticipated outcome was formulated in the hypothesis: "A select number of Project Self-Sufficiency participants who receive positive self-image training will show a measurable difference in terms of improved self-concept over the participants who only receive the prescribed treatment." The major findings of the study showed that the experimental group improved in terms of self-concept while the control group showed little or no change. Although the quantitative outcomes were smaller than anticipated, the qualitative outcomes more than supported the general hypothesis of the study.

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Chan, Yiu-kwan, i 陳耀坤. "A study of specialized social work practice and related training needsin Hong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B31247775.

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35

Bayley, Kenneth Stephen. "Overcoming barriers to post-qualifying social work education and training : the candidate speaks". Thesis, University of Southampton, 2009. https://eprints.soton.ac.uk/66057/.

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In this practitioner based inquiry I have taken the findings of previous studies and explored in greater depth the reasons why some qualified registered social workers are reluctant to undertake further post-qualifying study. This timely research coincided with the introduction of a new General Social Care Council (GSCC) post-qualifying framework aimed at increasing the number of social workers and their employers engaging in continuing professional development (CPD). Currently the GSCC estimated that between 10-12% of social workers have achieved a post-qualifying award (GSCC, 2006). To assist the readers understanding of the nature of post-qualifying social work education and training a review of contemporary literature and policy guidance introduces this research study. Using primarily qualitative methodologies I gathered data from three distinct sample groups of registered social workers currently undertaking post-qualifying training or recently completed their PQ awards at a number of south coast Universities. I adopted a three-stage structured approach, using questionnaire, interviews and focus groups as data gathering tools. My analysis and interpretation focussed on giving voice to respondents 'lived' experience and to provide authentic evidence for presentation to representatives of higher education, employers and training bodies involved in the planning, design and delivery of the new PQ framework. A comparison of other social welfare professions was used to benchmark CPD polices and requirements across social work, nursing and teaching. My findings demonstrated correspondence with a previous much larger research study funded by Skills for Care at the Centre for Health and Social Care research, Sheffield Hallam University. This research contributes to the continuing debate on the promotion of post-qualifying social work education and training and makes recommendations on possible tried and tested success factors, human resource strategies and the need for leadership from national bodies.

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Starks, Dakira S. "A study of the effects of social skills training on self-esteem of maltreated children". DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1995. http://digitalcommons.auctr.edu/dissertations/1942.

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Villa, Juan. "Multicultural Training for Mental Health Professionals Working in the Juvenile Justice System". Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10265291.

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The juvenile justice system provides a multicultural arena for mental health professionals who are interested in working in forensic social work. This curriculum aims to demystify cultural competence and highlights the importance of adapting multicultural perspectives and theoretical approaches to increase knowledge, awareness, empathy and respect for the diverse cultures of juvenile offenders. This curriculum is intended to train professionals on how to facilitate cross-cultural communication within the juvenile justice system, and establish a multicultural environment in the workplace. Most importantly, it will explore the nature of the juvenile justice system, analyze cultural competence models and integrate both domains to enhance the assessment and treatment of young offenders.

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Bersing-Steiner, Tammy. "Mindfulness meditation training for adults with ADHD| A grant proposal". Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10024092.

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The purpose of this thesis project was to write a grant proposal to secure funding for a mindfulness meditation training program for adults diagnosed with attention-deficit/hyperactivity disorder (ADHD) at Venice Family Clinic in Venice, California. A literature review was conducted to examine topics related to ADHD including the unique and challenging experiences of adults with ADHD. The purpose of the proposed program was to increase knowledge in participants about ADHD, improve their mindfulness skills, reduce their ADHD symptoms, and improve their perceived well-being. The Ralphs M. Parsons Foundation was chosen for the proposed grant funding. The actual submission or funding or this grant proposal was not a requirement for the successful completion of the project.

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39

Chan, Yiu-kwan. "A study of specialized social work practice and related training needs in Hong Kong /". [Hong Kong : University of Hong Kong], 1987. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12341630.

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40

Hörnquist, Miranda, i Nicole Stula. "From global North to global South : A qualitative study about Swedish social work students' international field training in South Africa". Thesis, Linnéuniversitetet, Institutionen för socialt arbete (SA), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-79780.

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In light of globalization, international social work from global North to global South is accelerating and the emphasis from Swedish universities on international experience among students has increased. Various scholars problematize the domination of the global North as theories and practice have historically been unquestionably transformed from so-called developed to developing countries. Since the Western knowledge can be seen as the norm worldwide, international social work practice can have a negative impact on the local people, culture and knowledge if not adapted to the local context. The aim of the study was to explore to what extent Swedish social work students are prepared for field training abroad. This by exploring Swedish social work student’s experiences of their field training in South Africa. Further, the study aim was to increase our understanding of how the background as a Swedish social work student influences the field training in South Africa. The idea of the study is also to explore how South African social welfare workers relate and conceive Swedish social work students at their social welfare organization. In order to explore this subject, the study was based on fifteen semi-structured interviews with both Swedish social work students doing field training in South Africa and South African social welfare workers supervising Swedish students. Our study reveals that Swedish students doing field training in South Africa are not prepared academically in order to conduct field training abroad. Furthermore, the students expressed that the social work education lacked in terms of support, supervision and preparations for international field training. Our result indicated that students are given a high status and are seen as professionals by South African social welfare workers. Further, this study shows an indistinct relation between who is educating and who is learning among Swedish students and South African supervisors. This as a result of the power of whiteness and the view of the student’s as professionals with valuable knowledge. Our analysis has revealed, according to postcolonial theory and the concept of white privilege, signs of a continuation of historical colonial power relations and a distinction between “we” and “them”. However, international social work is a complex phenomenon and additional research is needed to unpack this subject further.

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41

Collins, Elizabeth. "Aging with autism| A professional staff training program for nick's community| A grant proposal project". Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1582855.

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Individuals diagnosed with autism face multiple challenges especially when aging out of the public school system, such as finding a job or a place to stay while their parents are at work. A day program is a service, which can provide support for individuals with autism. The purpose of this project was to write a grant proposal for the implementation of a professional staff training program at Nick's Community, which is a nonprofit day program. The major components of the proposed training program are conducting new and ongoing training to the staff at Nick's Community through workshops, small group activities, and hands-on participation. The submission for funding of this grant was not required for the successful completion of this thesis grant-writing project. Implications for social work research and practice are included.

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42

Whitaker, Kenneth D. "The effects of social skills training in reducing behavioral indicators of anxiety in adult male schizophrenics". DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1998. http://digitalcommons.auctr.edu/dissertations/627.

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The purpose of this study was to determine the degree to which social skills training was effective in reducing anxiety in male mental health clients diagnosed with schizophrenia. This study is important because it attempts to fill the current literature gap regarding treatment interventions for males diagnosed with schizophrenia. The study consisted of fifty adult male patients (N=50) between the ages of 18-55 with a diagnosis of schizophrenia. To test the effectiveness of social skills training, the participants were systematically random selected and placed in one of two groups. Group one (the control group) consisted of twenty-five males diagnosed with schizophrenia. Group two (the experimental group) consisted of twenty-five males diagnosed with schizophrenia. The experimental group received the treatment intervention of social skills training while the participants from the control group received nothing. Anxiety was measured through specific behaviors and direct behavior observation was used to collect information on the behaviors. Results of the T-test analysis revealed that there were statistically significant differences between the experimental and control group at posttest phase. Those in the experimental group showed more significant reduction on anxiety than the controls, indicating that social skills training was effective in reducing anxiety. Implications for future research and social work practice also are discussed.

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Ivry, Joann S. "Social service agencies and family members : an attempt at partnership through training of family members as case managers /". The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487259125221608.

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44

Rein, Megan. "Applied Behavior Analysis training for after-school staff| A grant proposal". Thesis, California State University, Long Beach, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1524151.

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The purpose of this project was to develop a grant and identify potential funding sources to fund a staff training program at the Young Men's Christian Association (YMCA) of South East Ventura County to increase staffs knowledge of Applied Behavior Analysis (ABA) techniques when working with children diagnosed with Autism Spectrum Disorders (ASD) in after-school settings. A comprehensive review of the literature was completed to build knowledge about the need for after-school programming, the benefits of participating in after-school programs, the benefits of inclusion for children diagnosed with ASD, and ABA interventions. The Amgen Foundation was selected as the ideal funding source for this project. This training program targets employees working in the after-school programs at the YMCA of South East Ventura County. Submission and/or funding were not a requirement for the successful completion of this project.

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45

Tsang, Hector W. H., i 曾永康. "The development of an indigenous treatment model of work-related social skills and work-related social skills training for people withschizophrenia in Hong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31235360.

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46

Sails, Kimberli D. "A study of the effects of social skills training on self-esteem in an adolescent foster child". DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1998. http://digitalcommons.auctr.edu/dissertations/2323.

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Of social skills training en self-esteem in adolescent foster youth utilizing the 10-item Rosenberg Self-Esteem Scale. The subject for this research was a 17 years old African American male in foster care. This study hypothesized that social skills training, framed in cognitive restructuring, would increase the subject's level of competence, (efficacy) and would result in a heightened sense of self-esteem. The findings of this study concluded that social skills training was effective in increasing overall self-efficacy and self-esteem. The length of time, for cc baseline and intervention might have yielded different results.

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Miga, John Michael. "The effects of a social problem-solving skills training intervention on problem-solving appraisal in aggressive adolescents /". The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487849377294792.

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Mansukhani, Ma Chi-fun Gigi. "Pre-service training course for student guidance officers : a proposal /". [Hong Kong : University of Hong Kong], 1987. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12341472.

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Espinoza, Linda T. "A training program for mental health professionals regarding older adults with substance use disorders| A grant proposal". Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1586154.

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Mental health professionals are increasing in the United States; however, research has shown that they continue to lack the tools to deliver age-appropriate services to older adults who suffer from substance use disorders. The proposed project is a short-term training program for mental health professionals employed by Pacific Clinics. The project aims to improve their overall direct service expertise by training clinicians on evidence-based treatments that include motivational interviewing, cognitive behavioral therapy, Brief Intervention and Treatment for Elders (BRITE), and Prevention BINGO. This proposed training will be hosted at the Pacific Clinics Training Institute in Pasadena, California. This agency provides strength-based perspective to deliver quality, evidence-based behavioral and mental health care services to the community. The actual submission and/or funding of the grant was not required to successfully complete this project.

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Suggs, Jaquelyn E. "Acquired immune deficiency syndrome education and training: effects on shelter workers' attitudes toward homeless persons with AIDS". DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1989. http://digitalcommons.auctr.edu/dissertations/1829.

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Persons with AIDS have joined the ranks of the homeless as a result of housing evictions and loss of employment. For many of them, shelters are their only viable option. However, persons with AIDS have received negative treatment in shelters from shelter workers who are fearful of catching the disease. The purpose of this study was to determine the impact of AIDS education and training on three dimensions: knowledge, fear and moral judgement. This study examined the responses of 40 shelter directors and service providers to the Shelter Director.s and Service Providers Survey immediately before and after a 60 minute educational program on AIDS. Survey respondents, representing 55 shelters in Atlanta, GA, were primarily black females ranging in ages 20 to 65. Ttests and frequency analysis were computed for each of the dimensions. Results showed no significant differences between pre and posttest scores on all dimensions. Implications for shelter directors and social workers are also included.

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