Sleep Health Education to Promote Public Health: Attitudes and Desired Learning Goals among Social Work Students.

Social workers are often front line behavioral health providers for underserved populations, many of whom experience sleep disturbances. Inadequate sleep presents a public health challenge and is associated with many adverse physical health and mental health consequences. Social workers are uniquely positioned to promote sleep health among individuals experiencing health inequities. However, sleep is rarely included as part of the curricula in social work programs in the U.S. We conducted qualitative formative research to investigate social work students' perceptions of sleep education and desired sleep learning objectives. Twenty-five social work students were recruited via a listserv e-mail to participate in one of three focus groups. Participants believed sleep education could be beneficial in promoting client health and well-being. Desired learning goals included: (1) the importance of sleep; (2) identify symptoms of sleep deprivation and sleep disorders; (3) environmental and lifestyle factors that impact sleep; (4) behaviors to promote optimal sleep; and (5) sleep health as it relates to special populations (e.g., homelessness, substance using). Social work students expressed a desire to aquire knowledge on sleep health promotion as part of the social work curricula. Sleep education could be of considerable relevance to social work students, practitioners, and the clients they serve.

"You got to eat, but then what you are eating, it's going to kill you": Living with hypertension while experiencing homelessness.

Heart disease, including hypertension, is a leading cause of morbidity and mortality among persons experiencing homelessness (PEH). PEH exhibit a greater number of modifiable risk factors for hypertension than the general population and are challenged to reach optimal blood pressure control despite receiving medical treatment. This descriptive qualitative study used data collected from three focus groups to explore the barriers and facilitators of self-management of hypertension while experiencing homelessness. Participants discussed co-morbidity, limited food choices, medication issues, stress, and negative health care provider experiences as the biggest barriers toward self-management of hypertension. To address the barriers described above, participants discussed strategies to manage their medications, healthy eating, exercise, social support, and reducing stress. Strategies for health care practitioners and shelter providers to reduce barriers to self-management of hypertension among PEH are discussed.

Social networks of unaccompanied women experiencing homelessness.

This study explored strengths, barriers, and role of social networks among unaccompanied women experiencing homelessness. Twenty women from two local shelters participated in semistructured, face-to-face interviews. A constant comparative analysis revealed 4 themes: support as a coping mechanism, loss of support as a path to homelessness, support as a drain, and support as a way to give. Almost universally, women experienced considerable barriers to housing, including physical health, mental health, substance abuse, or domestic violence. Despite precarious circumstances, women showed optimism, interest, and readiness to move forward and exit homelessness. Most women utilized social networks to cope with their difficult situations. Their networks, however, were limited such that abusive relationships and substance abuse commonly contributed to homelessness and delayed entrance into secure housing. Together with identifying unaccompanied women as a subgroup in the homeless population, targeted interventions can help women capitalize on healthy relationships to promote housing security and well-being.

Systems theory as a framework for examining a college campus-based support program for the former foster youth.

Increased attention to former foster youth pursuing post-secondary education has resulted in the creation of college campus based support programs to address their need. However, limited empirical evidence and theoretical knowledge exist about these programs. This study seeks to describe the application of systems theory as a framework for examining a college campus based support program for former foster youth. In-depth semi-structured interviews were conducted with 32 program stakeholders including students, mentors, collaborative members, and independent living program staff. Using qualitative data analysis software, holistic coding techniques were employed to analyze interview transcripts. Then applying principles of extended case method using systems theory, data were analyzed. Findings suggest systems theory serves as a framework for understanding the functioning of a college campus based support program. The theory's concepts help delineate program components and roles of stakeholders; outline boundaries between and interactions among stakeholders; and identify program strengths and weakness. Systems theory plays an important role in identifying intervention components and providing a structure through which to identify and understand program elements as a part of the planning process. This study highlights the utility of systems theory as a framework for program planning and evaluation.