Leveraging Public-Private Partnerships During COVID-19: Providing Virtual Field Opportunities for Student Learners and Addressing Social Isolation in Older Adults.

While preventive and management measures are important to mitigate the spread of COVID-19, strategies like social distancing can have devastating effects on older adults who are already at risk for social isolation and loneliness. In response, two Colleges of Health Professions (Social Work and Nursing) at a large public University leveraged a partnership with a national health and wellbeing company to address social isolation and loneliness in Houston area older adults during the COVID-19 pandemic. This intergenerational linkage initiative involved 707 older adults and 177 graduate social work and nursing students. This study describes the process of developing a virtual educational opportunity for students while also meeting the needs of vulnerable older adults in Houston, the third largest, and one of the most diverse cities in the U.S. Findings include student/learner outcomes, as well as self-reported improvements in loneliness scores, and unhealthy physical and mental health days among enrolled older adults.

The impact of Strong Families, Strong Communities on relationship functioning in low-income African American and Hispanic individuals: Findings from a federally funded randomized control trial.

Low-income minorities face many complex barriers to building stable and healthy relationships. AVANCE Houston, a non-profit community-based organization in Houston, Texas, developed the Strong Families, Strong Communities (SFSC) program to address such barriers by providing interactive healthy marriage and relationship skills workshops to low-income English- and Spanish-speaking Hispanic and English-speaking African American individuals. Using a randomized control trial (RCT) design with random assignment to the 7-week treatment group (n = 649) or a 12-month wait-list control group (n = 600), we examined the impact of the program on four dimensions of relationship functioning: relationship satisfaction, connectedness, and quality; and conflict resolution, at post-test and then 6 and 12 months later. Using a repeated measure multilevel model with a difference-in-difference impact estimate, we found that all four dimensions of relationship functioning improved with small effect sizes that were larger than those found in previous relationship education programs for low-income individuals (Cohen's d's of 0.18 for relationship satisfaction, 0.24 for connectedness, 0.19 for quality, and 0.20 for conflict resolution). Findings from this study provide evidence of program effectiveness on dimensions of relationship functioning for low-income minorities, comparable to or better than those seen in other healthy marriage program RCTs. The findings of this impact evaluation are promising regarding the impact of programs like SFSC on dimensions of relationship functioning in low-income Hispanic and African American participants.

School and program related factors influencing disclosure among children participating in a school-based childhood physical and sexual abuse prevention program.

BACKGROUND: School-based child abuse prevention programs were created to provide knowledge so that children can recognize abuse, teach skills that decrease children's risk for abuse, normalize the disclosure process, and provide a pathway for children who may be experiencing abuse to report the abuse. OBJECTIVE: The purpose of this study was to explore school and program factors that trainers in a school-based prevention program believed were associated with disclosure among youth from kindergarten through 12th grade. PARTICIPANTS AND SETTING: This study is based on eighteen trainers and administrators who work with the Play it Safe!® school-based program in Dallas-Fort Worth area. METHODS: Using the qualitative case study method, in-depth interviews were conducted. RESULTS: Data analysis revealed three factors that influenced disclosure: school, school personnel, and program features. The school-related factor was time allotted to the training. The school personnel-related factors were disengagement, ambiguity concerning abuse, prior history with children, and professionals' personal history of abuse. Finally, the program-related factors were the core messages of the training, providing specific examples, and repetition of the program. To date, there is a dearth of studies that explore the role that schools and school personnel play in the disclosure process. CONCLUSION: Child abuse has devastating effects on children's physical, social, emotional, and psychological well-being. Understanding more about schools, personnel, and program-related factors that lead to disclosure, which are more amenable to change, is critical to ensuring the safety of children.

Managing and Mentoring: Experiences of Assistant Professors in Working with Research Assistants.

Support from research assistants (RAs) is often framed as a resource to facilitate faculty research productivity, yet most assistant professors have received minimal training on how to effectively make use of this resource. This study collected data from a national sample of assistant professors to examine tasks RAs are asked to perform, satisfaction with RA work, challenges in working with RAs, and lessons learned to be successful. Authors used a sequential mixed-methods design, first conducting a Web-based survey with 109 assistant professors in social work schools with doctoral programs, then qualitative interviews with a subset of 13 respondents who volunteered to talk more about their experiences. Evidence indicated low levels of satisfaction regarding the preparation of students for RA work, particularly among those assistant professors working with first-year doctoral students. Primary challenges included lack of student skills and commitment and sufficient time to supervise and train students. Recommendations include careful assessment of student skills at the start of the relationship and setting clear expectations. Social work programs can improve faculty-RA relationships by training new assistant professors on how to support and manage RAs and training incoming students on basic research skills for their work as RAs.