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This study explores the ways in which LGBTQ young adults describe the aspects of their identities, and how those identities shape their service needs and experiences. A participatory action research component was explored as a research and service approach that is sensitive to LGBTQ young people living at the intersections

This study explores the ways in which LGBTQ young adults describe the aspects of their identities, and how those identities shape their service needs and experiences. A participatory action research component was explored as a research and service approach that is sensitive to LGBTQ young people living at the intersections of multiple identities. Although it is understood that LGBTQ young people come from a variety of backgrounds, research is limited in its understanding and exploration of how aspects of identity, such as race and class, influence the lives and service needs of this population. The data was collected through an initial set of interviews with fifteen LGBTQ-identified young adults ages 18 to 24. The interviewees were recruited from an LGBTQ youth-serving organization using a purposive sampling approach to reflect racial/ethnic and gender identity diversity. Following the interviews, eight of the participants engaged as co-researchers on a participatory action research (PAR) team for sixteen weeks. The process of this team's work was assessed through a reflective analysis to identify factors that impacted the participants' lives. Analysis of the interviews identified key themes related to identity among the LGBTQ young people. The interviewees experienced a multiplicity of identities that were both socially and individually constructed. These identities were impacted by their immediate and social environments. The young people also identified ways that they used their identities to influence their environments and enhance their own resilience. The service experiences and needs of the LGBTQ young people in this study were directly influenced by their multiple identities. Implications for intersectional approaches to serving this population are explored. Analysis of the PAR process identified four areas in which the young people were most impacted through their work and interactions with one another: relationships, communication, participation, and inclusion. Implications for research and service approaches with LGBTQ young people are discussed.
ContributorsWagaman, M. Alex (Author) / Segal, Elizabeth A. (Thesis advisor) / Adelman, Madelaine (Committee member) / Ayón, Cecilia (Committee member) / Arizona State University (Publisher)
Created2013
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Description
There are a number of factors known to influence the occurrence of child maltreatment, including parental history of child maltreatment. Youth aging out of the foster care system have been shown to experience a number of challenges associated with the transition to adulthood, including early unintended pregnancy and parenting. However,

There are a number of factors known to influence the occurrence of child maltreatment, including parental history of child maltreatment. Youth aging out of the foster care system have been shown to experience a number of challenges associated with the transition to adulthood, including early unintended pregnancy and parenting. However, despite the presumed risks associated with being in foster care and having a history of child maltreatment, very little research has been conducted to examine the parenting attitudes among youth aging out. This study explored the parenting attitudes and parental risk of child maltreatment among youth aging out of foster care in Arizona and examined the relationship between relational support and parenting. Foster youths' parenting attitudes and parental risk of child maltreatment across five constructs: parental expectations, parental empathic awareness of children's needs, beliefs regarding the use of corporal punishment, parent-child roles, and children's power and independence were assessed. Linear regression analyses were conducted to assess the relationship between youths' perceived social support from friends, family, and significant others and their parenting attitudes and youths' current living arrangements and their parenting attitudes. Findings indicate that youth had lower than the median normed sample scores on two out of the five parenting constructs, parental empathic awareness of children's needs and parent-child roles. Overall, 17% of youth in the sample were considered high risk of child maltreatment as parents, while 79% were considered medium risk. Perceived social support from friends was significantly associated with higher scores regarding youths' attitudes about the use of corporal punishment and children's power and independence. Youth living with foster parents had significantly higher scores than youth living on their own across three out of the five parenting attitude constructs. Youth living with relatives had higher scores than youth living on their own on the empathic awareness of children's needs parenting construct. Findings suggest that youth may rely on friends for social support and may develop more nurturing parenting attitudes if residing with foster parents or relatives. Implications for policy, intervention, and practice are discussed.  
ContributorsGeiger, Jennifer Mullins (Author) / Segal, Elizabeth A. (Thesis advisor) / Gerdes, Karen E. (Committee member) / Lietz, Cynthia A. (Committee member) / Arizona State University (Publisher)
Created2014
Description
The current study sought to reevaluate Cass' Theory of sexual identity formation in terms of lesbian identity development over the past twenty years and how media acts as mediation in lesbian identity development. Ten semi-structured interviews were conducted with only nine useable transcripts analyzed for this thesis. This study is

The current study sought to reevaluate Cass' Theory of sexual identity formation in terms of lesbian identity development over the past twenty years and how media acts as mediation in lesbian identity development. Ten semi-structured interviews were conducted with only nine useable transcripts analyzed for this thesis. This study is an explanatory investigation into linear stage theory, specifically Cass' theory, as well as the impact of media as a mediator during lesbian identity development. This study had three objectives 1) to gain an understanding of the theory and its components related to lesbian identity development 2) to understand the lesbian identity formation process and 3) to understand the impact and influence if any, media has had on lesbian self-reported identity development. Qualitative methods were used to obtain information and analyze the responses. Results indicate that the participants in this study believed that the coming out process was important. This study's results showed that several of the participants entered each stage of the theory, while others did not. Media had little influence on the identity development, and the participants had mixed reviews of medias portrayal of lesbians. Implications for practice and further research are discussed.
ContributorsHaseley, Hilary (Author) / Lacasse, Jeffrey R (Thesis advisor) / Segal, Elizabeth (Committee member) / Rounds, Tamara (Committee member) / Arizona State University (Publisher)
Created2011
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Description
In response to the need to accurately define group home types, this dissertation focused on providing a clear and distinct definition of the types of group home care, an articulated understanding of the role of group home staff, and an awareness of the impact individuals working in group homes have

In response to the need to accurately define group home types, this dissertation focused on providing a clear and distinct definition of the types of group home care, an articulated understanding of the role of group home staff, and an awareness of the impact individuals working in group homes have on the lives of the youth they serve and their influence on the group home environment. Using the qualitative research method Grounded Theory, ten in-depth interviews were conducted with staff who both currently work in group homes, and staff who have left the group home environment. The research question was “What is the influence of group home staff on the ecological environment of the group home?” Ecological framework was the overarching theory, and participants were asked questions regarding their relationships with youth and their impressions of staff impact within the group home. Data analysis influenced by Grounded Theory produced 5 themes: Walking into the unknown, in loco parentis with two sub- themes consanguinity and group home as a home, engagement with two sub- themes of staff/staff engagement and staff/youth engagement, staff impact on youth, with three sub-themes, managing transitions, loss and boundaries, and the final theme of supervisor support. The results indicate that staff do have an impact on the group home, both positive and negative. Also, the group home operates as an intricate ecological environment containing relationships and interactions that influence multiple internal systems. Currently there is a gap in the literature as it relates to clarity within definition of care settings. This dissertation provided a clear definition for the chosen research environment, non-locked, non-therapeutic group home. The results of this dissertation have implications for group home agencies and more broadly child welfare agencies and child welfare social workers in regard to hiring practices, training and supervision. This dissertation provides a springboard for a future research on the ecological group home environment and the people who work there and are responsible for the care of vulnerable children.
ContributorsHaseley, Hilary (Author) / Segal, Elizabeth (Thesis advisor) / Anthony, Elizabeth (Committee member) / Ayón, Cecilia (Committee member) / Arizona State University (Publisher)
Created2018
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Description
The development of online program options in higher education has prompted the discussion of how well the modality fits the nature of social work education and the Council on Social Work Accreditation (CSWE) educational standards. To examine the relationship between online education and social work education, this research study focused

The development of online program options in higher education has prompted the discussion of how well the modality fits the nature of social work education and the Council on Social Work Accreditation (CSWE) educational standards. To examine the relationship between online education and social work education, this research study focused on empathy. Conceptualized as the ability to share and understand the feelings of others, empathy is at the core of social work education and practice. The primary purpose of this research study was to examine whether the cultivation of interpersonal empathy and social empathy changes by in-person and online education. An ongoing debate centers on the effectiveness of online instructional delivery in the virtual environment, as compared to in-person instruction in a physical classroom. Therefore, it is valuable to examine if the level of empathy scores for students changes from the beginning to the end of a Master of Social Work (MSW) degree program at Arizona State University, according to the mode of instruction, online versus in-person. Among the sample of 185 participants in the pre-test survey and 86 participants in the post-test survey, empathy levels were examined by time (pre-test to post-test) and by mode of instructional delivery (online versus in-person). To better understand the constructs and the relationship among the variables, critical theory was applied. In addition, the pedagogical theories of andragogy, transformative learning, and the Community of Inquiry model were informative. Findings revealed that the empathy survey instrument had high reliability, the levels of empathy increased for MSW students over time, and students’ empathy levels did not differ by in-person versus online modes of instruction, with the exception of the social empathy component of contextual understanding. The study findings have implications for social work education and future research. These implications highlight the need to explore how to best cultivate empathy in social work education, while continuing to examine the association of the mode of delivery with educational outcomes important to the profession of social work.
ContributorsReyes, Melanie S (Author) / Segal, Elizabeth A. (Thesis advisor) / Anthony, Elizabeth (Committee member) / Adelman, Madelaine (Committee member) / Arizona State University (Publisher)
Created2021
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Description
There are federal mandates attached to funding for behavioral health programs that require the use of evidence-based treatments (EBTs) to treat mental health disorders in order to improve clinical outcomes. However, these EBTs have not been constructed with American Indian/Alaskan Native (AI/AN) populations. There are over 340 EBTs, and only

There are federal mandates attached to funding for behavioral health programs that require the use of evidence-based treatments (EBTs) to treat mental health disorders in order to improve clinical outcomes. However, these EBTs have not been constructed with American Indian/Alaskan Native (AI/AN) populations. There are over 340 EBTs, and only two outcome controlled studies have demonstrated effectiveness with AI/AN populations to treat mental health disorders. AI/AN communities often have to select an EBT that is not reflective of their culture, language, and traditions. Although EBTs are frequently used in AI/AN communities, little is known about the adaptation process of these interventions with the AI/AN population. For this study, a qualitative design was used to explore how American Indian behavioral health (AIBH) organizations in the Southwest adapted EBTs for cultural relevancy and cultural appropriateness. One urban and two tribal AIBH programs were recruited for the study. Over a six-week period, 24 respondents (practitioners and cultural experts) participated in a semi-structured interview. Transcripts were analyzed using the constant comparative analysis approach. As a result, four themes emerged: 1) attitudes towards EBTs, 2) how to build culturally competent clinical skills, 3) steps to adapt EBTs, and 4) internal and external organizational factors required to adopt EBTs. The four themes identify how to build a culturally responsive behavioral health program in Indian country and are the purview of this dissertation.
ContributorsPoola, Charlene (Author) / Segal, Elizabeth A. (Thesis advisor) / Mitchell, Felicia M. (Thesis advisor) / Oh, Hyunsung (Committee member) / Arizona State University (Publisher)
Created2020