A proposed evolution of immigration model applied to the United States, Germany, and Russia.

This exploratory study proposes a model for examining the evolutionary nature of immigration policy, the Cappiccie Lawson Evolution Immigration Model (CLEIM). The model was applied to the United States, Germany, and Russia to provide a broad variety of immigration policy history. CLEIM, as applied to the United States, examined policy from 1882 to the present. CLEIM, as applied to German policy, examined policy from World War II to the present and Russian policy from post-Communism to present. Section I of this paper presents the proposed Cappiccie Lawson Evolution of Immigration Model (CLEIM). Sections II, III, and IV apply CLEIM to the United States, Germany and Russia immigration policy. Section V explores the commonalities between the United States, Germany, and Russia. This comparison enhances the understanding of similarities and differences in immigration policy change and implementation cross-culturally. In addition, this comparison section aids in understanding the influence of world events on change. Suggestions for the use of viewing immigration theoretically are addressed. The strengths of weaknesses of CLEIM are addressed and suggestions for the future use of this model are provided. Section VI explores the role of social work in immigration and immigration policy in the past and suggests ideas for future profession involvement

Using Critical Race Theory to Analyze How Disney Constructs Diversity: A Construct for the Baccalaureate Human Behavior in the Social Environment Curriculum

Utilizing the basic tenets of critical race theory, the authors draw upon the expertise of multicultural scholars to raise consciousness and facilitate BSW classroom dialogue about microagressions perpetrated in Disney animations. Microaggressions pervade our media partly because they typically operate outside the thresh-old of the dominant culture’s conscious awareness. Our main consciousness-raising method is to expose social work students to microagressions depicted in Disney animations and then use the classroom as a counterspace to process the experience. We note that utilizing critical race theory to become conscious of microaggressions within Disney animations is the first step toward eradicating them

Barriers to Implementation of a Technology-Based Mental Health Intervention in a Rural Setting

This study utilized qualitative focus groups with rural health providers and patients to explore barriers to implementation of a technology-based mental health intervention for the treatment of depression in a primary care setting. A randomized controlled trial (RCT) was implemented in both urban and rural primary care practices to test the feasibility and effectiveness of computerized cognitive behavioral therapy (CCBT) for depression. Early implementation identified lower rates of willingness to participate in the intervention by rural patients. Subsequently, focus groups were conducted with rural providers and patients to explore barriers to participation and strategies to overcome these barriers in future implementation efforts. Two focus groups of five to seven participants each were conducted to understand patient experiences. Groups lasted approximately one hour and were recorded and transcribed for coding purposes. Key themes identified about barriers to use of CCBT by rural patients emerged included: 1) technical barriers, 2) stigma, 3) distrust of outsiders, 4) effort/motivational barriers, and 5) staff resistance/frustration. Conversely, several positive themes related to supports for CCBT also emerged, including: 1) readiness to change/symptom severity, 2) program supports and incentives, 3) clinician support, 4) components of the intervention, and 5) individual patient characteristics

Lessons Learned From Using Adobe Connect in the Social Work Classroom

Adobe Connect is synchronous web conferencing software availableto colleges and universities. This pilot study sought to understandstudent and faculty participation in use of this software aspart of an already established hybrid master’s level social work curriculum.This software was utilized in two courses: concentrationyear field practicum and advanced social work practice. Studentfeedback and satisfaction are presented. Lessons learned for usingsuch software are explored

Lessons Learned From Using Adobe Connect in the Social Work Classroom

Adobe Connect is synchronous web conferencing software availableto colleges and universities. This pilot study sought to understandstudent and faculty participation in use of this software aspart of an already established hybrid master’s level social work curriculum.This software was utilized in two courses: concentrationyear field practicum and advanced social work practice. Studentfeedback and satisfaction are presented. Lessons learned for usingsuch software are explored

The BES Model: Student Support and Gatekeeping Tool

Universities are ill equipped to handle the specialized nature of students with psychiatric disabilities. Dueto the increasing numbers of students with both identified and unidentified psychiatric disabilities, thiscase study provides guidance through a description and application of the Behavioral EcologicalStrengths-Focused (BES) Model. Use of the BES Model assists administrators and faculty tosimultaneously support students with psychiatric disabilities while maintaining standards for gatekeepingrequired in master’s level programs

Kenya’s Life Lessons through the Lived Experience of Rural Caregivers

This qualitative research study used a phenomenological lens to examine the perspectives of familial caregivers in the Laikipia Region of Kenya. Through the narrative of the caregivers’ lived experience, key factors identified included social supports, rewards of caregiving, and lessons to others. Overarching basic themes centered on food insecurity, disease, rejection, lack of support, education challenges, inadequate land ownership, the absence of male support and neglect issues. These unique perspectives can contribute towards our understanding of policy and programming needs for orphaned children and familial caregivers in rural Kenya and within the rural areas of the East African context

Dissemination of Computer-assisted Cognitive-behavior Therapy for Depression in Primary Care

Computer-assisted cognitive-behavior therapy (CCBT) for depression in primary care will be evaluated in a trial with 240 patients randomly assigned to CCBT or treatment as usual (TAU). The study will disseminate a therapy method found to be effective in psychiatric settings into primary care – a setting in which there have been significant problems in the delivery of adequate, evidence-based treatment for depression. The study will include a high percentage of disadvantaged (low-income) patients – a population that has been largely ignored in previous research in CCBT. There have been no previous studies of CCBT for depression in primary care that have enrolled large numbers of disadvantaged patients. The form of CCBT used in this study is designed to increase access to effective therapy, provide a cost-effective method, and be a sustainable model for wide-spread use in primary care. In order to deliver therapy in a practical manner that can be replicated in other primary care practices, patients with significant symptoms of depression will receive treatment with an empirically supported computer program that builds cognitive-behavior therapy skills. Support for CCBT will be provided by telephone and/or e-mail contact with a care coordinator (CC) instead of face-to-face treatment with a cognitive-behavior therapist. Outcome will be assessed by measuring CCBT completion rate, comprehension of CBT concepts, and satisfaction with treatment, in addition to ratings of depressive symptoms, negative thoughts, and quality of life. The cost-effectiveness analysis and exploration of possible predictors of outcome should help clinicians, health care organizations, and others plan further dissemination of CCBT in primary care