Doctor of Social Work Capstone Reports

Permanent URI for this collection

https://ir.ua.edu/handle/123456789/8357

Browse

Now showing 1 - 20 of 74

A Call to Action: Integrating EMDR into Sport Social Work and Psychology
(2026-03-26) O'Neill, Miles
Introduction/Background: Athletes are frequently characterized by resilience and mental toughness; however, growing evidence indicates that many athletes experience unresolved psychological trauma that can affect mental health, recovery, and performance. Trauma exposure in sport occurs through multiple pathways, including sport-related injuries, abusive coaching environments, adverse childhood experiences, and significant non-sport stressors. Emerging research suggests that rates of post-traumatic symptoms among elite and collegiate athletes are comparable to, and in some cases exceed, those observed in the general population. Despite this, trauma-informed care remains inconsistently integrated within sport psychology and sport social work, where services are often divided between mental performance training and general mental health treatment. The purpose of this capstone project is to examine the role of trauma in athletic populations and evaluate the potential application of Eye Movement Desensitization and Reprocessing (EMDR) as a trauma-informed intervention within sport settings. Methods: This project utilized a narrative literature review and policy analysis to synthesize existing research on trauma exposure among athletes and evaluate the empirical support for EMDR in both clinical and sport-related contexts. Relevant peer-reviewed studies and theoretical literature were reviewed to examine trauma prevalence, athlete mental health outcomes, and the applicability of EMDR to performance and recovery. Results: The literature indicates that athletes experience meaningful rates of trauma exposure and post-traumatic symptoms that can affect performance, injury recovery, and psychological well- being. Evidence supporting EMDR as an effective treatment for trauma suggests potential relevance for athletic populations, although empirical studies specifically within sport contexts remain limited.
A Conceptual Exploration: Preparing Social Work Students For Trauma Exposure
(2025) Vanessa L. Jones; Jackson, Sebrena; Brown, Leslie
Social workers engage with and provide services to a multitude of populations in various settings. Many of these systems and settings were created because of or in response to trauma, oppression, poverty, and/or violence resulting in these issues becoming imbedded or intertwined into the foundation or nature of the settings. This results in social workers being exposed to trauma via the people they work with and/or the environment. Master of Social Work (MSW) programs prepare social workers to provide trauma-informed care, but do not prepare them for the trauma that they will be exposed to or potentially experience directly. Over time this can result in the development of compassion fatigue, moral injury or burnout. This writer offers both a framework for examining and understanding the impact of this issue, as well as a proposed training approach for MSW students. The objective of the training approach is to better prepare MSW students for trauma exposure in the workplace with a goal of social workers having a better understanding of how they are likely to be impacted by their work and how to counter the negative impact.
A Health-Equity-Informed Qualitative Needs Assessment of Provider and Organizational Capacity to Serve Immigrant and Refugee Mental Health Needs in Sioux Falls, South Dakota
(2026-06) Wolters, Megan Grode
Introduction/Background: As the United States population continues to diversify, the need for culturally and linguistically appropriate mental health care grows increasingly urgent, particularly in areas experiencing more significant demographic changes driven by foreign-born populations. Sioux Falls, South Dakota, is one area experiencing significant increases of immigrant and refugee populations. This project aimed to examine local provider and organizational capacity to meet the mental health needs of immigrant and refugee populations and developed recommendations to inform future local efforts to implement culturally responsive care. Methods: The capstone project utilized a qualitative single-case study design with embedded units of analysis (Yin, 2018) with the case in this study as the mental health service system in Sioux Falls, embedded within which are the individual mental health providers and organizations. Semi-structured interviews were conducted with local mental health care providers. The interview schedule was developed using the Health Equity Implementation Framework (HEIF) and in consultation with local community members. HEIF was further leveraged in the coding and analysis of the data using NVivo software. Results: Ten participants took part in the semi-structured interview, representing several main mental health service settings in the local area. Key themes and subthemes were identified and mapped onto the HEIF framework. Self-reported provider capacity and confidence in serving immigrant and refugee populations correlated with personal background and experience rather than explicit training and education which was lacking specific to working with foreign-born populations. Participants noted prevalent language access issues across settings, organizations, and the community creating barriers and delays to care. On the community and systems level, participants expressed concern regarding the impact of the current sociopolitical environment, including increased immigration enforcement and anti-immigrant policies and rhetoric, leading to increased fear among local immigrant and refugee families and contributing to the closure of a local immigrant-serving organization and the downsizing of the local refugee resettlement agency. Discussion: This study identified implications across levels of social work practice. Local providers would benefit from increased support, training, education, and supervision to develop competencies specific to immigrant and refugee mental health. At the mezzo level, organizations must work internally and collaboratively to ensure appropriate language access and mitigate broader economic and sociopolitical impacts at the local level. Further macro level policy and advocacy work is needed to address resource needs, eligibility issues, and regulations impacting immigrant and refugee mental health. Practice-based research is needed for the Sioux Falls community to identify and adapt evidence-based interventions to increase provider, organizational, and community capacity and readiness to meet the mental health needs of growing immigrant and refugee populations. Limitations of the study center on the small sample size, which does not fully represent professional backgrounds and settings in the local context.
A Mixed-Methods Evaluation of the Implementation of the Washington Blue Band Initiative Using the Re-Aim Framework
(2026-06) Tozay, Shakima L.
Pregnancy and postpartum hypertensive disorders are a leading cause of maternal morbidity and mortality in the United States, disproportionately affecting marginalized populations. In response, Washington State launched the Blue Band Initiative, a quality improvement program designed to increase awareness, enhance communication, and ensure timely treatment of hypertensive conditions. This study evaluated its implementation using the RE-AIM framework, assessing reach, effectiveness, adoption, implementation, and maintenance across diverse healthcare settings. Employing a mixed-methods approach, qualitative interviews and secondary survey data were examined to assess how hospitals engaged at-risk individuals and promoted health equity. Findings revealed themes of data-tracking approaches, multi-level engagement and adoption, implementation strategies, and maintenance attitudes. Results suggest improved patient identification, tailored patient education, and improved postpartum care access. Areas for continued focus include sustaining the initiative, including strengthening long-term funding options and data collection. The study underscores the need for ongoing assessment and policy development to ensure equitable maternal healthcare and reduce hypertension-related complications among pregnant and postpartum individuals.
A Systematic Review of Clinical Case Formulation Methods and Pedagogies
(2024) Pearce, Jason; Cheatham, Leah; McKinney, Bob
This systematic review aimed to improve behavioral health clinician training by examining different case formulation methods and pedagogical approaches. The review included case formulation studies utilized by psychologists, psychiatrists, social workers, and trainees, looking at both the specific methods taught and the pedagogical approaches used. Fifty-one studies met the inclusion criteria, encompassing diverse methodologies and geographical locations. The review found no single “best” method for case conceptualization; however, the studies highlighted the experiential learning approaches in training. Significant gaps remain in understanding the direct link between the implementation of specific methods and improved clinical outcomes. Further research is needed to clarify optimal case formulation approaches, develop comprehensive training programs addressing various influencing factors (e.g., experience, theoretical orientation, and uncertainty tolerance), and create robust assessment tools. These findings have implications for improving clinical training, standardizing practice, and, ultimately, enhancing the quality of mental health care.
Addressing the "Digital Divide" and Impact to Educational Equity and Access: A Qualitative Inquiry of Students in Higher Education
(2023) Thorn, Lauren; Jackson, Sebrena; Tuchmayer, Jeremy
In March 2020, much of higher education transitioned to emergency online education as a response to the COVID-19 pandemic and the subsequent shutdown of colleges and universities, with many students being sent home to communities that were not able to support reliable broadband internet service or to environments that lacked the necessary devices and software for their educational studies (Ibacache et al., 2021). Universities were provided with funding to address student emergency needs, including providing additional devices to students and families, utilizing technology to make courses mobile-friendly and to connect students to the internet through hot spots or supplementing the costs of increased internet usage in their homes (Ratledge et al., 2020). This study explores the research question, “As online education and digital access remain an integral part of the higher education experience, what programs can colleges and universities implement to ensure equitable student access to technology and highspeed internet needed for academic success?” Through a review of current literature, relevant questions were identified, and a qualitative research study protocol was established to host focus groups with students who were impacted by the COVID-19 pandemic to assess their experiences and identify potential services and resources for additional support. Following review and coding of the focus group transcripts, key themes emerged around access to digital course codes and texts, technological efficacy and skills needed to engage in online classes, addressing financial barriers associated with external software and platforms, and integrating training and educationinto existing programs for faculty, students, and staff. The project explores systemic practice implications, legislative and policy impacts, and related theoretical framework that will guide future research in this area.
Aligning a Knowledge Sharing Culture in a Human Services Organization for Social Impact: Customer Advocacy Through Process Improvement Work
(2026-06) McKenzie, Christopher B.
Introduction/Background: This Capstone project examines the critical role of knowledge sharing in strengthening organizational effectiveness within a human services organization. Grounded in the premise that effective knowledge sharing is essential for improving operational efficiency, the project introduces and evaluates a targeted intervention designed to enhance knowledge sharing practices for greater social impact. By addressing existing gaps in communication, process standardization, and knowledge flow, the intervention optimizes internal operations and fosters a culture of learning and collaboration, while exploring the interconnected relationship between internal operational improvements and external societal outcomes. Methods: An organizational intervention was designed to reduce process gaps, improve operational efficiency, and strengthen staff morale. Data collection and qualitative methods were used for analysis and actionable insights of employee conceptualization of an implemented standard operating procedure and color-coded zones. Results: A synthesis of the results of the evaluation of focus groups and individual interview questions, thematic analysis of an organizational knowledge-sharing intervention. Discussion: A summary of primary learnings, project limitations, and staff perceptions of an intervention to enhance knowledge sharing for greater social impact.
An Evaluation of a Conflict Resolution Curriculum Implemented Among Interprofessional Health Faculty in Higher Education
(2025) Arndt, Robin G.; Jackson, M. Sebrena; Seabury, S. Aukahi Austin
Interprofessional education (IPE) prepares healthcare professionals to work collaboratively in team-based environments. While IPE includes competencies for conflict resolution, it is often under-addressed in faculty development and training. This project aimed to evaluate the effectiveness of a targeted educational intervention focused on conflict resolution. A two-hour online workshop based on the TeamSTEPPS® Mutual Support module was delivered to faculty and affiliates from Hawaii's Interprofessional Education programs. A pre-post design was used to measure outcomes. Tools included the TeamSTEPPS® Learning Benchmarks, the Teamwork Attitudes Questionnaire (T-TAQ), and the Interprofessional Collaborative Competency Attainment Survey (ICCAS). Data were analyzed using SPSS to assess satisfaction and changes in knowledge and attitudes. Fourteen participants completed the pre-survey, and thirteen completed the post-survey. Participants showed statistically significant improvement across all 20 ICCAS items. One item on the T-TAQ and one conflict-related question on the TeamSTEPPS® Learning Benchmarks showed significant gains. Participants reported high satisfaction, found the material relevant, and noted increased confidence in managing interprofessional conflict. The findings suggest brief, targeted training can improve faculty confidence and competence in managing conflict. This has implications for faculty development, IPE curriculum design, and organizational practices. Limitations include a small sample size, reliance on self-report, and limited generalizability. Future research should explore long-term outcomes and broader application across health disciplines.
Artificial intelligence literacy among higher education students in the United States: A comprehensive scoping review
(2026-03) Sleep-Frankel, Maxwell
Introduction: Artificial Intelligence (AI) literacy programs for higher education students in the United States (U.S.) are lagging behind the rapid uptick in AI utilization among this population. The purpose of this study is to systematically map trends and characteristics of peer-reviewed research on AI literacy among higher education students in the U.S., including publication trends, methodological and sample characteristics, how AI and AI literacy are conceptualized by students and researchers, AI literacy levels and measurement, factors associated with AI literacy, interventions designed to enhance AI literacy, and researchers’ recommendations for future research, policy, and practice. Methods: This scoping review adopts the Joanna Briggs Institute six-stage framework. Literature searches were conducted across five electronic databases, and studies were selected according to predefined inclusion and exclusion criteria. Covidence was utilized to screen and extract data from the selected literature. Results: A review of ten peer-reviewed articles reveals that nearly all were published in education-focused journals. All instruments used to measure AI literacy were newly developed. Findings on AI literacy enhancement are mixed, with similar proportions reporting higher and lower levels of AI literacy. No clear trends emerged regarding intervention characteristics or outcomes. Discussion: Future research is needed to understand what AI literacy programming works, for whom, and under what conditions in this emerging field. It is critical that educators and higher education leaders clearly define AI use to ensure AI-literate practices and tailor interventions to target populations. In particular, social work educators, who are tasked with preparing students to harness technology for good, must incorporate research-informed, pedagogically grounded AI literacy programming into their curricula.
Assessing the Impact of COVID-19 and Race-Based Trauma on the Mental Health of Black Social Work Providers
Foster, Carmen Reese; Davis, Curtis; Held, Mary; University of Alabama Tuscaloosa
The aim of this study was to assess the impact of COVID-19 and race-based trauma on the mental health of Black social workers and to identify support systems. An explanatory sequential design was used to measure mental health, COVID-19, quality of life, race-based trauma, and support systems. A multiple regression analysis was conducted to determine which dependent variables would significantly correlate with COVID-19 and race-based trauma. Depression, anxiety, and stress were significant. Several themes emerged from the qualitative interviews, with 85% reporting a lack of support from their White colleagues. Identified sources of support were therapy and positive relationships.
Assessment of Integration of Religion and Spirituality in Social Work Field Education among Students and Field Instructors
Creech, Sean C.; Ruggiano, Nicole; Curington, Allison; University of Alabama Tuscaloosa
In recent years, there has been an increase in the interest to integrate spiritual and religious perspectives into social work practice. Understanding religion and spirituality in practice is developed through and supported by exposure in social work education programs and field education. As more social work programs integrate religion and spirituality into practice, a reliable instrument to measure student perceptions and attitudes about its integration into practice is needed. The purpose of this study was to determine if the Religious and Spirituality Integrated Practice Assessment Scale (RSIPAS) was a reliable instrument for use with social work field students. This study also explored the extent to which educational courses and training have been provided to those affiliated with social work programs. Furthermore, the study compared the views of self-efficacy, attitudes, perceived feasibility, and behaviors with integration into practice between social work field instructors and field students and again between MSW and BSW field students. The research was collected utilizing a correlational research design using a quantitative cross-sectional survey. Participants included students in their field placements at accredited social work programs and field instructors affiliated with those programs. The study found that the RSIPAS was a reliable instrument to assess student familiarity with and views about integrating religious and spiritual needs into practice. The study also revealed significant correlations between education and the impact on the agreement to items in the instrument. Lastly, there were statistically significant differences between the responses of social work field students and social work field instructors regarding their views around self-efficacy and between MSW and BSW students regarding the frequency of engaging in practice behaviors. The results of this study support opportunities to increase course content around religion and spirituality and that those who receive education around the content can better integrate religion and spirituality into social work practice.
Assessment of Integration of Religion and Spirituality in Social Work Field Education Among Students and Field Instructors
Creech, Sean C.; Ruggiano, Nicole; Curington, Allison; University of Alabama Tuscaloosa
In recent years, there has been an increase in the interest to integrate spiritual and religious perspectives into social work practice. Understanding religion and spirituality in practice is developed through and supported by exposure in social work education programs and field education. As more social work programs integrate religion and spirituality into practice, a reliable instrument to measure student perceptions and attitudes about its integration into practice is needed. The purpose of this study was to determine if the Religious and Spirituality Integrated Practice Assessment Scale (RSIPAS) was a reliable instrument for use with social work field students. This study also explored the extent to which educational courses and training have been provided to those affiliated with social work programs. Furthermore, the study compared the views of self-efficacy, attitudes, perceived feasibility, and behaviors with integration into practice between social work field instructors and field students and again between MSW and BSW field students. The research was collected utilizing a correlational research design using a quantitative cross-sectional survey. Participants included students in their field placements at accredited social work programs and field instructors affiliated with those programs. The study found that the RSIPAS was a reliable instrument to assess student familiarity with and views about integrating religious and spiritual needs into practice. The study also revealed significant correlations between education and the impact on the agreement to items in the instrument. Lastly, there were statistically significant differences between the responses of social work field students and social work field instructors regarding their views around self-efficacy and between MSW and BSW students regarding the frequency of engaging in practice behaviors. The results of this study support opportunities to increase course content around religion and spirituality and that those who receive education around the content can better integrate religion and spirituality into social work practice.
Behavioral Health Needs and Barriers to Care Among Soldiers Who Report Past Year Sexual Harassment and/or Sexual Assault
(2023) Kunhavijit, Michael; Shah, Avani; Ruggiano, Nicole
Background: Sexual harassment and sexual assault (SH/SA) continue to be a problem in the military despite extensive efforts to mitigate incidents. The mental health needs of military SH/SA survivors are often unmet due to stigma, military cultural values related to self-reliance, and logistical barriers. This secondary analysis assessed data related to the prevalence of past-year SH/SA across demographics, identified the mental health needs among those who experienced it, and ascertained the perceived barriers to treatment among members of an Army brigade combat team (BCT).Methods: For this analysis, any affirmative response to either 1) past-year sexual harassment, and/or 2) past-year sexual assault was combined to create a past-year SH/SA indicator variable. Mental health outcomes included major depression, generalized anxiety, post-traumatic stress disorder, suicidal ideation, alcohol use, and insomnia. Perceived barriers to treatment outcomes included stigma, self-reliance, and logistical barriers. Descriptive statistics, chi-square, and logistical regression were used to report findings.Results: SH/SA incidents were concentrated among young (17-24) junior enlisted (E1-E4) female soldiers; SH/SA survivors reported psychological problems at a higher rate compared to non-victims (73% vs. 31%); and SH/SA survivors reported higher occurrences of stigma and barriers to care compared to non-victims.Conclusion:The results of this study were mixed. The SH/SA survivors that indicated psychological concerns reported higher rates of stigma and barriers to care but sought mental health care at higher rates than non-victims that indicated psychological concerns. The gap between SH/SA victimization and BH utilization needs improving as unmet BH needs can lead to a myriad of issues. Changing perspectives on self-reliance as it relates to coping with mental health problems is a way to address this gap. Leaders must emphasize that mental health care is a form of self-reliance, while military mental health professionals must implement effective self-care initiatives and promote available resources to aid soldiers in overcoming their mental health problems.
Bridging Policy and Practice: A Literature Review and Policy Analysis of VHA Advance Care Planning Infrastructure and Implementation Using the Advance Care Planning Quality Assessment Tool (ACP-QAT)
(2026-06) Cunningham, Kimberly
Introduction/Background: Advance Care Planning (ACP) is essential to ensuring Veteran centered, goal concordant care across the Veterans Health Administration (VHA). Despite comprehensive national directives, ACP implementation varies significantly across VHA sites, particularly regarding documentation, interdisciplinary collaboration, and alignment with patient preferences. This project examined ACP implementation quality at a southeastern VA site using an established assessment framework to evaluate structural supports, workflow processes, and policy alignment. Methods: A structured literature review was conducted to identify barriers and facilitators to ACP implementation across VHA settings. A policy analysis was performed using the Advance Care Planning Quality Assessment Tool (ACP QAT) to assess structural support, clinical procedures, interdisciplinary roles, and workflow integration at the selected VA site. Results: The literature review revealed persistent gaps in ACP implementation, including limited staff training, unclear role responsibilities, disparities in ACP engagement among racial and rural populations, and inconsistent documentation practices across VHA. At the evaluated site, findings showed the absence of local ACP policy, limited auditing processes, inconsistent incorporation of ACP at admission, and avoidance of core ACP topics such as prognosis, treatment options, and code status. Although standardized documentation tools and ACP Group Visits exist, ACP practices remain reactive rather than routine. Interdisciplinary communication was limited, and frontline staff were not consistently included in ACP processes. Discussion: Findings suggest the need for stronger site level infrastructure, discipline specific guidelines, and routine workflows that prompt ACP engagement early and throughout care. Enhanced interdisciplinary collaboration, experiential training, and automated clinical triggers could increase consistency and equity in ACP practices. These findings align with broader literature emphasizing the importance of leadership engagement, organizational readiness, and culturally responsive approaches. Limitations include site specific analysis and reliance on available program reports.
Can a Schoolwide Advisory Program Reduce Discipline Referrals and Boost Feelings of School Connectedness?
(2022) Manning, Conor; McKinney, Robert; Ruggiano, Nicole; University of Alabama Tuscaloosa
Introduction/Background: School discipline procedures are harmful to students and programs that reduce the likelihood of suspension are important for students’ wellbeing. School connectedness is a known protective factor for students. This study explores the implementation of a schoolwide advisory program’s impact on discipline referrals and students’ feelings of school connectedness. Methods: Data were collected over the course of an entire school year and results were compared pre- and post-intervention. The intervention took place during the 2nd semester of the school year. School discipline data and survey data (Student Subjective Wellbeing Questionnaire [SSWQ]) were compared pre- and post-intervention. Results: Mean out-of-school suspension rates were reduced at statistically significant levels. Mean ISS rates increased. There was not a statistically significant change in mean SSWQ scores. Discussion: This might serve as foundational work that a schoolwide advisory program could use to help reduce rates of out-of-school suspension.
A Case for Social Workers as Investigators in Public Defender Offices
Hurd, Amy L.; Cheatham, Leah P.; Davis, Curtis; University of Alabama Tuscaloosa
Social workers play a critical role in modern public defender offices, whether performing mitigation work for pre-trial negotiations and sentencing hearings or helping clients to secure access to basic human needs. Although social workers have held in-house positions in public defender offices since at least the 1970s, their service is largely limited to mitigation practice and traditional social work. This article raises an opportunity for social workers to broaden their capacity within public defense by pursuing investigator positions. A case is made for interested social workers to draw upon their education, training, and experience to showcase the alignment between their talents and the requisite skills and performance required of investigative work. Evidence is offered to support the notion that social workers bring skills and a social justice orientation to investigative work that can provide for fresh insight and innovation in investigation and defense strategy. The value brought to investigation by social workers throughout a legal defense is specified, as are considerations for applying and interviewing for investigator positions as social workers.
Cervical Cancer Elimination: Finding the Right Megaphone
(2025) Schad, Vivian; Cheatham, Leah; McKinney, Bob
"Introduction: Cervical cancer is preventable! The world can eliminate this devastating disease through increased vaccination and screening. Still, almost 14,000 people in the United States will receive a diagnosis of cervical cancer this year and over 4,000 will die from this preventable disease, disproportionately from underserved communities. Even with the need established and the elimination tools available, the healthcare community cannot find the right megaphone to effectively spread the word that we can abolish cervical cancer. Discovering the most successful approach to share this incredible message is the basis for the research question: How can healthcare educators most effectively communicate the message of cervical cancer elimination? The best way to share information with diverse populations is to have the culturally competent and relevant messages come from people who are most respected within their community. The unique voice of cervical cancer survivors can help healthcare educators build and deliver a trustworthy message. Methods: Designed through a Community Based Participatory Research lens, the researcher conducted one-on-one semi-structured interviews with ten cervical cancer survivors in north Alabama. The Institutional Review Board-approved interviews were consented, audio recorded, transcribed verbatim and thematically analyzed. The interview data will inform outreach education proposals. Results: The survivors shared their thoughts on screening, HPV and vaccination, gave outreach suggestions, and recounted their lived cancer journey. The findings led to three outreach strategies. First, ensure outreach is trauma-informed. Second, design sensitive, clear, detailed and congruent outreach. Lastly, use varied routes for education to include social media, influencers and survivors to reach all generations. Discussion: Communities can implement this study’s strategies for robust and effective outreach. Even with the small sample size, this new knowledge builds on previous survivor and outreach literature and puts the right megaphone within reach. We can end cervical cancer. Let’s do this!"
Combatting Ageism: Evaluating the Impact of an Age-Positive Training in Healthcare
(2025) Lester, Barbara; Ruggiano, Nicole; Andersen, Troy
Introduction/Background: Ageism, defined as stereotypes, prejudice, and discrimination based on age, is a pervasive issue with detrimental effects on the wellbeing of older adults. Ageist attitudes among healthcare workers can lead to both over- and under-treatment of older adults. This project assessed whether an evidence-informed training program about aging and ageism could improve attitudes towards older adults among healthcare employees. Methods: A quasi-experimental pretest-posttest design was utilized to evaluate the impact of a one-hour workshop adapted from the “Ending Ageism Together” training developed by Changing the Narrative. A total of 167 employees from a large healthcare system in the intermountain west participated in the training. Among them, 126 participants completing the pretest, 107 completing the first posttest, and 64 completing the second posttest 30 days later. The Expectations Regarding Aging (ERA-12) scale and two knowledge-based questions were used to assess changes in ageist beliefs and knowledge. Results: Significant improvements were found with the total score on the ERA-12 and on the three ERA-12 scales (physical health, mental health, and cognitive function), with sustained improvements 30 days after the training. Participants also reported improved knowledge about aging, with many identifying changes in their attitudes and behaviors regarding ageism. Qualitative feedback was overwhelmingly positive, with participants acknowledging increased awareness of their own biases and commitments to reducing ageist behaviors. Discussion: The findings suggest that targeted educational interventions can significantly reduce ageism among healthcare employees, contributing to better care for older adults. This training model provides a promising framework for addressing ageism in healthcare, although future research with more diverse samples and control groups is needed to strengthen the evidence. Policymakers and healthcare organizations should consider mandating similar ageism reduction training to foster an age-inclusive workplace and enhance patient outcomes. Limitations include the lack of a control group and the overrepresentation of older and female participants, which may limit generalizability.
Community-Based Approaches to Sleep Disturbances in Dementia: An Updated Review of Non-Pharmacological Interventions
(2025) Childers, Patton; Ruggiano, Nicole; Brown, Ellen Leslie
Introduction/Background: Sleep disturbances create adverse cognitive and health outcomes for People LivingPeople Living with Dementia (PLwD). Approximately 19% of PLwDs living in the community have sleep disturbances, but no systematic review focuses on community-developed interventions. This systematic review builds on current research by identifying and evaluating non-pharmacological interventions (NPI) to address sleep disturbance for PLwD in the community setting. Methods: We updated the current research by building on a Cochrane Systematic Review by Wilfling et al. (2022). This review followed the same search strategy as Wilfling et al. (2022) but focused on high-quality community-based NPIs for PLwD experiencing sleep disturbances. We searched PsychINFO, CINAHL, Medline, Embase (OVIDSP), Web of Science, Central (Cochrane Library), ClinicalTrials.gov, and ICTRP databases from September 2024 through October 2024 for Randomized Control Trial studies published after January 2022. Included studies were selected by the team after a review of titles, abstracts, and full article reviews. Results: Six studies met the inclusion criteria. Four studies were extracted from Wilfling et al. (2022), and two studies were identified in the search. Common interventions were Photo/Light-Based, Activity-Based, or Multi-component Based. Photo/Light-based and Activity-Based approaches had mixed outcomes, while multi-component approaches had positive outcomes. Discussion: This review found that multi-component interventions, particularly NITE-AD and DREAMS START, as promising interventions to help treat sleep disturbances among people living with dementia (PLwD) in the community, likely due to their dyadic approach.
Conceptualizing the Use of Critical Race Theory as a Teaching Tool and Intervention Approach
Williams, Erika J.; Davis, Curtis; Agee, Jarralynne; University of Alabama Tuscaloosa
Critical Race Theory can be a useful framework in helping to address the racial disparities and social injustices occurring in the United States. Embedding the framework in the social work curriculum is needed as it provides a method to broaden students’ knowledge of the racial and social injustice that remains pervasive in the country. It is imperative that social work educators help students to understand that although the country has made considerable strides in the quest for equality, racial injustices still exist. In this paper I postulate that social work education programs should give considerable attention to weaving the use of Critical Race Theory tools into the classroom to increase students’ knowledge of racial justice and anti-oppression.

UA cloudflare authentication

Browse

Browsing Doctor of Social Work Capstone Reports by Title

Results Per Page

Sort Options