Doctor of Social Work Capstone Reports

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Prioritizing Mental Health in Elite Youth Sports: A Call to Action Grounded in Awareness, Prevention, and Athletic Well-Being
(2026-03) Melton, LaToya D.
Elite youth sports provide opportunities for skill development, achievement, and discipline; however, they also expose athletes ages 10-18 to significant and often underrecognized mental health risks, including performance anxiety, identity foreclosure, burnout, and limited access to developmentally and culturally responsive care. Grounded in social work’s ecological and trauma-informed perspectives, this paper conceptualizes youth athletes as a vulnerable population whose mental health is shaped by interactions across individual, relational, organizational, and sociocultural systems. In response, this paper advances a dual-prevention framework integrating Mental Health Literacy (MHL) and Mindfulness-Based Stress Reduction (MBSR). Mental Health Literacy addresses knowledge gaps, stigma, and barriers to help-seeking, while Mindfulness-Based Stress Reduction strengthens emotional regulation, physiological self-regulation, and adaptive coping in response to chronic stress. Together, these approaches target both the upstream determinants and downstream consequences of psychological distress. Embedded within a trauma-informed ecological framework, the model extends beyond individual intervention to engage coaches, families, and sport organizations in fostering psychologically safe environments. This paper contributes to the emerging field of sport social work by advancing a multilevel, equity centered approach to mental health promotion and calls for coordinated implementation across practice, policy, and research to support youth athlete well-being.
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.
Social Workers’ Abortion Attitudes and Implications for Practice and Education: A Reproductive Justice–Informed Scoping Review
(2026-03) Gonzalez, Vanessa
Introduction/Background: Since the overturning of Roe v. Wade in the United States, several states have enacted abortion restrictions, impacting marginalized communities. Social workers are likely to encounter clients navigating abortions and have ethical duties to promote client self-determination. Using a reproductive justice lens, this scoping review aimed to explore what is known about social workers’ attitudes toward abortion, the factors influencing these attitudes, and the implications these attitudes have on ethical, client-centered practice. Methods: Articles were selected based off the following inclusion criteria: (1) peer-reviewed or non-peer- reviewed published between 1970-2025, (2) available in English, (3) empirical literature regarding abortion attitudes from social workers, including professional social workers or social work students and (4) collected data from the United States. Following a title/abstract screening and full text review, 15 studies were selected. Results: Findings indicated most social workers have supportive attitudes toward abortion and demonstrated a commitment to promoting client self-determination. Religiosity, political affiliation, and lack of knowledge emerged as factors most associated with antiabortion attitudes. Some social workers endorsed unwillingness to provide abortion referrals and a perceived inability to work with clients considering an abortion. Discussion: These findings underscore the importance of integrating RJ and abortion topics into social work practice and education, especially in the current post-Roe context. Social workers must be ready to encounter and assist clients navigating today’s increasingly restrictive abortion landscape, by managing value conflicts and providing accurate abortion information.
Mental Health Interventions for Deaf and Hard of Hearing Children and Youth: A Critical Appraisal
(2026-03) Mores, Maria
Introduction/Background: This critical appraisal examines clinical trials evaluating mental health interventions for Deaf and Hard of Hearing (DHH) children and youth. Methods: The Critical Appraisal Skills Programme (CASP) checklist for clinical trials was adapted to include cultural and linguistic relevance. Results: The findings across studies were mixed; nevertheless, the majority reported reductions in symptoms following implementation of the intervention. Discussion: This review had several limitations. First, the small number of studies included in the appraisal reflects the limited availability of published research worldwide addressing mental health interventions for DHH children and youth. Second, the included studies generally involved small sample sizes, which limits the applicability of the findings. Future research should prioritize larger, multi-site clinical trials to enhance representativeness and external validity. Additionally, greater attention should be given to the heterogeneity within the DHH population, cultural identity, and co-occurring conditions. Importantly, none of the included studies were conducted in the United States (US); therefore, the applicability of these interventions to US DHH populations should be viewed with caution, as differences in accessibility standards and cultural contexts may influence implementation and results.
Healing with Rhythm: A Culturally Relevant Intervention
(2026-03) Dunbar, Sha'Rhonda
Historically, African Americans have sought mental health services at a significantly lower rate than other groups despite experiencing higher levels of mental health disorders. This paper highlights the use of a culturally relevant intervention to improve engagement and mental health knowledge among those who identify as Black or African American and are at least 35 years of age. Participants (N=19) completed a 60-minute psychoeducational workshop, with a 60-minute line dancing session. A pretest and post-test design was used to assess participant knowledge in several key areas: nutrition, exercise, diagnosis, treatment, sleep hygiene, and attitudes and behaviors related to wellness. Study results support the use of a culturally relevant intervention to improve engagement and increase mental health knowledge among those who identify as Black or African American and are at least 35 years of age.
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.
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.
Prevalance of Adverse Childhood Experiences in Veterans Seeking PTSD Treatment at a Veteran's Affairs Medical Center
(2025) Anderson, Matthew G.; Alameda-Lawson, Tania; Nosen, Elizabeth
Background: In the past thirty years, public health research has demonstrated a dose-response relationship between Adverse Childhood Experiences (ACEs) and poor health outcomes across the lifespan. In 2014, researchers observed U.S. men who had any history of military service had a higher-level frequency of all 11 adverse childhood experiences compared to U.S. men without a history of military service (Blosnich, et al., 2014). Objective: This study examines the prevalence of ACEs and its correlation with Post Traumatic Stress Disorder (PTSD) symptoms in a sample population of 92 Veterans referred to a PTSD clinical team between 2022-2024. Methods: This study used retrospective data from medical records of 92 Veterans referred to a PTSD clinical team from 2022-2024 at a Veteran’s Administration Medical Center (VAMC) in the state of Mississippi. Data were collected via the traditional 10-item ACE Questionnaire (Felliti et al., 1998), the Clinician-Administered PTSD Scale for DSM-5 (CAPS-5), and the PTSD Checklist for DSM-5 (PAC-5) (Weathers, et al., 2013). Data were analyzed using descriptive statistics and correlational approaches. Results: The study included a total of 92 veterans, 76 of whom self-identified as male and 16 as female. Of these 92 veterans, 52 self-identified as Black, 37 as Caucasian, and 3 had no race recorded in the medical record. Overall, Veterans reported an average of 3 adverse childhood experiences (ACEs), with 76.1% reporting one ACE, 57.6% reporting two ACEs. These trends are notably higher compared to the 50% and 25%, respectively, found in the original sample examined in the ACE study conducted by Felitti, et al. (1998). Conclusions: This study did fine higher frequency of ACE for Veterans included in this sample population, compared to the original ACE study by Felitti, et al. (1998), or among other samples of Veterans (Blosnich, et al., 2014). Unlike others in comparable studies, Woodridge, et al., 2020, this study did not find any significant correlation between the number of ACEs reported by this sample and the reported PTSD symptoms when examining measurements obtained during intake. This paper discusses the possible need to expand the consideration of childhood exposure to community-based adversity as having a similar influence on long-term health outcomes like those factors found in the original ACE study by Felittii, et al. (1998). In 2015, researchers found when studying population samples, in Philadelphia, Pennsylvania, suggest childhood environmental and community experiences beyond the original ACE questionnaires may need to be considered by as significant regarding their influence on healthcare outcomes across the lifespan (Cronholm, et al., 2015). This study was approved by the Institutional Review Board at the G.V. Sonny Montgomery Veteran’s Affairs Medical Center, in Jackson, Mississippi (1782395-1). This study was also approved by the University of Alabama’s Institutional Review Board (24-05-7632).
Supporting Clients Through Loss: Exploring Best Practices of Accredited Assistance Dog Organizations
(2025) DeSantis, Dena; Cheatham, Leah; Hoy-Gerlach, Janet
"Introduction/Background: This study describes the practices in place at United States- based assistance dog organizations accredited by Assistance Dogs International (ADI) (N=21) to assist and support clients who have experienced the loss of their assistance dog either through death or retirement. Methods: The target population was identified through the ADI Membership List. Each organization received an email inviting a representative to participate in a semi-structured interview. The interview protocol was developed based on existing literature examining the impact of a partner’s relationship ending with their assistance dog. In addition, input was solicited from professionals affiliated with the Association of Pet Loss and Bereavement, assistance dog advocacy and education, and individual assistance dog partners who had experienced such a loss. Using thematic analysis, researchers coded the interviews to identify recurrent themes and practices. Results: The findings highlight the importance of the partner’s relationship with the assistance dog organization as a primary protective factor in mitigating a loss that is frequently not well understood by others. This lack of understanding outside the assistance dog community contributes to the partners’ experience of disenfranchised grief about the end of their relationship with their assistance dog and underscores the need for assistance dog organizations to implement strategies to help clients through the grieving process. Discussion: The practices identified by the assistance dog organizations interviewed for this study indicate assisting clients to maintain a meaningful connection with the assistance dog after its passing or retirement can bring comfort, support emotional healing, and provide a sense of closure, as the dog played an important role in the client's life and daily functioning. By acknowledging and nurturing this ongoing bond, clients can process their grief in a healthier way and feel more supported in adjusting to the loss."
Establishing a Foundation of Holistic Wellness: A Feasibility of Self-Care Practices and Self-Compassion Among BSW Field Students
(2025) Bohner, Rebecca; Cheatham, Leah; Watson, Cayce
Field education serves as the place where social work (SW) students are socialized to practice through application of classroom knowledge to real-life practice and begin development of their professional SW self. Due to the holistic, empathic, relational care required of social workers for effective practice, there is a cost to caring that places them at risk for helper distress, and can lead to health challenges, negatively impact client service delivery, and decrease sustainability in the SW profession. Despite the CSWE mandate that SW programs prepare students for safe, competent, and ethical SW practice, research reflects noncompliance by SW programs due to their lack of adequate self-care (SC) training that assists with development of essential skills. With holistic SC identified as a protective factor that mitigates helper distress and enhances student wellness, this pre-experimental research study, using the Health Belief Model as its foundation, evaluated the feasibility of a prevention-based curriculum for BSW field students. Adapted from two prior research studies, this 8-week online SC training utilized the CPIES and iM-PAACT frameworks to craft assignments that build a foundational SC competency. Using a pre- and post-test survey design, an availability sample of 13 BSW field students was evaluated for changes in frequency of SC practices and levels of self-compassion. Statistical analysis of the data, using SPSS, found that BSW field students who engaged in the SC training exhibited a statistically significant increase in frequency of SC practices and levels of self-compassion. Despite limitations to generalizability, these findings affirm past research findings from similar studies, suggesting value of SC training for SW students. Implications for SW education include implementation of prevention-based curriculum, nurturing of a SC informed SW program, and use of a shared wellness approach with practicum agencies to support student well-being.
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!"
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.
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.
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.
Exploring the Impact of Telehealth on Black Women Controlling Hypertension
(2024) Reese, Patrice J.; Wilkes, Sherron; Curtis, Davis
Black women are struggling to properly control their hypertension. Black women continue to be disproportionately affected by hypertension due to historically systemic and structural barriers. The Social Determinants of Health related to race, gender, and access are major contributing factors. The Black woman’s plight is explained through the concepts of Intersectionality Theory and the Superwoman Schema. With interventions varying on controlling hypertension, research agrees that adherence to preventative and follow-up care is essential to improving blood pressure results. During COVID-19, there was a resurgence in the use of telehealth to improve health outcomes without the need of in-person visits. Through the evaluation of literature and content analysis, this author utilized this information to encourage the use of telehealth as a workable intervention to provide Black women with additional resources to improve efforts to properly control their hypertension.
My Brother's Keeper: A Scoping Review of Holistic Wellness for Black Male Social Work Faculty
(2024) McNeil, M. Josh; Davis, Curtis; Bradley, Samuel
When public health challenges with amongst Black men are considered, those challenges can be exacerbated. Black men have the shortest lifespans of all groups in the United States. Using a scoping review, this study answers the following questions: How is social work literature contributing to the support of Black male social work faculty members? To what extent is the health of Black male social work faculty considered in this knowledge base? An analysis of the literature revealed that Black male social work faculty deal a with lack of mentorship, a lack of faculty guidance, feel they can be perceived as threats, are tasked with extra labor disguised as service projects, are invalidated, and deal with other challenges that hinder their performance in the academy that impact when or if they get tenured. If Black male social work faculty are not getting supported, this presents itself as a grand challenge in social work. Implications for the study lent themselves to a push for better support of Black male social work faculty.
Preparing HBCU Social Work Students for Leadership Through the Use of Virtual Reality (VR) and Computer-Based Simulations
(2024) Fischle, Helen; Jackson, Sebrena; Davis, Curtis
Virtual Reality (VR) and computer-based simulations are increasingly used in higher education along with other Artificial Intelligence (AI) technologies to enhance teaching and learning in various disciplines as educators seek to create lifelike simulations replicating real-life situations. In social work education, the use of VR and computer-based learning is emerging, and multiple studies have shown that such technologies can effectively teach social work students micro-skills such as engagement, assessment, and interviewing, allowing them to practice these skills without harming clients. However, little is known about how VR and computer-based simulations can encourage insight and self-reflection, an essential part of leadership development as discussed in the Social Change Model of Leadership (SCM), with social work students who attend Historically Black Colleges and Universities (HBCUs). This article will examine how social work educators have used VR and computer-based simulations with their students, as well as discuss why further study is needed to investigate the use of VR and computer-based simulations as a leadership development tool with HBCU students in preparation to meet the Grand Challenges of Social Work through the use of technology.
Reversing Recidivism: Utilizing a Cognitive Behavioral Intervention in Clinical Social Work Carceral Practice
(2024) Davis-Taylor, Traci DeAnne; Davis, Curtis; Aponte, Carmen
This conceptual paper explores the correlation between incarceration, intervention, and recidivism. The purpose of this paper is to determine if combating recidivism utilizing a culturally specific evidence informed cognitive behavioral intervention with high risk African American incarcerated females who have history of violence and are within one year of release to the community, will produce positive shifts in behavioral patterns (a reduction in disciplinary sanctions associated with violence as a form to meet their needs thinking) that demonstrates changes in cognition and beliefs (violence is not the only choice for meeting needs), that influence criminal behavior, through facilitation of a corrections centered cognitive behavioral intervention. This paper outlines a purposed plan of action to pilot The University of Cincinnati Criminal Institute’s Cognitive Behavioral Intervention-Core Adult program prior to reintegration to the community.
Overcoming Obstacles: Examining Challenges Confronting Underserved High-Achieving Students of Color in Educational Settings
(2024) De Simone, Kirsy; Davis, Curtis; Howard-Banks, Tyra
This scoping review delves into the multifaceted challenges experienced by underserved highachieving students of color within educational settings, incorporating the framework of oppression theory. Drawing upon this framework, the study explores the intricate interplay between systemic barriers, individual coping mechanisms and promising approaches to the problem. By synthesizing existing literature, this review aims to identify key stressors and impediments encountered by high achievers of color, shedding light on their unique experiences within educational contexts. The review examines various scholarly perspectives to elucidate pathways to help the students and their families overcome these obstacles while providing guidance to the institutions serving this demographic, and our government to do better. The findings contribute to a deeper understanding of the complex dynamics shaping the educational trajectories of underserved high achievers of color, with implications for policy, practice, and future research initiatives. Ultimately, this review underscores the imperative of addressing systemic inequities and promoting inclusive environments that nurture the academic and socioemotional well-being of underserved students of color and their families.

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