Doctor of Social Work Capstone Reports

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Exploring the Impact of Telehealth on Black Women Controlling Hypertension
(2024) Reese, Patrice J.
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.
Connecting Workplace Bullying to Domestic and Sexual Victim Advocate Burnout
(2024) Fleming-Trice, Trace; Davis, Curtis; Scott, Hannah
This study sought to identify the prevalence of workplace bullying within domestic and sexual violence organizations and how this work hazard impacts anti-violence advocates. Three questions were investigated: (1) Do domestic and sexual violence victim advocates experience workplace bullying within domestic and sexual violence organizations? (2) Does workplace bullying contribute to domestic and sexual violence victim advocate burnout? (3) If advocates do experience workplace bullying, in what ways do advocates experience the phenomena in their organizations? Data was collected from 55 advocates throughout the United States and Canada. 55.6% of the respondents reported workplace bullying experiences occurring within the last 10 years of their careers. Most often, supervisors were found to be bullies. Instances of racism and homophobia contributed to advocate bullying experiences as did a lack of support from Boards of Directors. Advocates also indicated instances of bullying occurring from organizational community partners. The study found that over 70% of respondents indicated that exposure to bullying did contribute to their career burnout. Several advocates shared that they had left the field of domestic and sexual violence victim advocacy altogether due to their bullying experiences. Various forms of workplace bullying tactics found on the modified Duluth Power and Control Wheel for workplace bullying were identified by the respondents. This research suggests the urgent need for increased awareness of workplace bullying within the domestic and sexual violence victim service industry, leadership training, and organizational policy change to address protecting advocates.
Helping the Helper: A Systematic Review Regarding Clinical Supervision Techniques and the Impact on Supervisee Competencies
(2023) Wilderman, Summer; Davis, Curtis; Dickerson, Jay
Supervision is key to a new social worker’s continuing development. Research supports the importance of supervision, but the literature is lacking regarding what is and is not taught in curriculum, what best practices are in training someone to become an effective supervisor, and what the impact of supervision can be on supervisee competence. The following systematic review asks the question, will providing quality supervision increase a supervisee’s competence, with specific focus on curriculum, best practices, and the impact of supervision. The dearth of research in this area implies a call for changes to curriculum, application of established supervision best practices, and that there is a positive effect on supervisors’ knowledge and confidence, supervisees’ competence, and client outcomes when a supervisee receives effective supervision.
Supporting a Successful Transition to Independence for Youth in Residential Care Programs
(2023) Parker, Chad A.; Ruggiano, Nicole; Cheatham, Leah
The outcomes for transitional-aged youth in care continue to be a concern, regardless of their setting (i.e., foster homes, residential treatment centers, residential group homes). Successful transitional programming must consider the complex needs of these youth. This review synthesizes approaches to transition planning for youth in residential care programs. Five themes emerged from the literature: extending care, independent living, mentoring, self-determination, and policy interventions. Implications for research, policy, and practice are discussed.
Restoring Equity for Black Youth in Urban Schools: A Scoping Review
(2023) Manigault, Douglas F., III; Davis, Curtis; Bradley, Samuel
Zero tolerance policies in urban schools increased the disparities in urban school discipline for Black youth in comparison to white youth. Restorative interventions continue to be a popular response to deviant student behaviors; however, exploring the impact of restorative interventions in reducing harsh discipline on Black youth should be a continued focal point for scholars. This study used a scoping review to explore knowledge available regarding using restorative interventions in urban schools and how they impact Black youth. Five databases were used to identify relevant literature. Eight pieces of literature met the criteria for inclusion in this review. Findings revealed that restorative interventions do not have substantially positive impact on Black youth’s suspension rates; yet racial inequities in school and perceived negative thoughts about Black youth are among chief reasons Black youth are more likely suspended. Implications for future research and interventions are discussed.
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.
The VA Maintaining Internal Systems and Strengthening Integrated Outside Networks (Mission) Act and Community Care: Progress, Opportunities, and the Path Forward
(2023) Ferrigno, Frank F.; Ruggiano, Nicole; Sloan, Douglas
Introduction/Background: The VA Health Care System was established in 1930 and Community Care (CC) for veterans has been available since 1924. Prior to 2014 CC was only utilized for veterans’ Care in exceptional cases. The passage of the VA Choice Act in 2014 and the VA Mission Act of 2018 rapidly increased the availability of CC to veterans. This study is the first that utilizes a macro historical perspective combined with an empirical examination of the impact of the increased use of CC under the VA Mission Act post-program implementation and offers recommendations for a path forward. Methods: An analysis examining the use of community care in the VA with a focus on the VA Mission Act that encompasses both the macro level of policy development and the micro level of program implementation. Results: The initial results following the implementation of the VA Mission Act were mixed. Greater options for care in the community and increased opportunities to obtain care via telehealth were enhancements to the care system. Disparate impact, challenges with care coordination, the need for increased support services and the lack of a readily accessible common set of performance metrics offer opportunities for improvement. Discussion: Proposals to effectively improve the VA Mission Act must be empirically driven, encompass both the macro and micro levels, and keep patient care as the centerpiece. Integral to achieving this goal will be a deliberate long-range plan that involves all internal and external stakeholders and facets of care delivery that considers all the potential indirect and direct impacts on the care being provided to veterans.
“Failure Is Not An Option”: A Scoping Review to Identify Contributing Factors of Nonprofit Organizational Failure
(2023) Thomas, Courtney Chapman; Davis, Curtis; Gold, Shaunna Payne
Failure in the context of nonprofit organizations is a concept that has intrigued many scholars. Unfortunately, the research of the root cause and indicators of failure is still fragmented. A great deal of the current research focuses on the success of nonprofits. This study is founded in systems theory and seeks to derive a list of common indicators of factors that attribute to failure among nonprofit organizations. It also seeks to determine if leadership is an overarching correlating factor among all failures. Through the evaluation of literature and a content analysis, this paper produces a list of indicators of failure within nonprofit organizations. The author utilizes this information to propose intervention and prevention models that could correct or deter failure with intentional focus on the role of Social Work Education.
Synthesizing Paternal Mental Health Advances and Clinical Social Work Practice: A Mapping Review
(2023) Brennan, Matthew; Davis, Curtis; Gallego, Joseph
Clinical research and practice in the area of paternal perinatal mental health is expanding throughout the allied health fields However, the absence of father-focused paternal perinatal research and the prioritizing of child and family-focused paternal perinatal research is particularly noticeable within Social Work literature. While recent Social Work scholarship on research related to paternal mental health and the experience of fathers exists, it is sparse. This mapping review focused on what is currently known about helping fathers in the perinatal period, in order to increase Social Work knowledge and practice. This review explores existing and relevant knowledge related to practices to better serve fathers and their families, and identifies gaps in research and clinical care for Social Work readers. Themes amongst the existing knowledge related to developmental change, traumatic birth, paternal mental health, interventions, neurobiology, and policy will be discussed before concluding with a focus on emerging focal points for future research related to nurturing fathers during perinatal care.
Outcomes of Continuing Education Programs for Social Workers’ Self-Efficacy towards Job Performance: A Systematic Review
(2023) Burrow, Aisha Monikee; McKinney, Bob; Lee, Lewis
The aim of this systematic review was to identify the outcomes of continuing education programs on social workers’ self-confidence towards job performance. This systematic review was guided by UNC’s Systematic Review Workbook and the Preferred Reporting Items for Systemic Reviews and Meta-Analyses (PRISMA) 2020 Statement. The literature search was completed in July 2023. Databases searched included Academic Search Premier, MEDLINE, and SocINDEX. A total of 133 peer-reviewed journal articles published in 2011-2023 that evaluated outcomes of continuing education programs for social workers were identified. Covidence software was used to present and synthesize results. Two reviewers independently analyzed fulltexts and assessed quality and biases. Seven journal articles met the inclusion criteria. The fulltext review revealed five common outcomes: professional development, enhanced practice skills, increased knowledge, preliminary effectiveness, and increased self-confidence towards job tasks. Based on these findings, continuing education programs have some positive outcomes. However, there were no comparison groups or randomized control trials used in the included studies. None of the studies are generalizable due to biases and small sample populations. Therefore, this systematic review is a first step to gaining a greater understanding of continuing education programs’ utility, feasibility, and outcomes for social workers’ self-efficacy towards job performance.
Foster Parent Factors Associated with Placement Stability: An Umbrella Review
(Journal of Public Child Welfare, 2023) Pixley, Jeanna; Cheatham, Leah; Smith, Brenda
Introduction/Background: This umbrella review summarizes empirical evidence of foster parent factors associated with placement stability. Methods: Joanna Briggs Institute protocol for umbrella reviews was applied in the narrative synthesis of data from four systematic reviews and one meta-analysis to isolate empirical evidence specifically related to foster parents and placement stability. Results: Sixteen foster parent factors associated with placement stability were identified. Twelve of the sixteen identified factors are related to social-emotional competencies (SEC). Discussion: Key limitations to the study include inconsistent operationalization of concepts related to placement types and outcomes in literature and methodological design which precludes examination of primary sources to resolve discrepancies in data reported across reviews. Recommendations include further exploration of the connection between SEC of foster parents and placement stability, more research regarding foster parent mental health, and increased focus on intersectionality of variables related to placement types and outcomes.
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.
Supporting Mental Health in the Classroom
(2023) Kerr, Angela M.; McKinney, Robert E. Jr.; Traylor, Amy C.
Today’s youth are facing a significant increase in mental health disorders, many of which are unable to receive the support and care they need due to various barriers (Ghandour et al., 2019; CDC, 2022. As a result, many have turned to schools to assist in promoting mental health and well-being. However, many teachers report lacking the training to efficiently address and support mental health issues in the classroom (Kratt, 2018). Numerous studies have identified programs that are effective at increasing a teacher’s ability to address mental health in the classroom. However, few studies examine the change in frequency of teachers intervening with students displaying challenging behaviors and/or mental health concerns. The aim of the current study is to examine the change in frequency of teachers addressing mental health in the classroom following a teacher-mental health collaboration training group. Teachers and staff members attended six training sessions, led by a mental health professional, focused on mental health and related topics. Pre and post tests were administered to evaluate the change in helping behaviors. Studies were needed to further assess the frequency in which teachers utilized newly learned skills and information to address mental health concerns in the classroom. While participants provided positive feedback for the group, data analyzed only identified one area, responding to a student in crisis, that met the criteria for a significant change. Small sample sizes and lack of a standardized tool to measure the frequency could serve as limitations for this study. Future research is needed to further explore the impacts of mental health-teacher groups on teachers' knowledge and ability to address mental health in the classroom as well as the impact to students’ well-being.
Eating Disorder Rates and Body Image Dissatisfaction Among College Females
(2023) Blair, Abigail Hogan; McKinney, Robert; Cheatham, Leah
The purpose of this study was to obtain further information on the rates of eating disorders among college-aged females and the possible sociocultural protective factors at play, especially those concerned with race and ethnicity. Participants included female undergraduate students at colleges and universities in the Southeast and Midwest portions of the United States who completed online surveys. The study remains ongoing, but implications to date are discussed.
There is No Time Like the Present: Conceptualizing a Radical Self-care Approach in Black Women Social Workers
(2022) King, Quinchele LeKesha; Davis, Curtis; Gresham, Kay; University of Alabama Tuscaloosa
Radical self-care is a self-care model that centers the health, wellness, and communal care of Black women. Radical self-care is rooted in self-determination, self-preservation, and self-restoration that nurtures the experiences of Black women. The theoretical lenses put forth in this paper show how interconnected COVID-19, Blackness, and Black womanhood in social work are all salient identities and experiences in need of radical self-care. Embedding radical self-care in the social work discourse is needed as it provides a method to broaden the well-being and retention of Black women social workers. It is imperative that social work organizations look at their policies and practices surrounding supporting self-care practices of Black women social workers as they are coping with racial trauma and navigating systems of oppression. In this paper I postulate how Black women social workers can take charge and ownership of their self-care needs and instill radical self-care practices in their marginalized clients through the proposed intervention of green therapy.
The Social Work Role in Higher Education: A Systematic Review
(2022) Naasko, Rachel T.; Jackson, Sebrena; Elliot, Willie; University of Alabama Tuscaloosa
Social workers apply social work knowledge and skills in various educational settings, including higher education. Although this career path is not widely recognized, social workers address the needs of students in higher education by providing mental health services, case management, program management, and outreach. This systematic review aims to explore the roles of social workers in higher education settings. This review includes empirical literature, articles written by students, and grey literature to demonstrate how the profession understands social work practice in higher education settings. The twenty-eight articles reviewed reflected six themes: the role of social work, field education, mental health, substance use, foster care, and diversity and inclusion. The results of this review support that further research is needed on the social work roles in higher education and that this setting is rich with field placement opportunities.

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