Results | SCSU Bibliography

Dworkin, S. L. (1996). Persistence by 2-Year college graduates to 4-Year colleges and universities. Community College Journal of Research and Practice, 20(5), 445–454. https://doi.org/10.1080/1066892960200504

Most community college graduates do not continue on for study in 4-year colleges and universities. Fewer than 20% do so within the first few years after receiving their associate's degrees. Concerns have been expressed about the extent to which older students (e.g., students who received their degrees at age 25 and above) persist (go on) to 4-year colleges and universities and about the correlates of persistence for this group. The purpose of this study was to examine the relationships between a selected number of academic, social, and personal variables in the context of predicting persistence to a 4-year public university among older graduates of a New England state’s public 2-year institutions. Data were collected in 1988 and 1989 from a random sample of 3,762 older associate's degree students from the 12 community colleges in Connecticut. These data were then subjected to a two-group, single-function discriminant function analysis to determine the predictive power of the dependent measures used in the study. The results indicated that the higher the perceptions of social and institutional support in community colleges and the higher the age of the graduates, the more apt they were to persist to a 4-year institution. Further analysis, however, revealed that the average persister was 38 years old, whereas the average attritor was 34 years old, suggesting the need for further research among 2-year college populations among the over-30 age group as well as replication of the study in states with both similar and dissimilar demographic shifts in college populations. © 1996 Taylor and Francis Group, LLC.

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Appleby, G. A. (1995). Chapter 1: AIDS and Homophobia/Heterosexism. Journal of Gay and Lesbian Social Services, 2(3–4), 1–24. https://doi.org/10.1300/j041v02n03_01

Homophobia and heterosexism are complementary social processes that shaped the social construction and the public health response to AIDS. Both concepts view gay and lesbian oppression from different vantage points. Homophobia is a weapon of sexism and is manifested in fear and hatred. Heterosexism is an ideological system that denigrates non-heterosexual behavior. Both processes are well served by the social institutions of family, religion, law, and the ideologies of sexuality and gender. The consequences have been societal and personal: inadequate HIV medical and social services; lack of a national AIDS policy; widespread discrimination and prejudice against gay men, lesbians, and persons living with AIDS; stress, violence, and suicide; substance abuse; and HIV risk behavior and relapse. Mental health and social services, social supports, education and prevention programs, community development, and social action to broaden civil rights and to challenge institutional oppression are required to counter the ravages of hate and discrimination. © 1995 Taylor & Francis Group, LLC.

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Gesino, J. P., & Siegel, E. (1995). Training gerontological social workers for nursing home practice. Gerontology & Geriatrics Education, 15(4), 69–82. https://doi.org/10.1300/j021v15n04_07

An escalating elderly population has necessitated a corresponding need for social workers trained in gerontology and who can practice in nursing homes. In order to enhance professional knowledge and skills, the authors present a teaching model that uses an apprenticeship framework to help students develop social work skills in working with elderly residents in long term care facilities. Responses to student reaction worksheets were analyzed in order to assess student experiences, the progress of skill development and the amelioration of bias as a relationship develops develops between client and social worker. The authors propose the use of a "reflective practicum" enhanced by group processes as a way to enhance training. © 1995 Taylor & Francis Group, LLC.

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Friedman, B. D. (1994). No place like home: A study of two homeless shelters. Journal of Social Distress and The Homeless, 3(4), 321–339. https://doi.org/10.1007/bf02091836

Homelessness is one of the most pressing social problems today. Society has responded to the problem with the creation of homeless shelters. Yet, the nature of the operation of the shelter is not defined. This study explored the operations of two single adult homeless shelters to understand how they operate in addressing the problem of homelessness. The study identified two different types of services, one called `'house” and the other `'home”. House services provided basic food, shelter, and linkage to social services, which fulfilled the basic definition of the problem of homelessness as defined by the Institute of Medicine. Home services provided the basic services of house but also went one step beyond by providing these services within the context of a supportive environment, thus creating informal social supports. The study discusses the implications of each of these modalities in addressing the problems associated with people who are homeless as well as the differences in policies and structures which contribute to one shelter providing house and the other home services.

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Siegel, E. (1991). No easy answers and A delicate balance. Gerontologist, 31(2), 285–286. https://doi.org/10.1093/geront/31.2.285

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Johnson, H. C., Atkins, S. P., Battle, S. F., Hernandezarata, L., Hesselbrock, M. N., Libassi, M. F., & Parish, M. S. (1990). Strengthening the “Bio” in the biopsychosocial paradigm. Journal of Social Work Education, 26(2), 109–123. https://doi.org/10.1080/10437797.1990.10672142

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Bliss, S. (2005). A case for developing the emotional capacities of social workers: A commentary on “Promoting self-awareness: Infant observation training as a model.” Smith College Studies in Social Work, 75(3), 59–62. https://doi.org/10.1300/J497v75n03%5C_05

Dripchak, V. (2005). Mass trauma and violence: Helping families and children cope. Clinical Social Work Journal, 33(4), 492–494. https://doi.org/10.1007/s10615-005-7042-y

Keenan, E. (2005). Introduction to the book reviews - Vol. 33 Iss. 1. Clinical Social Work Journal, 33(1), 103–106. https://doi.org/10.1007/s10615-005-2622-4

Keenan, E. (2005). Introduction to the book reviews - Vol. 33 Iss. 2. Clinical Social Work Journal, 33(2), 217–220. https://doi.org/10.1007/s10615-005-3534-z

Keenan, E. (2005). Introduction to the book reviews - Vol. 33 Iss. 3. Clinical Social Work Journal, 33(3), 359–362. https://doi.org/10.1007/s10615-005-4948-3

Keenan, E. (2005). Introduction to the book reviews - Vol. 33 Iss. 4. Clinical Social Work Journal, 33(4), 485–488. https://doi.org/10.1007/s10615-005-7040-0

Keenan, E. K. (2005). Parallel processes in community- based research. Reflections: Narratives of Professional Helping (Click on Current or Archives; Registration Optional), 11(4), 1–7.

Keenan, E., Tsang, A., Bogo, M., & George, U. (2005). Micro ruptures and repairs in the beginning phase of cross-cultural psychotherapy. Clinical Social Work Journal, 33(3), 271–289. https://doi.org/10/fv9dgr

The article discusses misunderstandings and misattunements that occur in the beginning phase of cross-cultural psychotherapy. Sources of micro ruptures are outlined, including client maladaptive patterns, therapist misunderstandings, cross-cultural misunderstandings due to cultural variations, and asymmetrical power relations involving the impact of prior experiences or current therapy practices. Multiple clinical vignettes illustrate the rupture/repair process, drawing on Safran and Muran's (2000) list of direct and indirect techniques., (C)2005 Kluwer Academic Publishers

Keenan, E. K., Tsang, A. K. T., Bogo, M., & George, U. (2004). Do social workers integrate sociocultural issues in mental health session dialogue?: an exploratory study of cross-cultural practice. Social Work in Mental Health, 2(4), 37–62. https://doi.org/10.1300/j200v02n04_03

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Keenan, E. (2004). From sociocultural categories to socially located relations: Using critical theory in social work practice. Families in Society-the Journal of Contemporary Human Services, 85(4), 539–548. https://doi.org/10.1606/1044-3894.1844

This article applies concepts from critical social theories to shift the profession's discourse from the center-margin relations of generalist-multicultural practice to a model of socially located cross-cultural client-worker relationships. Critical theories examine patterns and meanings enacted within and between people in specific social locations at specific points in history that express particular relations of culture, power, and identity. This framework can help social workers listen, explore, conceptualize, and intervene in a more complex and effective manner. The article summarizes key themes in critical theories, redefines how social workers can use knowledge for practice, and concludes with discussion of a case illustration.

Keenan, E. K., Miehls, D., Moffatt, K., Orwat, J., & White, J. (2004). Cacophony, polyphony or fugue: Exploring sociocultural concepts with social work students. Smith College Studies in Social Work, 74(2), 427–448. https://doi.org/10.1080/00377310409517725

This paper documents some dialogue among the authors that emerged as each taught Master of Social Work students a course in sociocultural concepts. The instructors taught this required course from a common syllabus and the discussion reflects the authors' experiences in the delivery of the course material. At the time these dialogues took place, the instructors had recently changed the course format. Rather than teaching sociocultural concepts in isolation (eg. a class on sexism, a class on ageism, etc.), the instructors crafted the course content around central themes. Postmodern theories underscore much of the course content, and are synthesized both in this course and across the curriculum with feminist, psychodynamic, and cross-cultural practice theories. The paper begins by summarizing key post-modern theories that frame the course. Then, the authors respond to formulated questions that address multiple forms of identity development, ambiguity, and competing student ideologies that are manifest in classroom dynamics. Finally, the authors discuss their respective pedagogical and theoretical views and discuss their classroom experiences.

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Keenan, E. (2004). Culture and psychoanalytic theory - Introduction to the book reviews. Clinical Social Work Journal, 32(3), 349–352. https://doi.org/10.1023/B:CSOW.0000035112.62799.e8

Keenan, E. (2004). Introduction to the book reviews - Vol. 32 Iss. 1. Clinical Social Work Journal, 32(1), 97–100. https://doi.org/10.1023/B:CSOW.0000017809.01929.ed

Keenan, E. (2004). Introduction to the book reviews - Vol. 32 Iss. 2. Clinical Social Work Journal, 32(2), 215–218. https://doi.org/10.1023/B:CSOW.0000024449.76075.51

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