Research on Social Work Practice

A quasi-experimental research study found that a 6-week psychoeducational group intervention was effective in alleviating stress, depression, and anxiety among eight heterosexual persons with HIV/AIDS in an experimental group. The group intervention consisted of both educational topics and psychological support. Scores on several measures changed significantly from pretest to posttest. A comparison group of heterosexual persons living with HIV/AIDS showed no significant differences from pretest to posttest. Implications for further research, practice, and program development are discussed.

This study assessed the effectiveness of a 17-session HIV-prevention group intervention with gay and bisexual males. Participants were aged 18 years or older, had engaged in one or more instances of unprotected sex with other males during the preceding 12 months, and had responded to local publicity for a program to assist gay and bisexual men who were having difficulty being sexually safe. Following assessment, 159 individuals were matched and assigned to receive group counseling or remain in a wait-list condition. Treatment focused on skills training in coping with high-risk situations. The intervention appeared to be more effective with exclusively gay than with bisexual men. More positive outcomes were associated with safer behavioral patterns at baseline, higher self-efficacy for safer behavior, accurate personal assessment of HIV infection risk, the absence of alcohol/drug use in association with sex, and satisfaction with social support.

This first of two social work studies with developmentally disabled adults evaluates the effectiveness of a social skills training package in a replication of Bales (1980). Two groups of four trainees from vocational training programs were organized at two sites, respectively (n = 8). Both groups received a 12-session training package designed to improve social skills in four domains. A multiple baseline design across skills was used to evaluate effectiveness for individuals in each group, with skills assessed using a 16-situation role-play test. As a result of training, participants improved in skill performance using the role-play test, but an in-vivo assessment showed little change. Thus it was concluded that the treatment package was effective in improving social skills, but not powerful enough to effect significant changes in other settings. Suggestions are given concerning treatment effectiveness and implications for social work practice.

This study explored whether selected client and service characteristics could help predict families' use of other child welfare services after receiving intensive family presentation services (IFPS). Of 192 families, over three quarters did not use out-of-home child placement services for up to 6 months after receiving IFPS. Additionally, well over half of the families ended all service agreements with child welfare in the same period Polytomous logistic regression was used to develop prediction models. The findings of this study have implications for the development and service delivery of IFPS programs. Specifically, the role of IFPS needs to be re conceptualized to more accurately reflect its place on the child welfare services continuum.

Trichotillomania is a behavioral disorder characterized by persons who are unable to resist pulling out their own hair. There has been a growing practice literature with such persons in disciplines other than social work during the last decade. Social workers need to become informed on how to assess and provide effective treatment for patients diagnosed with trichotillomania. This article provides a comprehensive review of the literature regarding the diagnosis, assessment, and empirically supported psychosocial methods of intervention that social workers can implement in practice.

The development of research instruments for measuring social work practice skills has been overlooked despite the overall growth of social work practice research. This article describes the development of an instrument to measure social work practice skills derived from both psychotherapy integration research and eclectic psychosocial models of social work practice. Based on data collected from 285 MSW interns who completed the Practice Skills Inventory, results demonstrated that four clear factors emerged encompassing therapeutic, supportive, treatment planning/evaluation, and case management skills. The four factors (totaling 33 items) accounted for over 50% of the variance and snowed good to excellent internal consistency ratings. Theoretical and methodological strengths and limitations of the scale are considered, as well as its potential implications for social work practice and education. Recommendations for further validation of the Practice Skills Inventory are suggested.

A survey of Social Work Research Centers (SWRCs) in North America produced results from 8 Canadian and 37 U.S. SWRCs. The number of SWRCs and the proportion directed by women has increased since Estes's survey. Most SWRCs have small budgets and staff complements. The most reported purpose was to improve social work practice by applying and transferring knowledge. Center membership was largely social work faculty and students. SWRC policy and administration was usually shared among SWRC directors, social work heads, and other university officials. Most respondents agreed that SWRCs should have separate budgets to increase their ability to plan and carry out activities. SWRC priorities were about the same as reported by Estes, and their research priorities reflected faculty interests. A high proportion of SWRC directors strongly agree with many of the recommendations originally offered by Estes in 1979. Nearly all agreed that SWRCs should have a stable set of resources to direct toward generating additional funds to build SWRC operations.

This article addresses the significant role multicultural social work institutes can play in the development of social work practice. Such an institute can be a powerful source for researching, evaluating, and expanding social work knowledge and practice, educating and training human service professionals, analyzing and disseminating information critical to policy and professional development, and initiating and participating in change processes that reflect heightened awareness of and appreciation for diversity. The case of San Francisco State University's Institute for Multicultural Research and Social Work Practice is used to illustrate how each of the above-mentioned points were achieved. This article traces the three major phases the institute went through during its first 7 years of history: initiation and establishment, development, and maintenance and growth. It reveals that to be successful, institutes must engage in strategic planning and continuously evolve and change to meet new challenges and developments.