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Browsing by Author "Ashirifi, Gifty"
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ItemI have to cope with it: The voices of older African immigrants experiencing social isolation and loneliness in the US(Oxford University Press, 2022-12-20) Adeniji , Dolapo; Ashirifi, Gifty; School of Social WorkSocial isolation and loneliness have been recognized as significant challenges in the world of older adults. For older African immigrants living with their families in the US, researchers have captured factors such as language barriers, cultural differences, and limited access to transportation to contribute their feelings of social isolation and loneliness. However, little is known about how they cope with these challenges. As the population of older African immigrants continues to increase in the US, it is pertinent to expand knowledge about their experiences for the purposes of social work practice and policy development. Using a qualitative approach, this study recruited and conducted in-depth interviews with 11 participants aged 63 -79. Four themes emerged from the data through a thematic analysis approach which includes a) Positive Self-talk: “I have to cope with it”, b) Technology/Social media: "if I cannot interact physically outside, then, I go through the social media”/Watch TV”, c) Intergenerational social engagement beyond caregiving: "They [grandchildren] are my immediate constituency”, and d) Digging deep through faith. Although the result of this study shows that older Africans immigrants are finding strategies to cope with social isolation and loneliness further support is needed specially to strengthen their coping skills and enhance their social network with people outside of their families. ItemStudent and Faculty Perceptions on Feedback in a Graduate Social Work Distance Education Program(Taylor and Francis, 2022-09-04) McCarthy, Katherine M.; Wilkerson, David; Ashirifi, GiftyOnline social work educators are responsible for fostering high quality academic growth experiences for their students. Feedback instructors provide to students aims to further this goal. The purpose of this study is to understand how social work instructors and students in an entirely online MSW program value instructional feedback. Open-ended survey questions were used to gather instructor and student perspectives. Qualitative analyses revealed similar themes. Faculty felt the main purpose of feedback was to facilitate learning, improve effectiveness of learning, enhance student social work capability, and foster engagement and connection. MSW students felt the main importance of feedback was that it fostered student development, assessed student progress, facilitated interaction and communication with instructor, and clarified misunderstanding. Contrary to the traditional role of feedback in on-the-ground programs, both MSW faculty and students felt that feedback in the online modality not only increased content comprehension but also influenced the student and instructor relationship. This study highlights the need to train faculty to deliver feedback that is consonant with distance education students' desire to experience connection and support as a part of their online education.