IU School of Social Work Collection
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Item Online Social Deception and Its Countermeasures: A Survey(IEEE, 2021) Guo, Zhen; Cho, Jin-Hee; Chen, Ing-Ray; Sengupta, Srijan; Hong, Michin; Mitra, Tanushree; School of Social WorkWe are living in an era when online communication over social network services (SNSs) have become an indispensable part of people's everyday lives. As a consequence, online social deception (OSD) in SNSs has emerged as a serious threat in cyberspace, particularly for users vulnerable to such cyberattacks. Cyber attackers have exploited the sophisticated features of SNSs to carry out harmful OSD activities, such as financial fraud, privacy threat, or sexual/labor exploitation. Therefore, it is critical to understand OSD and develop effective countermeasures against OSD for building trustworthy SNSs. In this paper, we conduct an extensive survey, covering 1) the multidisciplinary concept of social deception; 2) types of OSD attacks and their unique characteristics compared to other social network attacks and cybercrimes; 3) comprehensive defense mechanisms embracing prevention, detection, and response (or mitigation) against OSD attacks along with their pros and cons; 4) datasets/metrics used for validation and verification; and 5) legal and ethical concerns related to OSD research. Based on this survey, we provide insights into the effectiveness of countermeasures and the lessons learned from the existing literature. We conclude our survey with in-depth discussions on the limitations of the state-of-the-art and suggest future research directions in OSD research.Item Does it get better? Exploring “it gets better” videos using visual sociology(Taylor & Francis, 2021) Brandon-Friedman, Richard A.; Kinney, M. Killian; School of Social WorkIn 2010, the It Gets Better (IGB) project website was launched to house videos containing messages of support for youth who identify as sexual and/or gender minorities (SGMs). Despite success as a virtual social movement, scholars have suggested that the imagery portrayed may unintentionally exclude those who are most marginalized and that the videos often implore individuals to endure suffering now to gain happiness later. Using visual sociology methodology, the visual messaging and demographics of IGB video producers were examined and compared against criticisms of the project. Imagery portrayed was consistent with common concerns about exclusions of minorities, those who do not fit social standards of physical attractiveness, and those who challenge heteronormativity and adherence to gender norms. Despite IGB videos’ intentions to promote hope, the tales of struggle and hardship relayed often resulted in the depiction of negative emotions. Expressions of confidence, defiance, and empathy were visible, but the most prevalent emotion was sadness. Negative visual presentations and exclusion of significant demographics within the SGM community suggest IGB videos project more complex visual signals and different messaging than would be expected from videos designed to be supportive. Professionals should be attuned to these concerns when working with SGM youth.Item The Impact of Life Domains on Delinquent Behaviors in Five Caribbean Countries: A Partial Test of Agnew’s General Theory of Crime and Delinquency(Springer, 2022-02) Roh, Myunghoon; Cho, Sujung; Nolasco Braaten, Claire Angelique; Kim , Jangmin; Kim, Jeongsuk; Gentle-Genitty, Carolyn; School of Social WorkThe current study tests the applicability of Agnew’s (2005) general theory of crime and delinquency to a sample of Caribbean Community (CARICOM) youths and explains the hypothesized direct and indirect/mediated effects of family attachment and peer delinquency on delinquent behaviors. Data for this study were obtained from a 2014 cross-sectional survey of 512 adolescents from the five members of the CARICOM. This study utilizes mediation analysis. Results reveal that adolescents with abuse experience from family members and unsafe school environments are more likely to engage in delinquent behavior. Furthermore, peer delinquency is significantly related to delinquent behavior and mediates the link between child abuse, family history of violence, unsafe school environment, and subsequent delinquent behavior. Finally, child abuse generated a lower level of family attachment, and then a higher level of family attachment led to a lower likelihood of subsequent delinquent behavior.Item The Racial Pandemic Experienced by Black American Men: Cognitive–Behavioral and Structural Implications(APA, 2023) Gregory , Virgil L., Jr.; Tucker Edmonds, Joseph L.; School of Social WorkIssues of systemic racism, mass incarceration, and cultural trauma (CT) are linked to emotional sequelae sufficient for treatment. However, attempts to explain the psychosocial reactions of Black American (BA) men to racial injustice and treat CT must be considered in the context of the current and past structural environments in which they live. The purpose of the present study was to obtain in-depth, thick description of two related factors: BA males’ perceptions of injustice during the racial pandemic and the consequent psychosocial implications for theory and treatment. An interview guide addressing racial injustice, CT, and coping was used to conduct individual and focus groups’ interviews with 20 BA men. The data were analyzed using thematic analysis. The qualitative analysis found five themes that collectively fulfilled the study’s aims: (1) A violation of the social contract for Black American men, (2) Black American male distrust for police, (3) tripartite Black American male, police fear and heterogeneous emotions, (4) spiritual, technological, appraisal, and relational Black American male coping for racial injustice, and (5) Black American male resilience despite permanence of the racial status quo. As it pertains to BA male racial injustice and the residual CT, the qualitative data suggested multidimensional interventions that are cognitive–behavioral and structural in nature may be worthy of further empirical investigation. From a CT intervention perspective, the five emerging themes can be directly translated into cognitive–behavioral principles regarding therapeutic rapport, cultural adaptation, emphasis on positivity, and collaborative empiricism when working with BA men.Item Randomised Controlled Trial Evaluating the Strengths Model Case Management in Hong Kong(Sage, 2022-08-24) Tse, Samson; Yu, Chong Ho; Yuen, Winnie Wing-Yan; Ng, Catalina Sau-Man; Lo, Iris Wann-Ka; Fukui, Sadaaki; Goscha, Richard J.; Chan, Sunny H. W.; Wan, Eppie; Wong, Stephen; Chan, Sau-Kam; School of Social WorkObjectives: Strengths-based approaches to case management for people with mental illness have been widely used in Western countries. The aim of this study was to evaluate the effectiveness of Strengths Model Case Management (SMCM) among mental health clients in Hong Kong. Method: Two hundred and nine service clients were recruited from three Integrated Community Centres. Multiple measures related to recovery progress (e.g., Recovery Assessment Scale) were reported by both the clients and caseworkers before intervention and at 6 and12 months post-recruitment. Results and conclusion: Although there were no significant differences in improvement of most outcomes between the SMCM and control groups, the recovery scores of the SMCM group remained stable over time regardless of age, and also middle-aged participants (i.e., 40–59 years old) in the SMCM group achieved higher recovery scores over time than those in the control group. Trial registration number: Australian New Zealand Clinical Trials Registry (ACTRN) 12617001435370.Item The Future of Social Work Education: A Guide to Developing, Implementing, and Assessing e-Simulations(Indiana University School of Social Work, 2022-11-08) Wolfe-Taylor, Samantha N.; Khaja, Khadija; Wilkerson, David; Deck, Christian K.; School of Social WorkAdvances in technology, an increase in non-traditional students, a new generation of e-learners, the COVID-19 pandemic’s impact on education and practice, and the emergence of greater practitioner and client adoption of telebehavioral health present opportunities and challenges for curricular innovation in schools of social work. e-Simulations are reliable, valid, authentic high impact practices that address these challenges and prepare students for a future where social workers are called upon to adopt telebehavioral practice. Although there is literature on the development, implementation, and assessment of simulation-based learning in social work education, much of the literature explores the use of simulations in face-to-face social work education. Provided is a guide for educators and administrators on developing, implementing, and assessing online simulations (e-simulations) in social work education.Item Teaching appreciation for differences via intergroup dialogue (IGD)(2022) Gentle-Genitty, Carolyn; Renguette, Corinne; Griffith, Dan; School of Social WorkThere are many ways to teach appreciation for differences. Most often, this involves a one-and done session with little room for continued growth or monitoring of skill development. To be effective, however, the method used to teach concepts around differences must recognize the personal and communal pain, hurt, shame, and vulnerability that marginalized groups feel resulting from the dominant culture’s lack of awareness of and sensitivity to diversity and inclusion. Recognizing these aspects helps individuals respond to feelings of unworthiness and inadequacy. The difficulty is that people often attribute blame to others and think the responsibility for change belongs to someone else. Intergroup dialogue offers an interactive four-stage model that can help teach appreciation for and sensitivity to differences. This chapter presents and defines inter-group dialogue (IGD) and shares information about some of the skills generated from using IGD. These skills can help participants gain awareness and foster action and can help educators teach appreciation for differences, integrate the model into their courses, and measure the outcomes. It is through awareness and action we author our own endings and advocate for social justice. The IGD four-stage model is a face-to-face facilitated learning experience that brings together different social identity groups over a sustained time to 1) build trust by creating boundaries for communicating about difficult topics, 2) share and understand commonalities and differences while examining the nature and impact of social inequalities, 3) dialogue about difficult topics and 4) explore ways of working together toward greater equality and justice (IGD in Higher Ed, 2007, p. 2). This chapter will begin to explore these ideas and how they can help inform teaching. only 3 stages definedItem Interprofessional Collaborative Attitudes: Comparing Social Work Learners to Their Medicine and Nursing Peers(UNF, 2023-03-01) Bartholomew, Joseph B.; Mount French, Marcia; Kim, Hea-Won; School of Social WorkInterprofessional learning activities in higher education aim to unite healthcare professionals in their future practice, thus reducing duplication and fragmentation of services. This study uses a social learning perspective to examine advanced practice medicine, nursing, and social work learners’ attitudes toward interprofessional education and collaborative practice activities within their university programs. The authors used a cross-sectional design to administer a questionnaire that included the Interprofessional Attitudes Scale (IPAS) to 151 advanced practice health care learners (internal medicine residents, nurse practitioner students, master’s-level social work students). Findings indicated significant differences in three subsections of the IPAS. Social work learners possessed a more favorable attitude than their medicine and nursing peers on teamwork, roles, responsibilities, and community-centeredness. Social work and nurse practitioner students indicated higher interprofessional bias issues than medical residents. The participants’ age was also found to be significant in the study. Further exploration will afford a more substantial knowledge base to address the fragmented, siloed, and service duplication that works against a more comprehensive and efficient healthcare system.Item Effects of Risk Factors on Belizean Adolescents’ Academic Behaviors and Grit after Prolonged Absence During the COVID-19 Pandemic(Ubiquity Press, 2022-06-17) Vairez, Mathias, Jr.; Gomez, Frank, Jr.; Gentle-Genitty, Carolyn; Quiroz, Janeen; Manzanero, Olga; School of Social WorkThis causal-comparative study explored the effects of risk factors—family status, parental marital status, family income, and parent education level—on Belizean adolescents’ academic behaviors and grit (passion and perseverance in goal achievement) following prolonged absence during the COVID-19 pandemic. Data were collected online using a demographic survey, the Grit-S Scale (Duckworth & Quinn, 2009), coupled with eight additional items to measure academic behaviors (attendance, preparedness, attention, note-taking, participation, organization, use of out-of-school time, and homework completion and submission) for success (Farrington et al., 2012) from secondary and tertiary students in Belize. With rare exception, Belizean education took place in person before the pandemic. This changed to remote teaching and learning during the pandemic. Findings showed that adolescents from the defined risk factor of single-parent households experienced greater declines across all eight academic behaviors. Additionally, this effect was more pronounced for adolescents who experienced the loss of a parent from divorce or death of a parent. For grit, there were two key outcomes: (a) adolescents from nuclear and higher income families had slightly higher levels of grit; and (b) adolescents from parents with lower educational attainment had significantly higher levels of grit than their peers. Based on these findings, recommendations include more study of schools that invest in becoming trauma responsive when evaluating engagement and performance during prolonged absences. Future research should assess adolescents’ level of academic behaviors, grit, and other noncognitive factors.Item Higher Education Institutions’ Roles in Strengthening Local Capacity for Community Development: An Analytical Framework(University of Georgia’s Office of the Vice President for Public Service and Outreach, 2022-12-15) Sugawara, Carmen Luca; School of Social WorkResponding to an ongoing disconnect between higher education institutions (HEIs) and contemporary challenges communities face worldwide, universities can become a driving force to strengthen communities’ capacity toward innovative solutions to the challenges they face. This article introduces an analytical framework that provides a roadmap to design, examine, and measure the potential contributions of community-engaged university education in strengthening local capacity for community development (LCCD). The framework proposes three pillars of analysis: community assets, functioning capacity, and transformational capacity. Better understanding the contribution of community-engaged university programs in strengthening LCCD can create the conditions for local communities to leverage their power to foster positive social change while universities reexamine the way they engage communities. Finally, the article discusses implications for social development actors involved in promoting local capacity development to strengthen democracy and civic engagement and the benefits of involving HEIs as key stakeholders for social development.