Social Work electronic theses and dissertations (MU)
Permanent URI for this collection
The items in this collection are the theses and dissertations written by students of the School of Social Work. Some items may be viewed only by members of the University of Missouri System and/or University of Missouri-Columbia. Click on one of the browse buttons above for a complete listing of the works.
Browse
Recent Submissions
Item Echoes of the past : race-based generational trauma and resilience in Black emerging adulthood(University of Missouri--Columbia, 2025) Page, Cayla Christoria; Givens, AshleyCurrent research indicates that trauma, when unresolved, can be passed down through fourteen generations within a family's lineage. Considering Black people and the traumatic experiences they have faced throughout American history, the consequences of historical traumas dating back to the 1600s can be felt in younger generations of Black people today. These consequences take on many forms such as alterations in one's perception of self and the world around them and a felt need to work harder than White peers. Since emerging adulthood is a time when people begin to understand who they are and what they want in life, this is a prime time to resolve inherited trauma, or race-based generational trauma. Addressing race-based generational trauma keeps current generations of Black people from passing trauma responses down to future generations. However, research on race-based generational trauma and Black emerging adulthood is absent in the existing literature. The current study used a phenomenological approach to understand the ways in which Black emerging adults experience and cope with race-based generational trauma. Data from interviews with Black emerging adults about their experiences of race-based generational trauma and their ways of coping were analyzed using inductive analysis. The results from this study can be used to inform the development of interventions focused on resolving race-based generational trauma.Item Relational permanency, termination of parental rights and child welfare systems of care : a phenomenological study(University of Missouri--Columbia, 2025) Herman, Tamara Dion; Fitch, DaleThis study explores the relational permanency experiences of former foster youth who encountered the process of termination of parental rights (TPR). Fourteen former foster youth contributed their voice to discuss these experiences while residing in Missouri's child welfare systems of care and losing legal rights to family due to TPR. Their experiences were explored using Moustakas's transcendental phenomenological research methodology while using theoretical bases derived from attachment and systems theory. This analysis process employed epoche, phenomenological reduction, imaginative variation, and synthesis to create a rich essence of the youth's experiences, allowing for a full meaning of such experiences (Moustakas, 2014). The data generated from their voices yielded themes of loss, mental health decline, strained relationships, and poor child welfare interaction. The emerging themes generate a deeper understanding of relational permanency experiences of foster youth who lost ties to their family of origin due to TPR. The study suggests that the findings can be instrumental in improving child welfare practice and mitigate negative outcomes associated with older foster youth, especially those with TPR experiences.Item Nonmedical prescription opioids use : a comparative study of Black and White Midwestern college students(University of Missouri--Columbia, 2024) Kehinde, Omoshola Benardinah; Yu, MansooAlthough national-level racial disparities in nonmedical prescription opioid (NMPO) use are well-established, local-level comparisons between Black and White college students remain scarce. This study investigates racial disparities in intentions to use NMPO and explores theory-based individual and socio-contextual factors associated with these intentions. A cross-sectional survey was conducted among full-time students at the University of Missouri-Columbia. Demographics, theory-based factors, and NMPO use intentions were assessed from 498 students (86 percent White, 14 percent Black). Statistical analyses included chi-square tests, Welch's t-tests, and hierarchical multiple linear regressions using the R program. Black students demonstrated significantly higher NMPO intentions compared to Whites (p [less than] 0.05), with greater perceived susceptibility to opioid use. Hierarchical regression revealed individual factors (attitudes towards NMPO use, depressive symptoms, opioid and substance use history) as stronger predictors of NMPO intentions than socio-contextual factors. Race moderated the effect of attitudes on NMPO intentions, with a stronger association observed among Blacks. Addressing racial disparities in NMPO intentions among college students is crucial. Culturally tailored interventions targeting individual and socio-contextual factors, especially attitudes towards NMPO use, are essential for reducing intentions to use NMPO, particularly among Black students.Item Exploring organizational pressures on data driven decision making in social service nonprofits : a Grounded Theory study(University of Missouri--Columbia, 2024) Hammock, Kasey Lynn; Robinson, ErinIn most sectors across the United States, individuals within organizations use data-driven decision making to understand their outcomes and make decisions about the future of their organization's work (Brynjolfsson et al., 2011). This is rarely happening in the approximately 112,000 human service nonprofits in the United States (Bopp et al., 2017; National Center for Charitable Statistics [NCCS], 2020). Recognizing these barriers is crucial for progress. Data-driven decision making (DDDM) involves three stages: defining relevant data, establishing measurement protocols, and utilizing data for decision-making (Julnes and Holzer, 2001; Mandinach, 2012). The study seeks to build a theoretical foundation lacking in previous literature by interviewing leaders and front-line workers at social service nonprofit organizations in Boone County, Missouri to better understand influences on their utilization of data in decision making. Employing a non-experimental Grounded Theory approach, the study explores the relationship between organizational state and actions within social service nonprofits, aspects of DDDM. Qualitative semi-structured interviews and quantitative demographic data collection were used to develop a theoretical model for DDDM in this sector. Twenty organizations were randomly selected from a sample frame of 55 social service nonprofits, resulting in 34 participants from 18 nonprofits. Qualitative data, gathered through interviews, provided insights into participants' experiences and perceptions of DDDM effectiveness. A Grounded Theory analysis was employed to analyze interview transcripts. Quantitative data, including organizational information from IRS reports and individual self-report surveys, supplemented the qualitative findings, allowing for robust validation of qualitative results. The study revealed three key findings: 1) the differing influences of internal and external stakeholders on organizational actions; 2) the significant role of organizational capacity in shaping data definitions and processing; 3) and the primacy of organizational factors over individual ones in influencing DDDM. These findings lay a foundation for future research and practical interventions aimed at fostering effective DDDM in social service nonprofits. By addressing gaps in current literature and offering insights into challenges and opportunities for DDDM implementation, this research contributes to the advancement of effective, equitable, and sustainable practices within social service nonprofits.Item Trauma-informed classroom check-up : feasibility and social acceptability with effects on educator efficacy, coping, stress and burnout(University of Missouri--Columbia, 2024) Weigand, Tanya; Thompson, Aaron M.The purpose of this feasibility project is to implement and evaluate the effect of a trauma-informed modification on an evidence-based classroom intervention model to promote effective trauma-informed classroom management and coping skills with potential reduction of educator stress and burnout. Trauma is the most-common psychological health condition with adverse childhood experiences strongly correlated to increased risk for negative outcomes (i.e. mental and physical health problems, substance abuse and criminal justice involvement). Despite a wealth of knowledge regarding trauma impact on youth, a lack of research exists on the impact of trauma on educators. Educator stress, secondary trauma, and compassion fatigue are significantly high, due in part to trauma exposure leading to difficult student behaviors along with personal trauma responses, leading to educator burnout. This feasibility study utilized a pre-posttest design to assess a pilot of a traumainformed adaptation of the Classroom Check-up. The Trauma-Informed Classroom Checkup (TI-CCU) uses an assessment-based feedback session targeting teacher behavior through intervention to improve trauma-informed knowledge, coping, self-efficacy, and basic work satisfaction promoting reduction of educator stress and burnout.