Social Work electronic theses and dissertations (MU)
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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.
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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.Item The role of race : examining factors of academic performance among multiracial and white college students(University of Missouri--Columbia, 2024) Bedell, Kenneth Lee; Yu, MansooThe study examined the associations between individual and social contextual factors and academic performance among Multiracial and White college students. Individual factors included depression, anxiety, psychosocial stress, and access/interaction with supports and social contextual factors included sense of belonging and perceived discrimination as independent variables. Hierarchal linear regression was used to test the associations of the individual and social-contextual factors and academic performance. Data were collected using standardized measures administered online. Quota and purposive sampling were used to recruit students from four public universities in one midwestern state. The sample consisted of Multiracial students N =129) and White students (N = 181). The findings of the bivariate analysis showed there were statistically significant differences between the Multiracial and White groups regarding depression severity, access/interaction with support, perceived discrimination, and sense of belonging. The hierarchal linear regression analysis showed perceived discrimination was negatively associated with academic performance and access/interaction with supports was positively associated with academic performance and perceived stress and sense of belonging were positively associated with student motivation. The findings suggest that Multiracial students do not experience disparities in academic performance similar to the academic performance disparities experienced by other racial/ethnic minority groups. Social work practice implications of these findings include the importance of social workers involvement on campuses to promote DEI Trainings and programs to increasing access to supports for students.Item To protect and to serve? A phenomenological exploration of interactions between black transgender women and law enforcement in the Midwest(University of Missouri--Columbia, 2024) Banks, Anthony Jason; Canada, KelliCurrent research indicates transgender women of color are experiencing what is being referred to as an "epidemic of violence," with increased prevalence of murder, physical and sexual assault, and verbal harassment in their communities. Prevalence rates are likely underestimated due to potential underreporting of rates of violence and discrimination. Law enforcement personnel are in a unique position to mitigate this violence among transgender women of color, however past research shows that law enforcement may in some instances perpetuate already existing violence with this population instead of preventing and intervening in these situations. One limitation of the existing research is that little is known about how transgender women of color experience interactions with police. This study aimed to add to the limited research by using an intersectional theoretical framework to better understand these interactions. Research questions were answered using a phenomenological research design. Data from interviews with transgender women of color in the Midwest about their experiences with law enforcement and what they take away from these experiences were analyzed using an inductive interpretive analysis. The results from this study can be used to inform policy intervention development to enhance the safety of transgender women of color in their communities