The investment model of commitment processes is rooted in interdependence theory and emerged from the broader scientific zeitgeist of the 1960s and 1970s that sought to understand seemingly irrational persistence in social behavior. The investment model was developed originally to move social psychology beyond focusing only on positive affect in predicting persistence in a close interpersonal relationship. As originally tested, the investment model holds that commitment to a target is influenced by three independent factors: satisfaction level, quality of alternatives, and investment size. Commitment, in turn, is posited to mediate the effects of these three bases of dependence on behavior, including persistence. Commitment is presumed to bring about persistence by influencing a host of relationship maintenance phenomena. The investment model has proven to be remarkably generalizable across a range of commitment targets, including commitment toward both interpersonal (e.g., abusive relationships, friendships) and non-interpersonal (e.g., job, sports participation, support for public policies) targets. Empirical support for the investment model is presented as well as a review of recent applications of the model and a proposed extension of it.

/pdf/the-investment-model-of-commitment-processes-3wmd6vcufo.pdf

The Investment Model of Commitment Processes

The social work academic community is currently considering and critiquing the idea of evidence-based practice (EBP). Given the vital part that practicum education plays in the social work profession, understanding the views of field instructors on this subject is essential. The George Warren Brown School of Social Work at Washington University surveyed 283 field instructors within 180 agencies and found that the majority (87%, N=235) viewed it as a useful practice idea. However, most of the indicators employed to assess use of scientific evidence in social work practice revealed that it occurs too infrequently. A lack of time was reported as the greatest obstacle.

Integrating evidence-based practice and social work field education

Children of Alcoholics: A Critical Appraisal of Theory and Research

Field education might be described as a ‘sacred cow’ of the social work profession: it remains enshrined in accreditation guidelines internationally; it is a key curriculum component in social work programmes; it is traditionally accommodated in the workload of practitioners and organisational activity; and students identify the learning experience as central to their transition to practice. However, it is frequently peripheral and seldom regarded as a core component of practitioner or organisational workload. In addition, many assumptions and myths surround field education. It is asserted here that these contradictions warrant further debate by educators, students, professional bodies and the field as the twenty-first century unfolds.

Conceptualising Field Education in the Twenty-First Century: Contradictions, Challenges and Opportunities

Substance abuse is a major public health concern that impacts not just the user but also the user’s family The effect that parental substance abuse has on children has been given substantial attention over the years Findings from the literature suggest that children of substance-abusing parents have a high risk of developing physical and mental health and behavioral problems A number of intervention programs have been developed for parents who have a substance abuse problem There have also been a number of interventions that have been developed for children who have at least one parent with a substance abuse problem However, it remains unclear how we can best mitigate the negative effects that parental substance abuse has on children due to the scarcity of evaluations that utilize rigorous methodologies such as experimental designs The purpose of this study is to review randomized controlled trials of intervention programs targeting parents with substance abuse problems and/or children with at least one parent with a substance abuse problem in order to identify programs that show some promise in improving the behavioral and mental health outcomes of children affected by parental substance abuse Four randomized controlled trials that met our eligibility criteria were identified using major literature search engines The findings from this review suggest that interventions that focus on improving parenting practices and family functioning may be effective in reducing problems in children affected by parental substance abuse However, further research utilizing rigorous methodologies are needed in order to identify other successful interventions that can improve the outcomes of these children long after the intervention has ended

https://www.dovepress.com/getfile.php?fileID=23436

Improving the outcomes of children affected by parental substance abuse: a review of randomized controlled trials.

SUMMARY This article reviews the scientific literature that focuses on school-age children of parents with substance use disorder (SUD). The review examined the subjects, instruments, and results of 10 scientific studies published from 1985 to the present (2006). Generally, school-age children of parents with SUD demonstrated a variety of emotional, cognitive, behavioral, and social problems. Specifically, (a) children of drug users (CODs) were at higher risk than children of alcoholics (COAs) for psychopathology and functional impairments, and (b) Children of parents diagnosed as having SUDs (particularly alcohol), along with anti-social personality disorder (ASPD) showed more negative psychosocial outcomes than children whose parents did not have ASPD. Recommendations for future research and implications for social work practice are discussed.

Young Children of Parents with Substance Use Disorders (SUD): A Review of the Literature and Implications for Social Work Practice

This study compares the assessment of 30 teachers, 120 field instructors, and 287 students with regard to what students of social work do during their fieldwork practice and the importance they attach to these activities. The study used a Job Analysis Questionnaire developed specifically for this study. Results indicated differences among the three groups. Implications call for more attention and tighter follow-up of teachers on student field work and greater clarity on expected and actual performance of roles as perceived by teachers, field instructors, and students.

Differences of Teachers', Field Instructors', and Students' Views on Job Analysis of Social Work Students.

This study examines the degree of congruence between the aims and missions emphasized in the classroom and those conveyed to the students in their fieldwork in the three years of an undergraduate program in Social Work at the Bob Shapell School of Social Work in Israel. Analysis of the responses of 28 classroom instructors and 142 field supervisors on a 40-item questionnaire revealed a synergetic and complementary pattern of classroom and field instruction, reflecting the School's investment of time, energy, and thought in coordinating the two. Some problems of coordination were found, however, and recommendations were made to rectify them.

Congruence of classroom and field instruction in social work: An empirical study

The aim of the study was to examine field instructors' commitment to student supervision, using an adapted form of the Investment Model, which consists of six components related to supervision: rewards (positive aspects of the job), costs (negative aspects of the job), degree of investment in the job, quality of alternative jobs, satisfaction of the job, and commitment to the job A non‐purposive sample of 178 field instructors of bachelor‐level social work students completed mailed questionnaires The findings show that the greater the rewards, the greater the field instructors' commitment, investment, and satisfaction On the other hand, higher job cost was inversely related to commitment, satisfaction, and investment Job satisfaction mediated between rewards, cost, investment and job commitment The article helps to illuminate some of the factors associated with field instructors' commitment to undergraduate student supervision and suggests ways of increasing it

Field Instructors' Commitment to Student Supervision: Testing the Investment Model

Social workers, supervising students during their field instruction, significantly affect the students' professional competence. This study focuses on the factors causing them to drop out of supervision, on the assumption that an understanding of the phenomenon will enable academia to reduce the turnover by taking appropriate measures to ensure their enduring commitment. An instrument was developed reflecting the possible reasons, and including questions relating to their experience of supervision. A few more questions were added related to supervisors' level of commitment to student supervision and their satisfaction while they were supervising students in the past. The questionnaire was sent to 83 former supervisors; 63% responded. The findings show that the main reasons for their drop out were extrinsic; therefore, it is essential to develop a policy of incentives, offering differential rewards related to the supervisors' professional profile.

Neta Peleg-Oren

Papers

Young Children of Parents with Substance Use Disorders (SUD): A Review of the Literature and Implications for Social Work Practice

Differences of Teachers', Field Instructors', and Students' Views on Job Analysis of Social Work Students.

Congruence of classroom and field instruction in social work: An empirical study

Field Instructors' Commitment to Student Supervision: Testing the Investment Model

Why Do Field Supervisors Drop Out of Student Supervision