Author
Rachel M. Bailey
Bio: Rachel M. Bailey is an academic researcher from University of Missouri. The author has contributed to research in topics: Social work & Class (computer programming). The author has co-authored 2 publications.
Papers
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TL;DR: In this article, the authors present results from an evaluation of learning outcomes in a social work skills class between online and in-person students, where students were compared on background and academic factors.
Abstract: This article presents results from an evaluation of learning outcomes in a social work skills class between online and in-person students. Students were compared on background and academic factors,...
1 citations
01 Jan 2021
TL;DR: In this paper, a 34-year-old male sought Dialectical Behavioral Therapy (DBT) treatment after two decades of life-threatening behaviors, including multiple suicide attempts, self-injurious behaviors, morbid ruminations, and preparatory behaviors.
Abstract: Dialectical behavioral therapy (DBT) is an evidence-based treatment for life-threatening behaviors. The availability of DBT combined with the complexity of suicide-related disorders makes treatment quite onerous. A 34-year-old male sought DBT treatment after two decades of life-threatening behaviors, including multiple suicide attempts, self-injurious behaviors, morbid ruminations, and preparatory behaviors. He completed the full year of comprehensive DBT treatment. Within 4 months he was no longer engaging in preparatory behaviors and suicide planning, and treatment focused on suicide ideation and morbid ruminations. The most essential DBT tool utilized throughout the treatment process was the unrelenting dialectic of validation and change. At the close of treatment, the client no longer wanted to die, though he still had approximately one suicide ideation weekly. He stated “Now when I feel bad, I just tell myself it is only temporary.” He continued to struggle with traumatic stress symptoms and experiences and is now engaged in eye movement desensitization and reprocessing. This case illustrates how DBT can be effective when the client is engaged, when the relationship between the therapist and client is profound, and when the therapist practices the model to fidelity.
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TL;DR: In this paper , focus groups were conducted with 15 PSS trainees after they completed two training courses delivered in an online university format, and four themes emerged: issues with online navigation, desire for an orientation to university-level education, instructor qualities (e.g., approachability and availability), balance between online and in-person learning, more frequent class meetings, and course structure considerations.
Abstract:
Purpose
Peer Support Specialists (PSS) play an integral role in substance use disorder treatment and aftercare services. PSS training programs vary in format and need to be evaluated for continued improvement. The purpose of this study was to gather feedback about course delivery and instruction from PSS trainees in a PSS training program in Alabama.
Design/methodology/approach
Focus groups were conducted with 15 PSS trainees after they completed two training courses delivered in an online university format. There were four men and 11 women. Four were black, 10 were white and one was Hispanic/Latinx. Participants ranged in age from 20 to 70.
Findings
Through content analysis of focus group content, four themes emerged: (1) issues with online navigation, (2) desire for an orientation to university-level education, (3) instructor qualities (e.g. approachability and availability) and (4) course structure considerations (e.g. balance between online and in-person learning, more frequent class meetings).
Originality/value
To the best of the authors’ knowledge, this study is the first to evaluate a new PSS training program in Alabama. Findings help inform future PSS training programs and assist in the development of best practices in PSS training.