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- Creator:
- Xiong, Houa
- Description:
- The purpose of this exploratory study is to explore the acculturation experiences of Hmong men in the United States. There are several studies that look at the impacts of acculturation on immigrants’ psychological well-being (Kim & Abreu, 2001; Berry, 2003; Sue & Sue, 2003; Lopez & Contreas, 2005). However, the literature specific to Hmong males remains limited. This guiding questions for this qualitative study were: 1) How does acculturation impact the way Hmong men identify their ethnic identity?1a) How do Hmong men negotiate their identity and practices in their native Hmong culture and the American culture? 2) How does acculturation impact Hmong males’ psychological well-being? Seven Hmong males were individually interviewed to hep gain insight into the research questions. The interviews were semi-structured. Neuman’s five step strategy was used to analysis the results of the interviews (Neuman, 2003). The results of this study show that integration and assimilation were two main acculturation strategies adopted by participants. Participants similar experienced intergenerational conflict and generally viewed the Hmong culture to be a supportive life factor. In addition, participants who were more integrated were noted to have experience greater acculturative stress in comparison to the participants who appeared to be assimilating more to the American culture. The researcher provides suggestions for social work practice and future research relating to this issue.
- Resource Type:
- Masters Thesis
- Campus Tesim:
- Stanislaus
- Department:
- Department of Social Work
- Creator:
- Via, Kimberly
- Description:
- Little is known about how the child welfare system provides grief and loss psychoeducation to foster youth. Oftentimes, the Independent Living Skills Program (ILSP) curriculum does not include grief and loss among its list of covered topics. With thirteen years of experience as a child welfare worker working directly with foster youth, the author of this project identified a need for an educational curriculum integrated within the ILSP program to familiarize foster youth with loss, grief, and end-of-life options. Since grief and loss is such an extensive subject, this author has decided to focus, specifically, on end-of-life options. This project is intended to educate foster youth on end-of-life options through a one-hour informational session hosted by Court Appointed Special Advocates (CASA). By providing the informational session with CASA, it provides this vulnerable population a safe place with support in the event the topic becomes triggering. The end-of-life options session was scheduled to be offered to CASA recipients, ages 18-21, on March 30, 2020 in Modesto, California. However, due to the COVID-19 pandemic, State of California stay-at-home orders prohibited this project from actually being executed. Should an opportunity in the future become available to present the information the writer will pursue the project.
- Resource Type:
- Graduate project
- Campus Tesim:
- Stanislaus
- Department:
- Department of Social Work
- Creator:
- Yepez, Lizette
- Description:
- This project focused on the development and implementation of a presentation that would bring awareness to child sexual abuse. The purpose of this project was to expand upon the education being received by non-minor dependents through the Independent Living Program (ILP), public school settings, and to facilitate access to information regarding child sexual abuse awareness. The objectives of this presentation are to provide general information on child sexual abuse as well as inform attendees of community resources that assist in sexual abuse (e.g., counseling services, support groups, crisis intervention, etc). In addition, the presentation was designed to provide attendees with the tools needed to: recognize warnings signs of child sexual abuse, react responsible to disclosure or suspected child sexual abuse, and effectively communicate and teach their children preventative measures. The objectives for this project were developed based on expanding upon what local agencies and organizations were already teaching regarding this topic, incorporating personal communications with individuals with and without children on their current knowledge and what they would find useful to teach their children, and the writer's personal experience with her internship with Stanislaus County, Child Protective Services. This collaborative effort ensured the end product would serve useful to any population that was viewing it.
- Resource Type:
- Graduate project
- Campus Tesim:
- Stanislaus
- Department:
- Department of Social Work
4. Experiences of Latino families participating in psycho-education at First Episode Psychosis Program
- Creator:
- Santos-Ortega, Lourdes
- Description:
- Psychotic disorders can be debilitating for clients, creating a dependency on family for financial and emotional support. Latino clients suffering from psychotic disorders may experience stigma from family members, resulting in family relationship issues, as well as isolation of the diagnosed family member. Psycho-education can be of great support for Latino families as well as an important intervention for the client’s treatment. This study utilized qualitative methods to explore the experience of Latino families who have participated in psycho-education services through a first episode psychosis program. The data obtained from participants support reduction of stigma, as well as change in views of psychotic disorders. All participants report positive changes in interfamily relationships, and having more knowledge about client’s diagnosis. However, participants reported knowledge but had difficulties naming the symptoms or diagnosis of their loved ones. Psycho-education provided through family therapy was the method most utilized by participants and little to no participation was reported for multi-family groups.
- Resource Type:
- Masters Thesis
- Campus Tesim:
- Stanislaus
- Department:
- Department of Social Work
- Creator:
- O'Donnell, Nama
- Description:
- This graduate project focused on environmental justice in reference to climate justice, specifically as it corresponds to social work. Climate justice has often been overlooked as part of environmental justice work for social workers. The purpose of this graduate project was to begin the discussion around climate justice with social work students, faculty, and social work professionals in order to create tangible ideas about how social workers in the California Central Valley can work toward climate justice. This graduate project was conducted through the creation and implementation of a climate justice workshop. The creation of this workshop was done through gathering information about general climate change on a local and international scale, as well as information about how other organizations are addressing climate justice already. This workshop focused on engaging participants in discussion surrounding climate change, as well as how social workers can begin to incorporate climate justice into their practice. This workshop was a preliminary step in the Herculean fight for climate justice. The next steps for this work is for participants to take the information discussed during the workshop and begin implementing climate justice in their practice. This work is grounded by recommendations that are offered in the existing knowledge base that includes examples of what other universities are doing to build and engage in actions around climate justice.
- Resource Type:
- Graduate project
- Campus Tesim:
- Stanislaus
- Department:
- Department of Social Work
- Creator:
- Truong, Le
- Description:
- The purpose of this graduate project was to help foster youth navigate through campus support systems by educating potential students and campus constituents about the support and services offered through the California State University, Stanislaus Promise Scholars Program. An outreach plan in partnership with the Promise Scholars Program was developed and implemented to heighten the campus community’s awareness of the program and establish connections with multiple groups on campus. In partnership with Ms. Libby Pata, Promise Scholars Program Coordinator, a short (educational) slideshow was created that provided information on the Promise Scholars Program at CSU, Stanislaus. Various engagement sessions were organized with key constituents, including academic groups, the University Academic Senate, the MSW Program, and local community child welfare agencies, to promote awareness of the Promise Scholars Program with the use of this educational slideshow. Engaging with campus constituents helped the Program form relationships and raise awareness to members who can advocate on the program’s behalf for former and current foster youth. Promoting the presence of the Promise Scholars Program is a start in overcoming systemic barriers; however, additional program planning efforts, including additional educational tools, promotional activities, and growing collaborations with identified campus constituents, need to be continued in order to provide more accessibility of services for college foster youth.
- Resource Type:
- Graduate project
- Campus Tesim:
- Stanislaus
- Department:
- Department of Social Work
- Creator:
- Sanchez, Jessica
- Description:
- This graduate project was to develop and submit a grant proposal aiming to get funding for the implementation of an afterschool music program at a non-public school. There is an overwhelming amount of research that supports music as a supporting tool in helping various disfranchised groups, especially child development and educational success (Dumont, Syurina, Feron, & Hooren, 2017). Many foster youth miss out on extra-curricular activities (such as band, dance, and music) that are known to be important to academic success and personal development (Dumont, Syurina, Feron, & Hooren, 2017). Studies have shown that youth who have experienced neglect, with 30 to 96% performing below grade level in the subjects of reading and math (Morton, 2015). It is estimated that because of this past maltreatment, around 56,000 foster youth have a compromised developmental and mental state. Furthermore, about 25% of these youth are intellectually challenged, while 16% have an identified learning disability (Morton, 2015). Around 46% of the youth in group homes are placed in non-public schools (NPS) due to their learning behavior and emotional disabilities (Woodward, 2005). School-based music activities provide a number of positive benefits for foster youth, such as providing opportunities for cultural preservation and verbal/non-verbal communication (Dumont, Syurina, Feron, & Hooren, 2017). It can also facilitate interactive connections, social unity, and youth empowerment.
- Resource Type:
- Graduate project
- Campus Tesim:
- Stanislaus
- Department:
- Department of Social Work
- Creator:
- Lee, Linda
- Description:
- This graduate project was created from an observed need of the communities in the Central Valley to hear the experiences of Hmong Americans and their success. This graduate project aimed to create a short documentary film that explores lived experiences of four individuals who are deemed success, defined by Joseph A. Klinge in Hmong American Experience: The Definition of Success in American. In creating this film, six individuals were identified and asked to participate in the graduate project. Four of the six individuals: Paul Lo, Panhia Moua, Kimiko Vang, and Jerry Yang, were interviewed and met one-on-one to share and record their journeys. This short documentary film explores the definition of success, culture, higher education, and family support in order to educate the communities on who Hmong Americans are. The four individuals share their views and experience on success in the Central Valley, culture and family roles, all while encouraging young Hmong American youth to work towards higher education and to stay hopeful on finding success in the Central Valley.
- Resource Type:
- Graduate project
- Campus Tesim:
- Stanislaus
- Department:
- Department of Social Work
9. Secondary traumatic stress and self-care training for child welfare emergency response supervisors
- Creator:
- Braten, Fiona
- Description:
- This graduate project focuses on creating and implementing a secondary traumatic stress and self-care training curriculum for Child Protective Services (CPS) emergency response (ER) social work supervisors within Stanislaus County’s Community Services Agency (CSA). This project was influenced by the lack of training focused on secondary traumatic stress and self-care provided to CPS ER supervisors. Development of this curriculum was completed by consulting with a number of key professionals within CSA and the CSU Stanislaus MSW department, as well as using current literature and policy practice within child welfare agencies. This two-hour training curriculum focuses on educating supervisors on the warning signs of secondary traumatic stress, vicarious traumatization, compassion fatigue, and burnout within themselves and the social workers they supervise. The curriculum provides best self-care strategies for a variety of settings and a self-care activity to close out the training. The training was originally scheduled for mid-May 2020, utilizing a conference room at CSA, however due to COVID-19, implementation of this project was unable to take place. This curriculum was provided to CSA’s child welfare department, to be utilized on an annual basis, and will be shared with neighboring child welfare agencies in California.
- Resource Type:
- Masters Thesis
- Campus Tesim:
- Stanislaus
- Department:
- Department of Social Work
- Creator:
- Fraga, Monica
- Description:
- The purpose of this study is to describe the levels of food insecurity among first generation Latinx college students and non-first generation Latinx college students at CSU Stanislaus. This study was guided by one research question: What are the levels of food insecurity among first generation Latinx college students and non-first generation Latinx college students at CSU Stanislaus? This was a quantitative research design. The sample consisted of 1,064 undergraduate and graduate Latinx students at CSU Stanislaus. Participants responded to an electronic survey. An Independent Samples T-test was conducted. The first major finding revealed first generation college students reported a higher average of food insecurity than non-first-generation college students. Another major finding revealed that both first generation and non-first generation respondents do suffer from some level of food insecurity. One major limitation was the COVID-19 pandemic that resulted in a mandatory stay-at-home order. This created limited availability of food items for consumers. Survey responses may have differed prior to the COVID-19 pandemic. One future research implication is to spread awareness of the Warrior Food Pantry at CSU Stanislaus. Efforts by higher education should be made to find ways to spread awareness to all food assistance programs available to its students to address and diminish food insecurity on campuses.
- Resource Type:
- Masters Thesis
- Campus Tesim:
- Stanislaus
- Department:
- Department of Social Work