Teaching Interpersonal Psychotherapy (IPT) in an MSW Clinical Course

Interpersonal Psychotherapy (IPT) is a relatively brief psychodynamic intervention of approximately 12 sessions focusing on how current interpersonal relationships have contributed to a person’s mental health symptoms. Areas targeted for work involve significant role transitions, grief and loss, and interpersonal disputes. IPT is an evidence-based treatment for depression, bulimia nervosa, and binge eating disorders. Despite these advantages, social work students rarely receive instruction on the delivery of IPT in their graduate programs. The purpose of this project, therefore, was to begin to address this gap by implementing an IPT component in a clinical practice course and testing student knowledge pre- and post-test. An example of sample assignments involving application of IPT to student fieldwork is provided. The sample in this study involved a small number of students enrolled in a clinical course taught in the first semester of the second year of training. Students improved their knowledge score at a statistically significant level. Implications of the study are explored, with the main conclusion being that more clinical majors in MSW programs be exposed to IPT.     

Ready for School? Trauma Exposure and Mental Health in a Group of War-Affected Ugandan Adolescents Re-Attending School

The objective of this study was to assess trauma-related symptoms and mental health among war-exposed Ugandan adolescents (n?=?81) as a basis for planning their re-attendance at school. Self-reports of exposure to traumatic events, trauma-related symptoms, and indicators of mental health were collected. While about half of the youths (51.9%) reported having been abducted by rebels and were former child soldiers, no differences were found in their mental health functioning compared to the remaining sample. Of the youths, 78% reported post-traumatic stress reactions of clinical significance. However, scores were within the normal range on conduct problems, hyperactivity, pro-social behavior, and self-efficacy. Even though the sample was clearly suffering from trauma-related symptoms, there were also marked areas of adaptive functioning and resilience. Whether the students are ready for education is discussed and implications for adapting educational programs for war-affected adolescents are indicated.     

Environmental Technology in a 2-Year College

Environmental educators have long dealt with the charge that the practice of teaching about environmental issues is an attempt to introduce a liberal agenda into the classroom curriculum. However, traditionally Republican states and traditionally Democratic states are both among the nation's leaders and laggards in institutionalizing environmental education (EE) programs at the state level. Because of the political power of the charge of liberal bias in EE politics, it is important for researchers to try to determine the veracity of this charge in some meaningful way. The authors applied quantitative statistical methods to this issue and found that, in general, there were not significant differences among the degrees of state-level EE program activity between Democratic states and Republican states. In short, the political party affiliation of a given state is not a reliable predictor of that state's EE program activities. Thus, the evidence does not support the claim that EE is solely a liberal undertaking.