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Perpetrators of Domestic Violence Abuse within Intellectual Disability Services: A Hidden Population?
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Swift, Charlotte; Waites, Erin; Goodman, Wendy – British Journal of Learning Disabilities, 2018
Background: Domestic violence abuse (DVA) has been identified by the UK Government as a priority to address. Whilst there is a growing body of research into perpetrators of DVA from the mainstream population, there is scant research into perpetrators of DVA who have an intellectual disability. This lack of an evidence base suggests there may be a…
Descriptors: Family Violence, Intellectual Disability, Referral, Foreign Countries
Training Social Workers and Human Service Professionals to Address the Complex Financial Needs of Clients
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Frey, Jodi Jacobson; Hopkins, Karen; Osteen, Philip; Callahan, Christine; Hageman, Sally; Ko, Jungyai – Journal of Social Work Education, 2017
In social work and other community-based human services settings, clients often present with complex financial problems. As a need for more formal training is beginning to be addressed, evaluation of existing training is important, and this study evaluates outcomes from the Financial Stability Pathway (FSP) project. Designed to prepare…
Descriptors: Social Work, Caseworkers, Human Services, Financial Needs
Scoping Review of the Core Elements of Technical Assistance Models and Frameworks
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Dunst, Carl J.; Annas, Kimberly; Wilkie, Helen; Hamby, Deborah W. – World Journal of Education, 2019
A review of 25 technical assistance models and frameworks was conducted to identify the core elements of technical assistance practices. The focus of analysis was on generally agreed upon technical assistance practices that were considered essential for planning, implementing and evaluating the effectiveness of technical assistance. Results…
Descriptors: Technical Assistance, Evaluation Methods, Models, Program Development
Teaching as an Intervention: Evaluating the AIAI-FTFD Teaching Model and 9 Skills of Communication in an Extension Learning Environment
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Victor W. Harris; Kyra C. Speegle; Alison Schmeer – Journal of Human Sciences & Extension, 2016
Extension educators are continually seeking ways to make instruction more effective and engaging. This study evaluated the Attention, Interact, Apply, and Invite -- Fact, Think, Feel, Do (AIAI-FTFD) Start-to-Finish Teaching Model for human service educators in an ongoing Extension educational program to determine the effectiveness of this model in…
Descriptors: Teaching Models, Extension Education, Communication Skills, Instructional Effectiveness