HIV/AIDS has introduced an array of issues and needs for children, youth, and their families. Family-focused interventions have emerged as a viable strategy for researchers and practitioners seeking effective and appropriate responses for the prevention, treatment, and care of children, youth, and families affected by HIV/AIDS. This discussion provides an overview of the epidemiology of HIV infection among children and youth, and highlights common elements and trends in the development, implementation, and testing of family-focused interventions. The discussion concludes with a commentary on areas for future attention.
Article
HIV/AIDS: Children
Larry D. Icard, Jacqueline J. Lloyd, and Gisoo Barnes
Article
Home-based Interventions
Susan F. Allen and Elizabeth M. Tracy
Home visiting and home-based intervention are two strategies used by social workers when working with individuals or families in direct practice. The basic rationale for home-based work is the benefit to social workers’ assessments and understanding of clients, as well as the benefit of more relevant practice with families who are seen in the setting where difficulties are occurring. Home-based interventions have been shown to be effective in improving health and decreasing family discord. When visiting the home, the social worker has the added responsibility of respecting the privacy of families as a guest in their homes.
Article
Improving the Self-Esteem and Social Skills of Students with Learning Disabilities
James C. Raines
Learning disabilities (LD) are the most common disability in public schools. Since 1975, students with learning disabilities have been eligible for a free appropriate public education, including special services such as school social work. Students with LD may be diagnosed via standardized achievement measures and clinical assessment. Despite 40 years of progress, the evidence suggests that students with LD still feel stigmatized and finish college and enter the workplace at a rate much lower than their nondisabled peers. School social workers can assist students with learning disabilities by assessing their self-esteem and social skills and then providing appropriate intervention. Self-esteem interventions should target students with LD, their parents, and their peers in the least restrictive environment. Social skills interventions may target students with LD as a separate group or provide those skills as part of universal inclusive education aimed at all children in the classroom.
Article
Maternal and Child Health
Valire Carr Copeland and Daniel Hyung Jik Lee
Social reform efforts of the settlement-house movement have provided, in part, the foundation for today’s Maternal and Child Health Bureau’s policies, programs, and services. Planning, implementing, and evaluating policies and programs that affect the health and well-being of mothers and children require a multidisciplinary approach. Social workers, whose skills encompass direct services, advocacy, planning and research, community development, and administration, have a critical role to play in improving the health outcomes of maternal and child populations.
Article
Social Work Practice with Deaf and Hard of Hearing People
Martha A. Sheridan, Judith L. Mounty, and Barbara J. White
Effective social work practice with deaf and hard of hearing people requires a unique multifaceted application of knowledge, values, skills, and ethical considerations. Salient topics include language, communication, educational experiences, culture, and access to information and community resources. Required competencies include knowledge of diversity within the population, the implications of various psychosocial and developmental environments, deaf communities, cultural values and norms, and sign language fluency. In this article, related theory, research, practice competencies, and intervention approaches are discussed. An integrative strengths-based transactional paradigm is recommended.
