2014 News Archive

Congratulations to Associate Professor Yunju Nam and co-authors on the publications of their article "Financial Capability and Economic Hardship Among Low-Income Older Asian Immigrants in a Supported Employment Program" in Journal of Family and Economic Issues.

Huang, J., Nam, Y., & Lee, E. (2014). Financial Capability and Economic Hardship Among Low-Income Older Asian Immigrants. Journal of Family and Economic Issues.

Abstract:
This study examined financial capability and economic hardship among low-income older Asian immigrants in a supported employment program (N = 142). Financial capability was defined as a combination of financial literacy, financial access, and financial functioning. Economic hardship was defined as the inability to meet basic needs. Results demonstrated that the majority of the sample had difficulty meeting basic needs. Most respondents answered basic financial knowledge questions incorrectly, and few applied prudent financial management skills. Results indicated that financial access and financial functioning were negatively associated with the risk of experiencing economic hardship, whereas financial literacy was not significantly associated. These findings call for active public policies and programs that address economic challenges among low-income Asian immigrants by enhancing their financial capability.

Congratulations to Research Professor Tom Nochajski and co-authors publish "Attrition in drug court research: Examining participant characteristics and recommendations for follow-up" Journal of Forensic Social Work.

Mendoza, N.S., Linley, J.V., Nochajski, T.H., & Farrell, M.G. (2013). Attrition in drug court research: Examining participant characteristics and recommendations for follow-up. Journal of Forensic Social Work.

Abstract:
Drug court research is often challenged by study attrition. In this study, researchers attempted to predict study completion using variables traditionally associated with treatment attrition. Findings showed that participants who reported a need for additional help to resolve legal problems and who reported accessing outpatient treatments were more likely to complete the study at the 3-month follow-up. The study also demonstrated a relationship between trauma-related symptoms and study attrition. Although sample size was a limitation with these pilot data, researchers are urged to examine attrition and increase efforts to engage drug court enrollees in research studies, especially those with trauma-related symptoms.

Congratulations to PhD student Janice Carello and Associate Professor Lisa Butler on the publication of their article "Potentially Perilous Pedagogies: Teaching Trauma Is Not the Same as Trauma-Informed Teaching" in the Journal of Trauma & Dissociation.

Abstract:
Abstract This article explores why and how trauma theory and research are currently used in higher education in non-clinical courses such as literature, women's studies, film, education, anthropology, cultural studies, composition, and creative writing. In these contexts, traumatic material is presented not only indirectly in the form of texts and films that depict traumatic events, but also directly in the form of what is most commonly referred to in non-clinical disciplines as trauma studies, cultural trauma studies, and critical trauma studies. Within these areas of study, some instructors promote potentially risky pedagogical practices involving trauma exposure or disclosure despite indications that these may be having deleterious effects. After examining the published rationales for such methods, we argue that given the high rates of trauma histories (66%-85%), posttraumatic stress disorder (9%-12%), and other past event-related distress among college students, student risk of retraumatization and secondary traumatization should be decreased, rather than increased. To this end, we propose that a trauma-informed approach to pedagogy-one that recognizes these risks and prioritizes student emotional safety in learning-is essential, particularly in classes in which trauma theories or traumatic experiences are taught or disclosed.