continuing
education/
....certificate programs
>
research and
....special projects
- Children
& Adolescents
(4 projects)
- Aging & Gerontology (4
projects)
- Native American Children
& Families (4 projects)
- Poverty (2
projects)
- Public Child Welfare Programs
(1 project)
- Community Mental Health
(2 projects)
- Disability, Diversity, and Universal Access
(1 project)
Maine Adolescent Transition Partnership Project
Project Director:
Elizabeth DePoy, Ph.D.
Funded by: Maine Department of Human Services; Maternal
and Child Health Bureau
Project Timeframe: 3 years
The Maine Adolescent Transition Partnership project is designed to enhance the successful transition to adulthood, productivity, and financial independence for the diverse population of adolescents with special health care needs through the development, implementation, evaluation and expansion of a collaborative, accessible, comprehensive, culturally competent, model program. The project began with a participatory action needs assessment study, following by an adolescent-centered planning process. The project is in its fifth year and has accomplished significant systems change through promoting youth leadership, updated, comprehensive, web-based listing of transition and related services in Maine, and the development of a statewide partnership infrastructure to continue to study and respond to the needs of adolescents.
Barriers in Access to Care for Children with Serious Emotional Disturbances in Rural Maine
Project Director:
Cary Jenson, Ph.D., LCSW
Funded by: Eastern Maine Healthcare - Acadia Hospital
Time Frame: July 1, 1999 to June 30, 2001
Nationally, only a small portion
of youth's with mental health problems receive the help they need. This
is an even greater problem in rural areas. The purpose of this project
is to systematically document the barriers faced by parents and other
caregivers in getting mental health services for their children.
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Family Reunification
Co-Project Directors:
Cary Jenson, Ph.D., LCSW & Gail Werrbach, Ph.D.
Funded by: Annie E. Casey Foundation
Time Frame: beginning spring 2001
The Annie E. Casey Foundation is interested in evaluating the outcomes for families and children effected by the recent legislative changes in permanency planning for children in out of home placement. This evaluation project is a partnership with the University of Connecticut School of Social Work. The project tests new models for families and children receiving family reunification services from Casey Family Services in Portland, Maine and Hartford, Connecticut.
Rapid Response to Youth Who are Homeless
Project Director:
Cary Jenson, Ph.D., LCSW
Funded by: Maine Department of Human Services
Time Frame: July 1, 2000 to June 30, 2002
This is an ongoing, interagency collaboration intended to meet the needs of runaway youth in central and northern Maine. The evaluation involves monitoring and analyzing both the processes and outcomes of the community agencies' involved.
Long Term Care Certificate Project
Project Director:
Elizabeth DePoy, Ph.D.
Funded by: U.S. Department of Health and Human Services;
Health Research Services Administration ($300,000)
Project Timeframe: October 1, 1998 to September 30, 2001
The Long Term Care Certificate Project supported by funding from HRSA, was implemented in 1998 and currently is being tested and disseminated. The project is an interdisciplinary distance education program, housed in the Center for Community Inclusion, designed to recruit and prepare preservice and current social service and health practitioners for rural practice in long term care with persons with disabilities. Specific attention is directed to advancing long term care practice and policy in a changing health care environment. The distance education program consists of twelve didactic credits and a field practicum.
Family Caregivers
Project Director:
Sandy Butler, Ph.D.
Funded by: Maine Department of Human Services, Bureau
of Elder and Adult Services and the Margaret Chase Smith Center Public
Policy Research Funds ($3,000)
Project Timeframe: June 2000-2001
In July 2000, a state-wide survey was sent to family caregivers receiving services from the Bureau of Elder and Adult Services who have recently placed their loved one in a nursing home. Survey items included questions concerning caregiver experiences with professional home care and what they thought were the key factors leading to nursing home placement. Training needs were also investigated. Survey results will be used to inform state long-term care policy.
Geriatric Social Work Scholar
Project
Director: Sandy Butler,
Ph.D.
Funded by: The John A. Hartford
Foundation and the Gerontological Society of America
Project Timeframe: September
1, 2001 - August 31, 2003 ($100,000)
Dr. Sandra Butler is one of ten outstanding social work faculty scholars selected by The John A. Hartford Foundation of New York City and The Gerontological Society of America to participate in a program to improve the well being of older adults by strengthening geriatric social work. Over the next two years, Dr. Butler will participate in institutes and workshops to further enhance her research, teaching and leadership skills. As part of the program, Dr. Butler also will be working with the Senior Companion Program, University of Maine Cooperative Extension, and the Corporation for National Service in evaluating the impact of the Senior Companion Program on elders and companions. Dr. Amanda Barusch of the University of Utah will serve as Dr. Butler's National Research Mentor and Dr. Lenard Kaye will be her school-based sponsor and will support her professional leadership and research career development. The program is administered by The Gerontological Society of America and directed by Dr. Barbara Berkman, Principal Investigator, Helen Rehr/Ruth Fizdale Professor, Columbia University School of Social Work.
It is estimated that there are over 600,000 practicing social workers in the United States. While most social workers report that geriatric knowledge is needed in their professional work, less than 5% of all masters level students in social work, and approximately 7% of doctoral level students specialize in aging. The Hartford Geriatric Social Work Faculty Scholars Program is a $5.4 million dollar project to ensure that the country will have the necessary pool of trained and skilled geriatric social workers by creating faculty leaders specialized in geriatric research and teaching. The Faculty Scholars Program is a major step toward increasing the visibility and desirability of geriatric social work so as to increase faculty commitment to training social workers to meet the growing and specialized needs of an aging population.
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Health Experiences of Late, Middle-aged and Old,
Rural Lesbians
Project Director:
Sandy Butler, Ph.D.
Funded by: Lesbian Health Fund ($ 3000)
Project Timeframe: 1997-1998
This was an exploratory study of the health experiences of late, middle-aged and old rural lesbians. A sample of 21 lesbians over age 55 and living in two of the most rural counties in the state of Maine were interviewed about their health care experiences throughout their lives. Informants were asked to describe what they thought would be ideal health care in their elder years. This is one of few studies examining the health experiences of old lesbians, and perhaps one of the only looking at those of old rural lesbians.
Long Term Care Modular Education Project
Project co-Directors: Elizabeth DePoy, Ph.D., Stephen Gilson
Funded by: U.S. Department of Health and Human Services; Health
Research Services Administration ($300,000)
Project Timeframe: September 30, 2001-December 2004
The Long Term Care Modular Education Project supported by funding from
HRSA, was implemented in 2001. It involves the development of multi-media,
universally accessible CDROM and Web modules focusing on long term care
history, current systems, and systems change. The project is housed at
the Center for Community Inclusion and Disability Studies, where it has
been written, designed and produced. National dissemination and outcome
evaluation research will occur in the remaining months of the project.
NATIVE AMERICAN CHILDREN
& FAMILIES
The Kmihqitahasultipon
Project
"We remember"
Project Evaluation
Directors: Gail Werrbach, Ph.D. & Winston Turner, Ph.D.
Funded by: US Department of Health & Human Services,
Center for Mental Health Services Administration ($500,000)
Project Timeframe: September 1, 1998 to August 30, 2003
The Kmihqitahasultipon Project was submitted by the Passamaquoddy Tribe of Indian Township, Maine in response to GFA No. SM 97-007, Comprehensive Community Mental Health Services for Children and Their Families. The five year project addresses significant and critical needs for Passamaquoddy children, youth, and families through the development, implementation, evaluation, and ongoing sustainability of a comprehensive, individualized, culturally competent, family driven, community based system of care for children with severe emotional and behavioral disorders. The project expands case management/care coordination services, intensive in-home services, "reculturation" activities, interagency collaboration efforts, and consolidation of child mental health policies and funding. The University of Maine School of Social provides the Project Evaluation Team, as well as professional education opportunities for Passamaquoddy staff in order to increase the numbers of professionally educated bi-lingual providers at Indian Township. The project also provides yearly financial assistance to several graduate students who are employed to assist with evaluation activities.
The major goal of the Kmihqitahasultipon Project is to renew Passamaquoddy culture and traditions to the daily life of Indian Township families and children for the purpose of improving overall community well-being. The name of the project, Kmihqitahasultipon, is Passamaquoddy for "we remember." The name was chosen by Tribal elders because of the belief of the community that the program reflects a renewal of the values and beliefs that are inherent to the Passamaquoddy Tribe. The Kmihqitahasultipon Project is a "bringing back what was once here." The name is a derivative of the phonetic spelling found on the wood carvings of Tomah Joseph, a chief and artisan who lived 100 years ago. Tribal elders have translated and written down Chief Tomah Joseph's words as meaning "I remember" and "remember me." Thus, Kmihqitahasultipon means "we remember."
Mawamkapasine Program
Project Evaluation
Coordinator: Winston Turner, Ph.D.
Funded by: US Department of Health and Human Services,
Center for Substance Abuse Treatment ($150,000)
Project Timeframe: September 1, 1999 to August 31, 2002
The Expanded Substance Abuse Treatment Project proposal (the Mawamkapasine
Program), was submitted by the Passamaquoddy Tribe of Indian Township.
A collaborative link with the University of Maine School of Social will
provide for the Project Evaluation Team, as well as professional education
opportunities for Passamaquoddy staff in order to increase the numbers
of professionally educated bilingual and bicultural providers at Indian
Township. The three year project addresses significant and critical needs
for Passamaquoddy members through the development, implementation, evaluation,
and ongoing sustainability of a comprehensive, individualized, culturally
competent, family driven, community based system of care for adults with
substance abuse problems. The project builds on the current Children's
System of Care initiative, Kmihqitahasultipon (We Remember), in order
to expand existing substance abuse services. The project also provides
yearly financial assistance to graduate students who are employed to assist
with evaluation activities.
Professional Social Work Education for Native American Students in the State of Maine
Project Directors:
Gail Werrbach, Ph.D. & Kim-Anne Perkins, M.S.W.
Funded by: U.S. Department of Health and Human Services;
Administration for Children, Youth and Families ($225,000)
Timeframe: October 1, 2000 to September 30, 2003
This is a collaborative project
between the University of Maine (UM) School of Social Work and the University
of Maine at Presque Isle (UMPI) Department of Social Work.
Using innovative and targeted recruitment strategies, a total of seven
American Indian students will be selected for the baccalaureate social
work program at either the UM School of Social Work or the UMPI Department
of Social Work. The seven Indian Child Welfare (ICWA) trainees will be
supported through the junior and senior year of their respective program.
The existing Baccalaureate social work programs will be revised to provide
ICWA trainees, as well as other BSW students, with the knowledge and skill
necessary to achieve excellence in child welfare services in the state.
The purpose of this project is to expand services to Native American children
and families by increasing the number of professionally educated Native
American social work students seeking employment in Indian Child Welfare.
Professional Social Work Education for American Indian Students at the University of Maine
Project Directors:
Gail Werrbach, Ph.D. & Diane Haslett, Ph.D.
Funded by: U.S. Department of Health and Human Services;
Administration for Children, Youth and Families ($150,000)
Project Timeframe: October 1, 1998 to September 30, 2000
This project addresses a significant
and critical training need both in the State of Maine and nationally through
the development, implementation, evaluation, and institutionalization
of competency-based Tribal Child Welfare curriculum for the professional
education of child welfare staff. Using innovative and targeted recruitment
strategies, five American Indian students will be selected for the BA
in Social Work Program at the University of Maine. The five Indian Child
Welfare (ICW) trainees will be supported through their junior and senior
year of the program. The existing BASW program will be revised to provide
ICW trainees, as well as other BASW students, with the knowledge and skill
necessary to achieve excellence in child welfare services in the state.
Native American BASW and MSW graduates will provide curriculum input,
act as field instructors, support recruitment and mentoring activities
for new students, and assist in development of field internships.
Research on the Parents as Scholars Program
Project Directors:
Sandy Butler, Ph.D. & Luisa Deprez, Ph.D. (University of Southern
Maine)
Funded by: National Center on Adult Learning ($5,000)
Project Timeframe: September 2000-2001
Maine, one of only two states in the country to promulgate a welfare reform strategy that assured welfare recipients access to post-secodnary education, created the Parents as Scholars (PaS) Program. Data from over two hundred comprehensive questionnaires will be analyzed to center questions of inquiry around issues that include the following: What does it "take" for poor women with children to continue post-secondary education? Who can "accomplish" post-secondary education and under what circumstances? What institutional supports are available and essential to poor women's pursuit and successful accomplishment of higher edcuation? What are these women's goals and aspirations?
Employment and Life Experiences of AFDC/TANF Participants
in Maine
Project Director:
Sandy Butler, Ph.D.
Funded by: University of Maine Faculty Research Funds
($10,000)
Project Timeframe: Summer 1995 and Summer 1998
In 1995, in collaboration with advocacy organizations in the state, a 20 page survey (The AFDC Parent Survey) was sent to a random sample of all AFDC families in Maine to ascertain information on their lives, employment and welfare receipt histories. Survey results (n=929) were used to change the focus of state welfare debate from one focused on behavior to one focused on the structural barriers facing welfare families. The 1995 survey results informed state welfare policy prior to federal welfare reform in 1996 (Personal Responsibility and Work Opportunity Reconciliation Act (PRWORA). In 1998 a follow up survey was sent to all those respondents who had given us their names to learn about their lives three years later. These results were also utilized by advocacy organizations to help pass some of the most progressive state welfare laws in the nation after PRWORA.
Child Welfare Field Instruction Unit
Project Directors:
Gail Werrbach, Ph.D., Nancy Kelly, MSW, & Diane Haslett, Ph.D.
Funded By: Maine Department of Human Services & the
University of Southern Maine Child Welfare Training Institute ($135,000
per year)
Project Timeframe: The project began in 1992 and is funded
annually
This project is a Title IVE collaborative between the University of Maine School of Social Work, the University of Southern Maine Child Welfare Training Institute, and the Maine Department of Human Services. The Title IVE funds support the Child Welfare Field Instruction Unit in the Bangor office of the Bureau of Child and Family Services. Annually, six to seven baccalaureate students receive a stipend and participate in a specialized child welfare curriculum and placement at the Bangor DHS Field Instruction Unit.
Community Mental Health Field Instruction Unit
Project Directors:
Gail Werrbach, Ph.D. & Nancy Kelly, MSW
Funded by: Maine Department of Mental Health, Mental
Retardation, and Substance Abuse Services ($25,000)
Project Timeframe: The project began in 1988 and is funded
annually.
The overall purpose of this project is improve the delivery of community-based mental health services to children and adults with serious mental illness and their families by: a) increasing the number of professionally educated BASW and MSW students successfully completing community mental health field internships and seeking employment in community mental health. Each year, two BSW and four MSW students receive stipends and complete internships in community mental health. This project also provides funding for the School of Social Work collaboration with the Alliance for the Mentally Ill, the Student Health Center, and other UM departments in sponsoring Mental Illness Awareness Week at the University of Maine.
Maine Housing Alternative Project
Project Evaluation
Coordinators:
Gail Werrbach, Ph.D. & Winston Turner, Ph.D.
Funded by: US Department of Health and Human Services,
Center for Mental Health Services Administration & the Maine Department
of Mental Health, Mental Retardation, and Substance Abuse Services ($400,000)
Project Timeframe: September 1, 1998 to August 31, 2001
The Maine DMHMRSAS was one of ten sites nationwide to receive funding from CMHS for the Housing Initiatives I Grant (9-1-97 to 8-31-98). The Phase I study examined Supported Housing and other community-based housing programs and support services through a process evaluation. CMHS worked with a coordinating center and a steering committee representing all ten sites to develop fidelity measures to define Supported Housing. All ten sites used this process to examine Supported Housing at their site. In its Phase I study, the Maine site found high fidelity for all of the required measures in Supported Housing. The Phase II study examines the effectiveness of Supported Housing.
Disability, Diversity, and Universal Access
Interdisciplinary
Disability Studies
Coordinator: Elizabeth DePoy
Funded by: Administration
on Developmental Disabilities, U.S. Department of Health and Human Services
and the University of Maine
Time frame: ongoing
Since 1979, disability studies has seen extensive scholarly advancement
and has undergone major philosophical shifts. Disability Studies in the
21st century, while not eliminating the study of medical conditions from
its scope, is now located within the larger context of human diversity.
This expanded perspective provides the framework for examining and analyzing
disability as a category of human variation that is informed by physical
sciences, social sciences, arts and humanities, professional studies,
and technology. Offered through The Center for Community Inclusion and
Disability Studies, the program focuses on universal access and social
change. Elective courses and concentrations at both the Graduate and Undergraduate
levels of study are offered.