Dissertations / Theses on the topic 'Homeless students'

This study intends to determine to what extent, if at all, the practices used in one urban school district in Southern California servicing high populations of socioeconomically disadvantaged students have on the academic achievement of students who are considered homeless under the McKinney-Vento Homeless Assistance Act. A quantitative analysis of the academic performance of homeless students in both English Language Arts and Mathematics on the California Standards Test was used. In addition, a survey was used to capture the perceptions of existing practices in schools. Interviews were conducted to gain the perceptions of site principals and district administrators to learn what they believe are the existing practices contributing to the academic performance of their homeless student population.

The following areas provided background and understanding of the academic needs of homeless students: (a) history of federal legislation (b) federal and state funding and national effort to end the cycle of homelessness (c) accountability for academic achievement (d) successful academic practices as well as the best practices to support the social-emotional needs of homeless students, and, (e) the perceptions of educators and administrators who work with students in homeless situations. Based on the research, the important factors to consider are the needed socialization and relationship-building component that provides homeless students with stability and a connection with the school as well as the teacher and staff awareness and sensitivity needed when working with homeless students.

The results demonstrated three significant areas to consider when educating homeless students; having an awareness of homeless students, accountability and monitoring of homeless students, and the social-emotional organizational practices in place to support these learners.

Recommendations included district level professional development focused on the special needs of homeless students as well as providing school principals with academic data on their homeless student population. Secondly, identifying homeless students in a web based data system for teacher review. Thirdly, site based professional development for both certificated and classified staff to provide strategies in working with student who face homelessness. Finally, to develop a district wide counseling partnership with outside consultants or city resources to allow for more on-site counseling services.

Thesis (Ed. D.)--Illinois State University, 1994.
Title from title page screen, viewed April 4, 2006. Dissertation Committee: Lanny Morreau, Pamela H. Wheeler (co-chairs), William Rau, Paul Baker, John Briggs. Includes bibliographical references (leaves 106-120) and abstract. Also available in print.

Thesis advisor: Larry H. Ludlow
Recent estimates suggest there are roughly 1.6 million homeless children and this number is growing (National Center on Family Homelessness, 2011). This trend is particularly worrisome given that homeless children face a number of obstacles within society and education, not the least of which is negative teacher attitudes (Swick, 2000; U.S. Department of Education, 2002). This study's primary research question addressed whether a set of underlying dimensions could be identified and used to effectively measure teacher attitudes toward homeless students. A necessary part of answering this research question involved the development of a measurement scale. Both Classical Test Theory and Item Response Theory analyses aided in the elimination process of items in order to create the final Teacher Attitudes toward Homeless Students (TAHS) assessment, which includes an attitudes scale and subscales, and a related knowledge scale. The final outcome was a set of 43 items, across eight dimensions, which could effectively be used to measure teacher attitudes toward homeless students. Additionally, the findings upheld the principles of Rasch measurement, including unidimensionality, a hierarchical ordering of items, and a continuum of the construct definition. In other words, the findings indicate that the TAHS scale was successfully developed according to explicit a priori measurement criteria. Moreover, additional correlational and regression analyses provided empirical construct and convergent validity evidence for the TAHS scale. It was also found that attitudes differed slightly for teachers of various backgrounds and experiences, but when analyzed collectively these variables were not significantly related to teacher attitudes toward homeless students. Additionally, there was only a weak relationship between teachers' attitudes and their knowledge about homelessness. Overall the TAHS scale allows for reliable and accurate measurement of teacher attitudes toward homeless students from which valid inferences can be made. The TAHS scale scores and score descriptors can be used to help teacher interpret their attitude. This has the potential for a direct impact in creating equal educational opportunities for homeless students as teachers become aware of their attitude and make positive changes
Thesis (PhD) — Boston College, 2012
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Research, Measurement, and Evaluation

In this study, the focus was on Social Work students’ knowledge about interventions concerning homeless female veterans. The study was conducted from a Positivist Perspective with a theoretical orientation centered on the Feminist Theory. The literature review focused on risk factors associated with homeless female veterans along with their protective factors. Issues involving homeless female veterans were explored along with possible interventions. The study was conducted through an online survey and included participants from California State University, San Bernardino. Participants were from both the Bachelor’s and Master’s Social Work program and attended classes full-time on campus, part-time on campus and part-time online. The results of the study are meant to establish whether or not there is a positive correlation between social work students’ knowledge and their characteristics influencing their choice of appropriate interventions concerning homeless female veterans. The study also aimed to evaluate whether the social work program is educating students on the population of homeless female veterans and the needed support for the community. The study found that there were some correlations between certain characteristics of the social work student body at CSUSB and their knowledge of appropriate interventions for homeless female veterans. There were significant findings in regards to the students’ level within the program and their age. They were able to identify appropriate interventions and were aware of both harmful and protective factors affecting the homeless female veteran population. The implications of this research are to bring more awareness to the needs of female veterans in regards to homelessness and to point out the need for more emphasis on the needs of appropriate intervention strategies for female veterans in university curriculum. Continued research on female veterans is needed so that equality can be found in services such as health care, mental health and housing.

The aim of this work was to analyze the influence of neighbors and parents on children’s antisocial behavior. The participants were 96 homeless children and 96 students. The instruments applied were the Scale of Antisocial Behavior (Castell, Frías, Corral & Sotomayor, 2000) and the Scales of Addictive Behavior (Reich & Herjanic, 1989; Vazsonyi, Pickering, Junger & Hessing, 2001). First univariate statistics were obtained, after a model was tested using structural equations modeling. The data showed that children’s antisocial and addictive behavior was affected by father’s antisocial behavior, mother’s addictive behavior and neighborhood. For homeless children their antisocial behavior was influenced directly by their addictive behavior and father’s antisocial behavior. For students, neighborhood, father’s antisocial behavior and children’s addictive behavior influenced on children’s antisocial behavior. In both groups the neighborhood and mother’s addictive behavior influenced directly children’s addictive behavior.
Se analizó la influencia del vecindario y la familia en el comportamiento antisocial de menores. Los participantes fueron 192 menores, 96 con antecedentes de indigencia y 96 escolares no indigentes. Se administraron la Escala de Comportamiento Antisocial (Castell,Frías, Corral & Sotomayor, 2000) y las Escalas de Comportamiento Adictivo (Reich & Herjanic, 1989; Vazsonyi, Pickering, Junger & Hessing, 2001). Se calcularon frecuencias de medias, desviaciones estándar y modelamiento estructural. Los resultados mostraron que la conducta antisocial y adictiva estaba influenciada por el comportamiento antisocial del padre, el comportamiento adictivo de la madre y el vecindario. Para los menores indigentes, el comportamiento antisocial estaba directamente influido por su comportamiento adictivo y el comportamiento antisocial del padre. Para el grupo de estudiantes el comportamiento antisocial estaba influido por el vecindario, por su comportamiento adictivo y por el comportamiento antisocial del padre. Para ambos grupos el vecindario y el comportamiento adictivo de la madre influyeron directamente en el comportamiento adictivo de los mismos.

The purpose of this research study is to examine the instructional practices of teachers who are currently teaching homeless students in their classroom. This study identified eight teachers in two suburban elementary schools that have students in their current classrooms that are experiencing homelessness. In addition, the research study explored the needs considered and strategies that teachers use to differentiate and accommodate their instructional practices to maximize achievement for these students. Qualitative data was collected by a study of teacher interviews through collective ethnographic case studies. Additionally, quantitative data was collected through evaluator observations of the selected classrooms to observe the differences between the identified students and the students not experiencing homelessness. Additional artifacts were submitted from teachers to support data collection. This study revealed key themes of successful pedagogical practices of elementary teachers with instructional strategies and non-instructional strategies. These themes included instructional strategies of planning, learning groups, and homework modifications. Non-instructional strategies included themes of relationships, supports, and needs.

This is a phenomenological study of the lived experiences of homeless young people in Western Australia. Its focus is the reasons why homeless young people leave education, although many of them make a serious effort to complete post-compulsory schooling. The study was qualitative, and was designed as an in-depth analysis of the experiences of five young people aged between 15 and 17, all attending the same school. Data collection consisted of two in-depth interviews with each participant, and a focus group discussion with all five. Although the study’s focus as the issue of homelessness and schooling, it quickly expanded when it became quite clear that the issues confronting these students went far beyond the school grounds. Homelessness to these young people was not about shelter or accommodation, it was about searching for a place to belong, and a place to be at ‘home’. The study challenges the idea that schooling and housing are merely practical issues. Instead, it illustrates how the social and psychological implications of homelessness have a strong negative impact on schooling, and how the young homeless person’s physical ability to attend classes is not as important as being able to pay attention, contribute, and learn, in the face of overwhelming social pressures. The study’s results are similar to others in that it found that homelessness poses many obstacles to young people wishing to succeed in education, and that current initiatives to retain such students fall short of requirements. This study provides insight into the unique experiences of the young homeless people themselves. It demonstrates that young people need a holistic approach to support, an approach that goes beyond the instrumental needs of education to include all aspects of everyday life.

The needs of homeless students are significant and varied. The McKinney-Vento Homeless Assistance Act helps ensure homeless students can access a quality education. One of the key provisions is the requirement that all LEAs identify a liaison to be in charge of meeting the needs of homeless students. The purpose of this study was to understand the perceptions of district liaisons in regard to the needs of the homeless students they serve and the factors that facilitate and hinder their ability to meet these needs. The study was designed as a qualitative study relying primarily on interviews with 20 liaisons from a representative sample of districts in the state of Ohio.

The findings indicate that homeless students face a number of needs, including access to basic necessities like food, clothing, shelter, and transportation, and to social services including mental health services and drug treatment centers. Liaisons indicated that they played a less direct role in supporting students’ academic needs, instead relying on school-based staff members to support homeless students’ academic needs.

Liaisons identified a number of factors that facilitate and hinder their ability to meet the needs of their homeless students. The availability or lack of district resources like funding and personnel were especially important. In some districts, superintendents had prioritized hiring additional social or community workers. Liaisons indicated they relied a great deal on the support of these personnel. Further, the availability (or lack) of community-based service agencies greatly impacted liaisons’ work.

Finally, liaisons faced a number of competing demands that made their roles challenging. The vast majority of liaisons held another full-time role in the district, meaning they had limited time to devote to the role of liaison. Liaisons also indicated that navigating both community perceptions of homelessness (whether identified families were “truly” homeless or deserving of support) and the proper role of the school in the community were added challenges.

These findings suggest that additional personnel to help meet the needs of homeless students and greater coordination between schools and social service agencies would benefit both liaisons and the homeless students they serve.

Student homelessness is unfortunately a prevalent and growing issue nation-wide. Current estimates suggest that over one million youth are homeless in the U.S. at any given time and the prevalence of student homelessness continues to increase each year. Research indicates that homeless youth are at a greater risk for high stress and experiencing adverse life events. In turn, they are even more at risk for related psychological and academic impairments. Many homeless youth are impacted by mental health issues, including high levels of anxiety, stress, and depression. Additionally, youth affected by anxiety and stress often experience significant impairments in their academic and psychological functioning. The current study examined the relationship between anxiety and related psychological and academic functioning was positively or negatively impacted by a youth's coping style. In the current study, psychological functioning was defined as the presence of depressive symptoms while academic functioning includes both a sense of school connectedness and current grade point average. Results showed that coping skills do not impact the relationship between anxious homeless youth and their psychosocial and academic outcomes. However, findings suggest that a greater sense of school connectedness is associated with more positive academic and psychosocial outcomes. The study provides better insight for school personnel, psychologists, and mental health workers when providing services and interventions for homeless youth. Specifically, suggestions for further research and recommendations for fostering and implementing a greater sense of school connectedness within the school system are given.

This qualitative case study explored how school district and campus-level administrators coordinate resources and services for currently enrolled homeless students. Participants in this study included three district-level administrators designated as the homeless liaison and three campus principals. Data collected and analyzed included audio recordings of semi-structured interviews of each participant, documents at the district and campus-levels, school board meeting notes, and research field notes. The findings suggested that district and campus stakeholders embraced a shared vision of collaborative policy implementation to support the needs of students living in homelessness conditions. Findings also suggested that moral purpose is reflected through the intentional, collaborative efforts of district and campus administrators. Additionally, the findings suggested that social capital develops in the collaborative processes between district and campus leaders while they broker resources to foster developing social capital of this student population. Mobilization of resources through collaborative policy implementation can foster cohesion while supporting students and can counter the impact of living in homelessness conditions.

One of the provisions of the No Child Left Behind (NCLB) Act was the assurance that parents would be actively involved in the education of their children. The McKinney-Vento Homeless Education Assistance Improvement Act was eventually reauthorized under the Elementary and Secondary Education Act (ESEA), Title X, Part C of NCLB legislation. A result of this reauthorization was a standard of quality that focuses on the parents of homeless students being active participants in their child’s education in a meaningful manner. In order to implement this particular standard, one recommended strategy was a focus on parent engagement in early literacy related activities with their child.

Leadership practices in schools are of major importance when educating homeless students. Educational leaders also play a vital role in interpreting and implementing components of national educational mandates and legislation that focus on specific at risk student populations. Professional development and training opportunities are essential for school site staff to meet the challenge of possible preconceived perceptions regarding the involvement of parents of homeless students.

The purpose of this study was to examine the perception of parental involvement by school administrators and teacher leaders in relation to fostering of early literacy development in homeless students. This study used a qualitative research design via a case study approach employing semi-structured interviews with theoretical underpinnings based on Bioecological Systems Theory. The findings of this study shed light on educational administrators and teacher leaders’ views of parental involvement in the attainment of early educational milestones of homeless students.

Congressional concern about homeless students resulted in the McKinney-Vento Act (MCKV) in 2001, which provides funds to local educational agencies (LEAs). MCKV is almost a decade old, yet no evaluations of its academic effectiveness have been reported. Using a systems theory framework, this study answered research questions (RQs) involving whether normally housed students in Grade 6 scored higher than homeless students in Grade 6 in reading (RQ 1) and math (RQ 2) on end-of-grade (EOG) test scores and whether homeless students in Grade 6 from LEAs that received MCKV funding scored better in reading (RQ 3) and math (RQ 4) on EOG test scores than those from LEAs that did not. Data from 2006 and 2007 were provided by the North Carolina (NC) Department of Public Instruction. About 20% of the state's LEAs received MCKV grants, which created a treatment group (funded LEAs) and a control group (nonfunded LEAs). Based on t tests, the normally housed students scored significantly higher on EOG reading and math tests. Using untreated control group designs with matched pretests (Grade 5 EOG test scores) and posttests (Grade 6 EOG test scores), 2 x 2 ANOVAs with repeated measures failed to reject the null hypotheses for RQs 3 and 4. This study did not support the hypotheses that MCKV grants improved the academic achievement of homeless students. MCKV provides valuable services, but in NC, it does not support training programs for teachers, counselors, and social workers on improving academic achievement. The positive social change implication of this study is that concerned educators can use these results to lobby legislators to fund training to improve academic performance of homeless students in order to help break the cycle of homelessness.

This study examined the impact of homelessness and the ability of homeless students to remain in their school of origin on the academic achievement of fourth through eighth grade students in Brevard County, Florida. To determine effects of homelessness, homeless students were compared to non-homeless students who qualified for free lunch utilizing developmental scale scores and learning gains from 2011 FCAT Reading and Mathematics. To determine effects of remaining in school of origin, homeless students who changed schools were compared to homeless students who did not change schools utilizing the same assessment data. Independent t-tests and chi-square tests of association were used with .05 significance levels. Findings showed that homeless and non-homeless students had no significant differences in reading scores, and homeless students had significantly higher mathematics scores. However, significantly fewer homeless students made an annual learning gain in reading and math learning gains were statistically equal. Remaining in school of origin also had no significant impact on reading and math developmental scale scores, but a significantly lower percentage of homeless students who changed schools made annual learning gains in reading and mathematics. These results led the researcher to develop a theory called the Weighted Saddle Effect, caused by homeless mobility, to describe the difficulty homeless students had in making annual learning gains commensurate with their developmental scale scores. Recommendations for policy included school districts ensuring transportation to school of origin was available for all homeless students as mandated by the McKinney-Vento Act.
Ed.D.
Doctorate
Teaching, Learning and Leadership
Education and Human Performance
Educational Leadership; Previous Leadership Certification

This study examined the relationship between school social workers’ perceived effectiveness and their perceived levels of competency (knowledge and skills), collaboration, and school culture when providing services to homeless students. A quantitative descriptive research design was employed in this study. Specifically, this study provided insight on how these select factors influence school social workers’ perceived effectiveness in providing services to homeless students. The study sample consisted of 103 school social workers and homeless liaisons who serve the metropolitan Atlanta. Respondents participated in the study by completing the “School Social Workers’ Perceived Effectiveness Survey” that was disseminated via email or in person. All respondents participated in the study voluntarily. Data analysis was conducted at three levels. The first level presented descriptive findings associated with demographic information and school social work experience of the respondents. The second level utilized crosstabs to examine the relationship between the dependent variable, perceived effectiveness, and each of the independent variables (competency, collaboration, and school culture). The third level of analysis was analytical procedures which tested the hypothesis under this study. This section used Spearman’s Correlation Coefficient to determine the strength of the relationship between the dependent variable and each of the independent variables. This study found a positive, strong correlation between school social worker perceived effectiveness and skill-set, competency, collaboration, and school culture. There was a positive moderate correlation between school social worker perceived effectiveness and knowledge. The conclusions drawn from the findings of this research suggested that all of the independent variables showed a significant correlation with the dependent variable. The study findings proved to be useful for school social workers, policy makers, school administrators, homeless students and their families, and other school-based staff.

Research indicates that families are the fastest growing segment of the homeless population in the country (National Alliance to End Homelessness, 2011). The rise in the number of homeless families has resulted in a dramatic increase in the number of homeless students (Chicago Coalition for the Homeless, 2013; Flannery, 2010). In recent years, the number of District of Columbia homeless families with children has significantly increased (The Homeless Children's Playtime Project [HCPP], 2012), and as of February 2013, more than 601 high school homeless students were enrolled in District of Columbia Public High Schools (DCAYA, 2013). Using mixed methods research, the study collected data from 95 homeless participants (16-21 years) to construct a demographic and educational profile of Black high school-aged homeless youth residing in District of Columbia homeless shelters. The study examined the factors that facilitate or impede the learning outcomes of these youth. The data analysis revealed that 31.66% of the respondents' struggle to find enough food to eat, 59.75% when faced with shelter shortages sleep in abandoned properties and city parks (34.45%), and (37.95%) sleep in city public streets (37.95%). In addition, 74.76% of the study sample "plans to keep going to school". Logistic Regression was performed and indicated that the variables (Multiethnic Identity, Ego Resiliency, and Life Orientation) are significant predictors of grade completion.

Swedish Instrument of Governance and Housing Sustention Responsibility state that everyone living in Stockholm County has the right to housing. This thesis deals with norms created by the first-, second-hand rental market and priority housing rules and regulations in the Stockholm County. Using a queer theoretical framework this thesis analyses the situation of young adults and students, elderly, homeless, LGBTQ and abused persons in housing market in relation to “housing for all” policy and suggests possible policy changes in order to make the rental housing market more inclusive. Queer theory asserts that subjects are precisely constituted by the existing power structures through socio-political arrangements that are based on assumptions. Urban planning by its nature also uses assumptions therefore it also reproduces accepted truths and risks generalizing heterogeneous social groups’ needs, these generalizations might also create cases that are insensitive to personal needs. According to queer theory identities change over time and individuals can belong to more than one category simultaneously and therefore rental housing market requires having awareness of fluidity. This study by using the queer theoretical framework, analyzes the situation of young adults and students, elderly, homeless, LGBTQ and abused persons in Stockholm’s rental housing market by using stories, interviews, policy documents, reports and statistical data to clarify how accepted truths/norms effects the constitution of housing categories, and how these housing categories, for that matter norms that are created by rules and regulations, exclude/include different social groups from the rental housing market. In order to fulfil the laws for “housing for all”, there is a need for more affordable rental housing units as well as regulation luxury renovations, supporting research that is related to housing prices and so on. The laws can also be fulfilled by changing in the norm for rental housing tenants; this can be done decreasing the demands for being eligible tenants including requirement on income for regular queue and requirement of study phase of 50 percent for students. For the second-hand rental housing there is a need of a system that minimizes possible discrimination, a database of accessible housing units could help those that need accessibility issue solved and a wider variety with a bigger housing stock for homeless could benefit homeless that want to change their realities. Concerning usage of housing stock in Stockholm, policy changes like “kompis kontrakt” make it possible to use the existing rental housing stock more efficiently. The conclusions of this study shows that the requirements set by the rules and regulations on first-hand rental housing excludes individuals that have record of non-payment related to housing, an income that is lower than the total of the monthly rent and 4 675 SEK, and that are not credit worthy. For many including homeless sensitiveness to personal needs are critical. The results show that there is number of shelters in Stockholm County is insufficient and the aid given by the social services to shelters reproduces gender binaries through laws.
Sveriges grundlag samt Bostadsförsörjninglag fastslår att alla boende i Stockholms län har rätt till bostad. Denna uppsats berör de normer som skapats av första- och andrahandsuthyrning på bostadsmarknaden samt regler om förtur i Stockholms län. Med ett queerteoretiskt ramverk analyserar denna uppsats situationen för unga unga vuxna och studenter, äldre, hemlösa, LBGTQ samt misshandlade personer i behov av skydd på bostadsmarknaden i relation till principen om "bostad för alla" och föreslår möjliga policyförändringar med syfte att att göra hyresmarknaden mer inkluderande.  Queerteori menar att subjekt är precist skapade av befintliga maktstrukturer genom sociopolitiska uppställningar baserade på antaganden. Även stadsplanering använder genom sin natur antaganden och reproducerar på detta sätta accepterade sanningar och riskerar på detta sätt att generalisera behoven hos heterogena sociala grupper. Dessa generaliseringar kan även skapa scenarion okänsliga för personliga behov. Enligt queerteori ändras identiteter över tid och individer kan tillhöra mer än en kategori samtidigt varför hyresmarknaden fordrar medvetenhet om denna fluiditet.  Denna studie undersöker bostadssituationen i Stockholm för unga vuxna, studenter, pensionärer, hemlösa, HBTQ och utsatta personer, ur ett queerteoretiskt perspektiv. Genom metoder som berättelser, intervjuer, dokument, rapporter och statistik är syftet att klargöra hur vedertagna sanningar och normer ligger till grund för boendekategorier, och hur dessa boendekategorier utesluter eller inkluderar olika sociala grupper från hyresmarknaden. För att nå målet ”bostad åt alla”, behövs prisvärda hyresrätter, åtstramning/minskning av renovering av lyxlägenheter samt forskning kring hyressättning, och så vidare. Lagarna kring ”bostad åt alla” kan även följas genom att ändra på normen för hyresvärden, bland annat genom att minska på kraven för vem som anses vara en lämplig hyresgäst (och stå i bostadskö) på basis av sin inkomst samt minimum 50 procent studiefart för studenter. När det gäller andrahandsuthyrning finns ett behov av att minska risken för diskriminering. En möjlig lösning är en databas med lediga lägenheter som finns tillgängliga för de som är i behov av tillgänglighetslägenheter och således nå grupper som, tex hemlösa, som vill ändra sina levnadsförhållanden. Ytterligare en lösning är möjligheten till ”kompiskontrakt” som skulle göra utnyttjandet av hyresbeståndet mer effektivt. Denna studie visar att reglerna kring förstahandskontrakt utesluter vissa individer/grupper som har ett förflutet av att inte kunna betala hyran, lägre inkomst än den totala månadshyran eller som inte är kreditvärdiga. Särskild hänsyn bör därför tas till många gruppers, även hemlösas personliga situation. Resultaten från denna studie visar även att antalet härbärgen i Stockholms län är för få och att Socialstyrelsens bidrag till dessa reproducerar könsbinärer.

The number of homeless children and youth in the United States is on the rise (U.S. Department of Housing and Urban Development, 2016). Between 2016 and 2017 in the Los Angeles County Homeless Count, there was a 41% increase in the number of homeless minors (The Los Angeles Service Authority, 2017). Education is key to bringing people out of poverty and ending the cycle of homelessness.

Using a socio-psychological lens, this case study examined the perceptions of six of the staff and volunteers at one site of the Griffon Learning Center, an organization trying to close the educational gaps of homeless children and youth. It also includes the perspectives of 12 children and youth who utilized their services. The data of this study include interviews, observations of a participant observer, ethnographic field notes, journal reflections, and document analysis. An examination of the relevant literature is included.

Although this study cannot end the cycle of homelessness, it hopes to shed light on the issue and makes recommendations to organizations, school districts, politicians, and legislatures, and educational researchers.

Urban Bioethics
M.A.
Importance – The homeless face higher rates of morbidity and mortality than the general population, and have lower rates of end-of-life care planning. An effective and sustainable intervention, to provide living wills and durable power of attorney, is required to protect the autonomy of a vulnerable population. Objective – To determine if medical student-led 1:1 counseling is as effective as social worker-led counseling as reported in the literature, determined by rate of advanced directive completion. Design – A focus groups and educational sessions on EOL care and ADs were conducted at 2 shelters, after which participants were offered the opportunity to sign up for a 1:1 counseling session with a medical student volunteer. Rates of sign-ups and completion were recorded. Setting – 2 North Philadelphia homeless shelters, requiring either an Axis I or current substance abuse diagnosis for residence. Participants – A convenience sample of 20 homeless men were approached; 10 enrolled in the study. Interventions – Educational sessions, focus groups, and 1:1 AD completion counseling sessions Main Outcomes – Interest in and completion of an advanced directive. Results – 9 participants signed up to complete ADs after an informational session. At the conclusion of the study, 8 of them (88.8%) completed ADs. 40% of the total participants completed an AD. Conclusions – Similar rates of advanced directive completion were achieved with the student-led intervention compared to a previous intervention in the literature. Further study with a larger sample including homeless women should be conducted to provide a generalized conclusion.
Temple University--Theses

Thesis (M.Ed.)--York University, 2006. Graduate Programme in Education.
Typescript. Includes bibliographical references (leaves 85-95). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR29588

There is a specific need for occupational therapy programs to provide education about culturally responsive care. Evidence suggests that occupational therapists often feel unprepared in the practice setting to fulfill the role of service provider for persons experiencing homelessness (Lauckner et al., 2006). Occupational therapists are uniquely equipped to address the needs of homeless clients in community health settings and decrease barriers to participation for homeless individuals. With additional education about culturally responsive care for this target population, occupational therapists will feel more prepared to provide for homeless clients and develop client trust. The Student-Homeless Health Partnership (SHHP) is an evidence-based, theory-driven program that utilizes multimodal approaches of instruction with occupational therapy students to provide culturally responsive care for homeless individuals. Through the program, students will develop a client-centered, occupation-based approach to caring for individuals experiencing homelessness through direct engagement. The goal and outcome of the program is to change occupational therapy students’ social beliefs and attitudes tied to adults who are homeless and ultimately, provide effective and culturally responsive care for these individuals. Positive program evaluation findings of SHHP will highlight occupational therapy’s distinct value in community health programs and reinforce the expansion of the SHHP model to occupational therapy programs outside of the San Francisco Bay Area.