Publication year
2015
Citation Title
FOCUS school-based skill-building groups: Training and implementation
Journal Name
Journal of Social Work Education
Journal Volume
51
Issue Number
Suppl.1
Page Numbers
S102-S116
DOI
10.1080/10437797.2015.1001292
Summary
Military children encounter unique deployment-related stressors. The study examined the training and implementation of a school-based intervention, Families OverComing Under Stress (FOCUS) School-Based Skill-Building Groups (SBG). Findings revealed positive feedback from the social work interns who were trained on the model, but also pointed out challenges of implementation because of lack of support from school professionals.
Key Findings
The social work interns gave positive feedback about the FOCUS SBG training and implementation; they reported that the FOCUS SBG curriculum was helpful for implementing the groups, and that the FOCUS SBG program was useful for both civilian and military students.
The interns also reported difficulties gaining support from school professionals.
Social workers are important for enhancing the resilience of military students.
Implications for Military Professionals
Offer support groups to military students who may experience deployment-related stress
Receive training on military culture, deployment issues, and school transition problems
Implications for Program Leaders
Collaborate with social workers to offer school-based assistance to military students so that the students’ resilience could be enhanced
Develop classes and workshops for school administrators and teachers on the importance of emotional wellbeing for military students
Implications for Policy Makers
Increase awareness about the importance of resilience and well-being for military families and students
Continue to support research and programs that aim to assist families experiencing deployment-related stress
Methods
The study was completed within two academic school years: 2011-2012 and 2012-2013.
The interns were placed in military-connected public schools, received FOCUS SBG training, and worked with military students using the FOCUS SBG tool.
At the end of the school year, the interns completed surveys about their perception of the FOCUS SBG program, and their experience of implementing the program with students.
Participants
The sample included 84 social worker interns who ran FOCUS SBGs with about 700 students.
The age, gender, and race of the interns were not reported in the article.
No demographic information about the military students were reported.
Limitations
Data were only collected from social work interns but not from students who participated in the FOCUS SBG program, therefore students’ perception of the program is unknown.
Students’ demographic information was not collected in the study, so it is unclear if certain groups of students would benefit more from FOCUS SBG than others.
The study used a regional sample, therefore results of the study may be hard to generalize to other regions or school contexts.
Avenues for Future Research
Examine both social workers’ and students’ perception of the FOCUS SBG program
Collect students’ demographic information to examine which kind of students benefit most from the intervention
Implement the FOCUS SBG intervention to both civilian and military students to study whether civilian student would benefit from the program as well
Focus
Civilian
Target Population
Population Focus
Abstract
Military children encounter unique stressors that can affect their social and emotional well-being. These challenges can serve as a risk to the military child’s successful academic performance. This study fills a much-needed research gap by examining the training and implementation of a public school_based intervention, Families OverComing Under Stress (FOCUS) School-Based Skill-Building Groups (SBGs). Social work interns from 2 academic years (2011_2012 and 2012_2013) were trained in the implementation of the SBGs. The SBGs aim to promote resilience among students from military families. This study reveals positive findings associated with training the interns. Implementation strengths and challenges are carefully reviewed. Suggestions for the need for school-based interventions are also discussed.
Abstract Document
Attach