![]() The Aging & Dying in Place typology showed sustained continuity of care within supportive housing. Findings: An exploratory analysis of patient charts led to the identification of a 4-category qualitative typology of residential trajectories during palliative care enrollment. Retrospective chart review of palliative care patients (n=75) was paired with semi-structured interviews with service providers across healthcare and homeless response systems (n=30), as well as observation of palliative care meetings (n=12). Methods: A constructivist grounded theory approach was taken. Through a partnership with the only specialty palliative care program for people experiencing homelessness in the United States, the Research, Action & Supportive Care at Later-life for Unhoused Peoples (RASCAL-UP) study aimed to (1) identify barriers to care across a spectrum of services for unhoused people facing serious illness and (2) examine residential trajectories of unhoused patients over the course of palliative care treatment. The shifting age demographics of those experiencing homelessness in the United States exposes the shortcomings and barriers within homelessness response services and safety-net healthcare to address serious illness, disability, and age-related needs. ![]() Purpose: Homelessness is a pervasive social injustice that stems from the sociopolitical construction of disposable human life. Uncertain Destinations: Characterizing the Role of Place in the Later-Life Experiences of Palliative Care Patients Experiencing Homelessness Ian M. This dissertation underscores strategies for facilitating school engagement, educational normalcy, and resilience for court-involved young people living in congregate care settings. Chapter Five discusses implied related topics, the dissertation’s implications for social work practice, and proposes further research. Together, these three papers analyzed the ways teachers, service providers, and students understood and benefited from a trauma-informed social and emotional learning skills curriculum. ![]() The third paper, Chapter Four of this dissertation, is a qualitative analysis that explored how students perceived their school engagement while living in an institutional setting. The second paper, Chapter Three of this dissertation, is a quantitative analysis that focused on the importance of social and emotional learning competencies for school engagement. The first paper, Chapter Two of this dissertation, is a qualitative analysis of focus group data collected with school staff members that examined how faculty viewed the strengths and challenges of using a TI-SEL curriculum to promote educational resilience among court-involved youth with complex trauma histories. The three papers examined how the public charter school’s TI-SEL curriculum impacted school engagement among the school’s students and explored different critical aspects related to meeting the educational needs of the court-involved young people. The dissertation study used secondary qualitative and quantitative data gathered through a school-led community-based participatory research (CBPR) evaluation study. This three-paper dissertation examined the use of a trauma-informed social and emotional learning (TI-SEL) curriculum among court-involved students attending a specialized public charter school co-located with a residential treatment center. ![]() The Benefits of Trauma-Informed Social and Emotional Learning Curricula among Court-Involved Students Living in Congregate Settings Henry Joel Crumé ![]()
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