MSW Capstones

Permanent URI for this collectionhttps://hdl.handle.net/1773/53103

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Breaking Barriers: Strengthening Provider Understanding of API Cultural History to Reduce Shame and Fear
(2026) Evans, Elaina Falefitu
Asian and Pacific Islander (API) communities experience relentless and consistent barriers to mental health care, including cultural stigma, financial inaccessibility, language challenges, and limited culturally competent providers or providers that have culturally competent knowledge on the API population. Stakeholder interviews reveal that “mental health was never discussed in their families growing up,” which highlights how silence and generational shame limit help‑seeking behaviors. The Asian Pacific Islander community needs assessment consists of research, lived experiences, and acculturation theory to examine how cultural identity, intergenerational trauma, discrimination, and systemic inequities shape mental health utilization and patterns with help-seeking behaviors that are seen within the API community. Findings stress and highlight the need for disaggregated data, increasing API representation within the workforce, and create provider trainings that reflects API histories and values. In response, the proposed API ROOTS program is a 12‑week culturally responsive provider training which aims to strengthen practitioner knowledge, attitudes, and skills through modules on cultural values, stigma, trauma, communication, that has been formed and adapted from CBT/DBT strategies. The program seeks to reduce stigma, improve trust, and expand culturally grounded mental health access for AAPI communities.
Barriers to Father Engagement: Addressing Gaps in Societal Supports for Fathers
(2026) Nixon, Myla
The need for greater father involvement in the lives of children continues to be a major issue in society. Historically, mothers have been seen as the primary caregiver, however fathers have an indelible impact on their children and family. Because fathers are not always discussed as equal partners, there is still stigma attached to fatherhood, such as fathers not having the ability to be a nurturing caregiver or be as responsible and attentive as mothers. These ideas can be hurtful to a father and could discourage him from advocating for himself as a capable parent. This proposal focuses on two populations of fathers who often meet many barriers to father engagement; those who are in recovery from substance misuse and those who have been released from jail or prison. Fathers Going Farther Community Group offers a safe space for fathers to build community with other fathers, gain positive parenting skills, reduce recidivism, maintain long-term sobriety, which will empower them to have the confidence to be more active and visible in the lives of their children.
School Alliance for Mental Health Project: Making Mental Health & Wellness Inclusive for All
(2026) Dolphin, Katherine
This capstone project offers an idea for how to make mental health and wellness more inclusive to people with disabilities in school settings, with a focus on teachers and school staff. The proposed “Sam Project App” would be designed with accessibility in mind, and incorporate the unique identities of each person with an intersectional, trauma-informed lens to provide specific mental resources that are tailored to the needs of each person. I began by doing a literature review of current research and interventions concerning disabled adult educators; I found there was limited research on challenges that educators with disabilities face, which decreases visibility of role models for students, limiting exposure to employment possibilities post-graduation. I also learned that the vast majority of people with disabilities don’t have access to appropriate, adaptive mental health or wellness resources in schools today, despite comprising 29% (about 1 in 4) of the population, and that adults with disabilities experience more mentally unhealthy days, while not having adequate support. As a result of this, disabled people experience higher rates of unemployment and poverty, make less money, and poorer quality of life. Then I led my own research study, and I invited adults who work in any capacity in a school setting to complete a survey for my research, describing the nature of their disability, how it impacts their ability to do their job, how it impacts their mental health, and gathered feedback on what they would like to see in their school to improve working conditions. If the participant didn’t identify as having a disability, I asked for their observations of how people with disabilities (staff and students) were treated in their school. A few ideas that emerged from the data and informed how to measure the effectiveness of the created intervention were for schools to be more proactive about addressing stigma surrounding mental health and disabilities. For example, schools can provide ongoing monthly anti-stigma training and literacy to address topics such as the social model of disability, highlighting intersectionality, and integrated mental health education. They can promote more inclusive visibility, ensuring 1-3 images of people with disabilities are featured in all school-based images and promotional materials. Additionally, schools can do bi-annual evaluation, reporting, and modifying of physical/digital accessibility, helping to ensure ADA compliance. The goal of my capstone was to help increase awareness, and propose a way to help increase accessibility for people with disabilities seeking mental health support while working in schools, or other high-stress environments. As stated by Dr. Bruce Perry, “A dysregulated adult cannot regulate a child.” Increased accessibility to mental health supports helps support the educator’s ability to maintain employment, increase job satisfaction, and performance. People are our best resource, and it is imperative that we take better care of them by providing appropriate mental health and wellbeing support so they can be their best selves. Increased visibility of these resources helps to reduce stigma surrounding both disability and mental health, and provides more quality education and positive role models for students.
Bridging the Housing Divide: Building an Equitable Recovery Ecosystem to Support Two-Parent Families in Recovery
(2026) Davis, Illyana
Two-parent families affected by substance use disorder (SUD) face a critical and largely unaddressed gap in Washington State’s recovery landscape: the absence of integrated housing that allows parents to remain together while accessing structured supports. Existing systems prioritize individual-focused or single-caregiver models, often resulting in family separation, unsafe living conditions, or increased child welfare involvement. Guided by family systems theory and the socio-ecological model, this capstone examines how structural barriers such as housing instability, childcare shortages, financial strain, and systemic distrust undermine whole-family recovery. A community-based needs assessment revealed strong consensus that two-parent recovery housing is urgently needed and must include wraparound supports such as childcare, couples and family therapy, employment pathways, and coordinated system navigation. In response, this project proposes the Integrated Family Residential Model, a family-centered transitional housing program designed to strengthen recovery capital, preserve family unity, and promote long-term stability through comprehensive, relational, and community-based supports.
Undoing Institutional Racism: Anti-Racism Training Handbook
(2018-03-01) Irons, India
Research has shown that African American children and their families experience racial discrimination and bias in the child welfare system. Therefore, this project proposal aims to address racial discrimination and bias in the child welfare system by defining racism, analyzing color blind policy approaches and how it affects practice when working with families of color. Undoing Institutional Racism is a facilitated intergroup dialogue that challenges the caseworkers, supervisors, and area administrators within Children's Administration to "analyze the structures of power and privilege that hinder racial equity and prepares them to be effective organizers for social justice," (The People's Institute, 2008). The mission of Undoing Institutional Racism is to bring social workers together in anti-racist movement within the child welfare system (The People's Institute, 2008). Undoing Institutional Racism intergroup dialogue aims to address racial bias in child welfare decision making and racial disproportionality. For questions regarding this capstone, pleas e-mail muziq92@uw.edu
Transforming our Roles as Co-Educators; A parents guide to meaningful engagement.
(2014-03-13) Stallman, Toni M
When schools and families support each other, students of all backgrounds and various abilities achieve at higher levels. Research indicates levels of parental engagement tends to decline as children progress through the educational system. Parents need to understand and transform their roles to become collaborative co-educators as their children transition from elementary to middle school in order to improve academic outcomes. This intervention, a summer workshop series for parents of children in or approaching middle school, aims to increase home-based and school-based activities and strategies which foster parental engagement. Participants will attend four workshops and be provided interactive workbook to guide and encourage engagement efforts throughout the academic year. This intervention assists parents in transforming their roles in order to remain engaged as their children progress through education system and their needs change. Parents will be able to create and customize new strategies and activities that can be implemented at home to foster learning environments and become aware of existing strategies and activities currently available through their child's school. The overall goal is to increase active participation, communication, and collaboration to educate the whole child to ensure student academic achievement. Correspondence concerning this article should be addressed to Toni Stallman, MSW. Email:Stallmantoni@gmail.ocm
What is Race-Based Trauma and Why Does it Matter?
(2022-03-03) Luong, Julie
Systemic racism continues to be prevalent in our society today, especially with the exponential rate of Asian Americans experiencing racial discrimination and microaggressions during the COVID-19 pandemic. Since post COVID-19, members of the Asians and Asian Americans and Pacific Islanders (AAPI) community are more susceptible to experience violence, such as serious physical injuries or death. Misinformation from political leaders are a contributing factor for the anti-Asian hate crimes and violence post COVID-19. This problem is extensive where members of the AAPI community are now concerned for their own overall safety and physical well-being. A workshop will incorporate an overview of race-based trauma, its implication for clinical practice, and an introduction of two therapeutic strategies: microinterventions and compassion meditation. Due to this global health crisis, it is imperative to implement culturally responsive treatment to promote inclusivity, diversity, and equity in mental health agencies. After attending this workshop, social workers will be able to identify race-based trauma among clients and how to provide resources and treatment recommendations as needed.
Turnover Within the Child Welfare System
(2025-02-25) Rivera, Crystal
This Capstone identifies a mandatory training that would be provided to child welfare workers within their first year of employment up to their 3rd year of employment.
Toolkit on Self-Determination and Decision-Making Supports
(2024-03-02) Hanson, Johnny
This project is provided for informational purposes only and is not intended as legal advice. Adult guardianship is being disproportionately assumed and utilized by social workers, and the Department of Children, Youth, and Families (DCYF), when DCYF dependent youth transition into adult services with the Developmental Disability Administration (DDA). A meta-analysis of research shows a positive correlations between increased self-determination (choice) and increased short and long-term health. Additional research shows the negative impacts of guardianship on self-determination, and the growing support for less restrictive alternatives to guardianship, like supported decision-making (SDM). Self-determination is increased, the less restrictive a decision-making arrangement is. Despite research and state laws to prioritize less restrictive alternatives to guardianship, social workers continue to prioritize guardianship for those they support, and rarely discuss or utilize less restrictive alternatives. Ethics of social work emphasize the need for social workers to balance client safety and choice, when supporting clients with adult decision-making protective arrangements. Several barriers and needs are assessed on this problem, utilizing research and stakeholder interviews with DCYF and DDA. An intervention of the "Supported Decision-Making Toolkit," is proposed as a document of information and resources aimed at increasing competency on self-determination and less restrictive alternatives to guardianship. The toolkit should help social workers to better make that balance of maximizing self-determination while meeting health and safety concerns. This should lead to smoother transitions for DCYF youth going into adulthood and increased quality of life.
Support Group for Spouse/Partners of Mentally Ill Spouses/Partners
(2015-04-01) Taft, Amie
Being a caregiver to a mentally ill spouse or partner can be emotionally draining and isolating. Many caregivers lack both knowledge and skill in dealing with the complex issues that arise from living with a mentally ill partner. They run the risk of a higher rate both subjective and objective burnout, face issues of stigma, and compassion fatigue. This support group curriculum was created to reduce the burden faced by caregivers as it seeks to strengthen these relationships. Academic research, as well as key informant interviews were conducted to create a eight week support group curriculum. Family systems theory concludes that the family unit is a social system and if the system shifts due to mental illness the impact on the caregiver can be severe. This curriculum focuses attention on the following issues: roles, tough conversations, isolation, "secrets you wish you could share", burden, burnout, resiliency and self care. These areas of focus help to strengthen the marital relationship and help maintain the family unit, as well as provide the caregiver the tools to deal with difficult issues that arise due to caring for a spouse/partner with mental illness. Contact author at attaft@comcast.net
Stress Management, Choices, and Self-Confidence
(2014-04-01) Thompson, Pamela P
Abstract When adolescents do not learn appropriate coping mechanisms for stress, they are more likely to develop problem behaviors that can inhibit their abilities to live productive and meaningful lives. When adolescents do not learn the appropriate ways to cope, they can sabotage their self-esteem, confidence, and learn negative coping strategies. A focus group was held of adolescents between the ages of 11 and 17 years of age. They discussed their point of view of what is stressful and how they handle the stress. All information was compared to evidence based research of coping strategies and the best practices to teach adolescents positive coping strategies. The intervention was developed to enhance adolescents' abilities to cope with stress in life. The theoretical frameworks involved in this development were The Indivisible Self Wheel of Wellness combined with Mindfulness. The basic fundamental subjects are stress management, choices, and self-confidence. These areas help develop the adolescent to keep a positive self-identity and learn to work through stressful situations. The benefits of this study are decreasing bully behaviors, aggressive outburst, sexual promiscuity, substance abuse, self-harm, mental disabilities, and suicide among adolescents. Contact Information: Pamela Thompson ppt2107@outlook.com
The INVEST Program: An Education to Employment/Post-Secondary Education Transition Program for Students with Mid to High Functioning Autism Spectrum Disorder
(2014-04-01) Schmoker, Alicia E
The time of transition from adolescents to adulthood is a difficult one for many individuals, disability or not. One of the biggest challenges within this large developmental milestone is that of transitioning from secondary education to competitive employment or post-secondary education. Autism spectrum disorder (ASD) refers to a continuum of disorders that impact an individual's ability to function in daily life. The impacts of ASD range from mild to severe. This disorder is believed to be persistent and one that commonly causes significant social, communication, and behavioral challenges that can result in lifelong adjustment needs and supports. These autistic symptoms have often been found to affect an individual's ability to handle transitions as well as finding and maintaining competitive employment. Over the recent years, studies have shown competitive employment rates of individuals with ASD ranging between 6%-10%. Contributing factors to these low employment rates include ineffective and inappropriate transition planning for students with ASD, as well as poor collaboration between education, employment, and community agencies. Therefore, a need has been identified, by both literature and professionals, to begin a collaborative autism-focused transition model to prepare students with mid to high-functioning autism spectrum disorder for competitive employment and post-secondary education. The INVEST program provides micro, mezzo, and macro levels of intervention in order to address identified improvement areas for future transition service development including early intervention, motivation, school and adult service collaboration, multi-system transition planning collaboration, and autism awareness training. During the development of The INVEST Program Alicia Schmoker was a member of the 2014 Master's of Social Work (MSW) Advanced Standing Cohort at the University of Washington, Tacoma and social work fellow through the University of Washington Leadership Education in Neurodevelopmental and Related Disabilities Fellowship Program. Correspondence concerning this article should be addressed to Alicia Schmoker, Seattle WA. Email: Alicia.Schmoker@gmail.com
The HEAR.US Project - Reducing Anti-Immigrant Sentiment and Myth Through an Online Awareness Intervention
(2015-04-01) Epps, Douglas J
The following is an online awareness intervention designed to reduce anti-immigrant sentiment and myth throughout the greater community by means of an educational toolkit. The foundation of this toolkit was designed using macro level theoretical intervention frameworks. The content is grounded in empirically based interpersonal communication strategies specialized in addressing anti-immigrant sentiment. The goal of this toolkit is to provide a source for humanizing and factual education especially for those who are unfamiliar with immigrant community members. The intervention achieves this goal by means of three specific elements: 1) Humanizing and inspiring personal stories from immigrants in the local community who have overcome structural and cultural barriers to reach high levels of success; 2) infographics designed to educate community members by presenting factual data which refutes common anti-immigrant myths; and 3) avenues for inspired members to become active in immigration related social change and learn more about the benefits of immigrants to any community. Additional documents include the "Supporting Rationale and Introduction to The HEAR.US Project." The HEAR.US Project toolkit may also be found by visiting the Tacoma Community House homepage and selecting the "Resources" tab: tacomacommunityhouse.org
Staying Well: A Training for Understanding, Remembering, and Making Informed Decisions
(2014-04-01) Simmons, Caitlin W
Low health literacy can cause poor health outcomes, and anyone can have low health literacy regardless of age, gender, race, ethnicity, education, or class. Efforts to reduce health literacy have focused primarily on healthcare practitioners, and little effort has been put toward educating patients. To remedy this, a health literacy articulated training was developed. Staying Well: a training for understanding, remembering, and making informed decisions is an interactive and self-paced educational presentation lasting 20-30 minutes. Grounded in the asset model of health literacy, systems theory, and social learning theory, the Staying Well demonstrates simple analytical skills that support greater knowledge of health problems and how to manage them, better health outcomes, and confidence in healthcare decision-making. Participants were patients at in-patient healthcare settings who were at least 18 years old, and who did not have cognitive or other health issues limiting their ability to participate. Pre- and post-surveys measured participants' knowledge of their health condition, awareness of preventable health risks, use of the demonstrated skills, and confidence in healthcare decision-making. If you would like to use this intervention, please contact the author at caitlin.simmons@gmail.com
Renew House: A Place for Teenagers to Find Healing from Adverse/traumatic Events and Experiences
(2016-01-01) St. John, Annika R
Abstract will go here.
Psychiatric Hospitals and the Criminal Justice System need a data tracking system to help collect and record consistent client information across the two settings, thereby improving mental health outcomes and reducing recidivism for individuals.
(2025-03-16) Bah, Chernor Hamidu
Policy reform, increased funding for mental health services, and advancements in record management and digitalization can significantly enhance interventions to address "the vicious circle of institutional transfer of individuals from the Criminal justice system to psychiatric hospitals has long-term negative impacts on the well-being of the individual." Each of these can be leveraged in diverse ways. Some programs divert individuals with mental health issues away from incarceration and into treatment, reduce the criminalization of mental health conditions, enforce timelines for competency restoration, and promote collaboration between criminal justice, healthcare, and community-based services. Reforms target disparities in treatment access to ensure marginalized populations (e.g., racial minorities and low-income groups) receive equitable care, as seen in the Trueblood Settlement and Senate Bill 5440. So, my Intervention in terms of policy reforms is to have policy reform for mental health through the expansion of preventive care policies and legal protections for individuals with mental health to reduce stigma and discrimination against individuals with mental illness. As for increased funding for mental health, since it can expand the availability of mental health services, such as more forensic beds, outpatient competency restoration programs, crisis stabilization, technologically innovative programs (e.g., telepsychiatry in correctional settings) as we sow it during the height of covid-19, longitudinal research that will ensure interventions remain evidence-based, investments in supportive housing, case management, and community-based mental health services reduce reliance on incarceration as a default response. In this light, my intervention will be sustainable and equitable distribution of funds across urban and rural settings and financial support for smaller, community-based organizations often closest to underserved populations. Finally, in the area of record management and digitalization, which is the main intervention idea I am considering for my project, this digitalized record system is the case for insurance and private healthcare systems. This will ensure that health information is accessible across systems, facilitating seamless transitions from incarceration to community care; it helps integrate criminal justice, healthcare, and social services data, enabling better coordination and accountability; it tracks individual outcomes, treatment, and medication history, helping identify gaps in services, and reduce errors and streamline processes, such as competency evaluations and treatment referrals. So, my intended intervention will be privacy protection to safeguard individuals' sensitive health data to prevent misuse or discrimination. Interoperability systems that will be compatible across agencies and jurisdictions with equitable access to support underfunded organizations to be effective.
Sacrificing Futures: Campus Sexual Violence, Unmet Survivor Needs, and University Complicity
(2025-03-06) Procaccio, Chiara
This PDF poster examines the needs of survivors of campus sexual assault and intimate partner violence, and potential interventions that would be supportive of the needs of survivors.
Square Pegs Community Arts on Campus
(2022-03-11) Ortega-Miller, Gabrielle Marina
My capstone project started with a qualitative research study exploring the value of music through the voices of Autistic adults, for without their voices-whether verbal, non-verbal, or verbally limited-it is difficult to know what the value of music is in their lives. The inclusion and leadership of Neurodivergent Black, Indigenous, and students of color (BIPOC) in the UWT Neurodiverse community is one focus of this project; the other is to provide a community space for all Neurodivergent students at UWT to feel welcome and safe, create art, and support each other. Square Pegs Community Arts on Campus is built on the premise that engaging in the co-creation of any art form improves quality of life. Regarding community, one of the most damaging campaigns of the COVID-19 pandemic has been social distancing. Many Neurodivergent BIPOC students have experienced loneliness, anxiety, depression, and exclusion from the white Neurodivergent community, who also experience the same mental health issues, due to fewer opportunities for creative social engagement. My capstone seeks to build a new student alliance on the UWT campus. Connections between all Neurodivergent students and their allies will be nurtured through a diverse array of arts activities, and engage a trauma informed care approach to peer support. BIPOC Neurodivergent student leadership positions will be supported through monthly stipends.
Promoting Safe Relationships With African Immigrant Women
(2014-04-01) Waceke, Caroline
Women who immigrate to the United States from the continent of Africa are "at risk" of continued abuse from their spouses and significant others due to the conflicting cultural beliefs and expectations. The African culture supports men having power and control over their women while the American culture supports women having the right to live a life free of any abuse. The PAMOJA Connect is a support group whose mission is to improve the quality of life for immigrant women from Africa by empowering them to ensure they are safe in their relationships. Twenty women will participate by attending twelve sessions of two hours each over a period of six months. Through developing culturally appropriate support services, this support group which is guided by a curriculum based learning will engage women in discussion about why their safety should be primary, and the need to challenge cultural beliefs that promote staying in relationships under all costs. Ultimately, the women will be empowered with the hope that they will stay safe in their relationships, recognize any form of abuse, and have the necessary tools and resources should they need additional help.
Square Pegs On Campus: Autism and Inclusion at University of Washington Tacoma
(2021-03-07) Swanson, Heather Dawn
Research findings show Autistic students struggle with communication and social interaction and are at risk of failing and/or dropping out of school. Additionally, the social construct of disability and ableism negatively affect the inclusion of Autistic students. While conducting research that included interviewing UW Tacoma students and staff, I learned there are zero Autistic-specific services, support groups, or Registered Student Organizations (RSOs), and there are more than 29 Autistic students attending UW Tacoma. Disability Resources for Students (DRS) reported there are 29 professionally diagnosed Autistic students receiving academic accommodations based on their official autism diagnosis. Not all Autistic students have received an official diagnosis of Autism Spectrum Disorder, which is a UW Tacoma DRS requirement to receive accommodations based on autism, so not all Autistic students are receiving supportive services at UW Tacoma. Due to the lack of an official autism diagnosis, self-diagnosed Autistic students may experience even less inclusion and success than professionally diagnosed Autistic students who qualify for academic accommodations. The proposed intervention, Square Pegs On Campus: Autistic Peer Social Support Group, will be available for self-diagnosed and professionally diagnosed students who are Autistic, on the autism spectrum, and neurodiverse. As part of this Autism and Inclusion at University of Washington MSW Capstone Project, Square Pegs On Campus - University of Washington Tacoma, was launched, via Zoom, on December 9, 2020. Square Pegs On Campus peer social support groups are scheduled to occur monthly, on the 2nd Wednesday of each month from 6:00pm until 7:30pm, via Zoom. For now, Square Pegs On Campus is a NAMI On Campus event because autism spectrum disorder is listed in the DSM-5 and there are multiple obstacles and barriers for Square Pegs On Campus to be an independent RSO. My vision for the future of Square Pegs On Campus is to become part of Disability Resources for Students (DRS) and be solely organized and facilitated by self- and/or professionally diagnosed students who are Autistic, on the autism spectrum, and neurodiverse, with DRS providing support and a designated community space in the Mattress (MAT) building at UW Tacoma.

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