There is a dearth of studies that compare interpersonal violence cross nationally. This paper reports the findings of a cross-sectional study which compares and contrasts violence in the lives of 740 college students, as children and as adults, in The Bahamas and the United States of America. Overall, students in The Bahamas were subjected to more violence (more frequently spanked) than their American counterparts. Frequency of spanking when the student was a preteen and teenager were linked to anger outbursts in adulthood, and higher numbers of anger outbursts were linked with violent behaviours of students. Although Bahamian students were exposed to more violence than the American students, this did not result in Bahamian students being more violent than American students in interpersonal relationships. However, Bahamian students were more likely than American students to anticipate using corporal punishment on their children and to condone violence in marital relationships.

Strengths-based supervision (SBS) is a model o f clinical supervision that was developed to support effective implementation o f family-centered practice in public child welfare. An evaluation was conducted to determine the degree to which learning from this 2-day workshop transferred to changes in supervisory practices. Links to pre-and posttest anonymous online surveys were sent through email to the supervisees o f the supervisors w ho participated in the SBS training. Findings suggest th a t 41 % o f respondents reported positive changes to the supervision they received in child welfare after their supervisors attended the training. Changes th a t were discussed in open-ended comments were consistent w ith the training content. Findings offer implications regarding the benefit o f this training fo r supervisors w orking in child welfare settings. IMPLICATIONS FOR PRACTICE •Clinical supervision represents a supervisory process that can prom pt critical thinking tha t is needed when making decisions in complex social w ork practice settings.• SBS highlights the importance o f parallel process, prom pting supervisors to become more intentional about interacting w ith supervisees in ways th a t are theoretically coherent to practice principles.

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This was an exploratory phenomenological study regarding experiences and perceptions about bullying among African American male adolescents (AAMAs) and their parents. The sample for this study included 16 AAMAs and 16 parents (one AAMA and one matched parent per family; N = 32). This study was designed to understand what AAMAs and their parents gleaned from their experiences with bullying. The findings were organized into three themes: interpersonal and structural barriers that hindered responses to bullying, intentional systemic approaches to prevent and respond to bullying, and taking direct action when bullying occurred.

As part of its effort to refresh its curriculum to meet the 2015 EPAS competencies, the Department of Social Work Education (DSWE) at California State University, Fresno carried out an engaged research project during the 2017-18 academic year. The project involved undergraduate and graduate social work students, and community stakeholders (i.e. field instructors). Through student-conducted interviews (N = 40), focus groups (N = 13) and surveys with stakeholders (N = 91), we were able to uncover the most pressing needs in surrounding communities, the skills and knowledge social work professionals most value, the skills and knowledge they wish they had received more training on during their time at as a social work student, their understanding of the relationship between DSWE and the communities it serves, and their ideas for increasing DSWE"s level of engagement and impact. In this paper, we discuss our findings and their curricular implications as well as lessons learned about community-informed curriculum development.