Jessica M Kahn

Biographic Data

ID4176154
NAMEJessica M Kahn
GIVEN NAMESJessica M
FAMILY NAMEKahn
SIGNATUREKAHN J M
AFFILIATIONSLehman College
VERIFIEDNo
TOTAL WORKS7
TOTAL CITATIONS33
AUTHOR COUNT7
EDITOR COUNT0
FIRST PUBLICATION YEAR2010
LATEST PUBLICATION YEAR2022
H-INDEX3

  • Conversations about Race and Racism

    Bryan Warde, Jessica Kahn et al.ARTICLESmith College Studies in Social…2022Cited by: 2References: 3

    Discussing race and racism in classroom settings presents challenges for instructors and students alike. Although studies have shown that these conversations are difficult, the literature on higher education classrooms in general and social work education is sparse. This qualitative study used focus groups to explore the perceptions and experiences of 28 recent MSW graduates discussing race and racism in their MSW courses. Analysis of the data re…

  • Early Social Workers’ Experiences during the Covid-19 Pandemic

    Evan Senreich, Amanda Sisselman-Borgia et al.ARTICLESmith College Studies in Social…2021Cited by: 4References: 2

    This study reports the findings of a qualitative focus group study of 16 recently graduated MSW social workers in the New York City area regarding their experiences working during the devastating initial wave of the COVID-19 pandemic from March to June 2020. Each respondent participated in one of two 90-minute focus groups in October of that year. Themes delineated were: Varying levels of agency responsiveness and support; Rapid changes in job fu…

  • Student, Faculty, and Field Instructor Approaches to SBIRT Implementation

    Open AccessMohan Vinjamuri, Lydia P Ogden et al.ARTICLEAdvances in Social Work2019

    Informed by an empirically-based implementation model, this study examined how social work faculty, student, and fieldwork instructor approaches to using the evidence-based SBIRT protocol affected implementation and model fidelity. Data were obtained from two rounds of focus groups with three groups of stakeholders (faculty, students, and fieldwork instructors) about their experiences teaching, learning, using, and supervising SBIRT and were anal…

  • A Model for Implementing an Evidence-Based Practice in Student Fieldwork Placements

    Lydia P Ogden, Mohan Vinjamuri et al.ARTICLEJournal of Social Service Research2016Cited by: 1References: 26

    This article reports on focus group data analysis that was used to understand initial, largely positive outcomes from a university-based initiative to disseminate and implement an evidence-based practice (EBP)—Screening, Brief Intervention, and Referral to Treatment for Substance Use (SBIRT)—into student fieldwork placements, which are usual care social work settings. Focus groups were conducted with three groups of stakeholders involved in the o…

  • The influence of immigration status on early childhood education and care enrollment

    Open AccessJoy Pastan Greenberg, Jessica Kahn et al.ARTICLEJournal of Early Childhood Research2011Cited by: 2References: 6

    Early childhood education and care has become the norm for children in the United States and most European countries. In the United States, immigrant children, a growing demographic, are under-enrolled, particularly in formal settings. This research revealed that younger children of immigrant mothers were less likely to be in non-parental care, but immigrant status did not affect enrollment of three—five-year-old children when various parental an…

  • The timing to and risk factors associated with child welfare system recidivism at two decision-making points

    Open AccessJessica Kahn, Jessica M Kahn et al.ARTICLEChildren and Youth Services Review2010Cited by: 15References: 37

  • Factors predicting early childhood education and care use by immigrant families

    Open AccessJessica Kahn, Jessica M Kahn et al.ARTICLESocial Science Research2010Cited by: 9References: 21