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Workforce Research Reports and Related Publications
Workforce Research Reports
In 2016, the JFK, Jr. Institute conducted research to better understand the patterns of enrollment and graduation of members of 1199SEIU United Health Workers East at The City University of New York (CUNY).
To better understand how CUNY is supporting the local behavioral health workforce in the context of health reform in New York City and New York State, the JFK, Jr. Institute has issued a 2016 data report (pdf) on graduation rates, post-graduate licensure, employment and wages for graduates of CUNY’s Master in Social Work programs. The report was prepared for the May 2016 NYC Mental Health Workforce Summit sponsored by the Mayor's Office.
In December 2015, the JFK, Jr. Institute issued its annual Nursing Degree Programs Data Report showing trends, graduation data, and demographics by degree type. For more information, see the report (pdf).
A 2015 program evaluation of a 10 credit course sequence in Care Coordination and Health Coaching (pdf) offered to front-line workers summarizes participant and employer feedback, relevancy of the coursework, and highlights the importance of education opportunities for working adults.
The 2014 Post-Graduate Outcomes Report (pdf) analyzes wage, labor market and other outcome data of recent nursing graduates.
The 2013 Nurse Graduate Survey Summary Report (pdf) identifies graduates’ perceptions of their CUNY education and transitions from CUNY to the workplace.
An assessment of CUNY nursing faculty (pdf) presents data on their professional development needs.
A 2013 case study project describes NYC's healthcare workforce within Health Homes (pdf) as they emerged as an innovative model of care.
The 2013 report Emerging Career Pathways in the New York City Healthcare Workforce (pdf) provides an overview of emerging care models and features the credited course sequence in Care Coordination and Health Coaching as an educational option for frontline workers.
The 2012 Summary Report on Medical Assisting (pdf) at CUNY provides an analysis of the profession and an overview of results of a survey of graduates.
Related Staff Publications
Ebenstein, W. (2015) Physical disability in the collective imagination. In Body Image and Identity in Contemporary Societies: Psychoanalytic, social, cultural and aesthetic perspectives. Sukhanova, E., and Thomashoff, H. (eds.), p. 30-39. New York: Routledge.
Valentin, C. (2014, Fall). The brief and wondrous adventures of an early career professional at her first international psychology conference. International Psychology Bulletin, 18, p.26-27.
Croke, E., Dale, T., and Ebenstein, W. (2013). Recruiting teachers from within: Career ladders for paraprofessional educators. In Black Male Teachers: Diversifying the United States’ Teacher Workforce, Lewis, C. & Toldson, I. (Eds.), Emerald Group Publishing, UK.
Kunstler, R., Thompson, A., and Croke, E. (2013). Inclusive recreation for transition-age youth: Promoting self-sufficiency, community inclusion and experiential learning. Therapeutic Recreation Journal, 47 (2), 122-136.
Nelson, A. & Shockley, C. (2013). Wellness coaching: frontline worker training in mental health. The Journal of Mental Health Training, Education and Practice, 8 (1), 45-55.
Thompson, A. (2013). Social class and learning disabilities: Intersectional effects on college students in New York City. In S. Barnartt & B. Altman (Eds.), Disability and Intersecting Statuses (pp. 267-292). Bingley, UK: Emerald.
Thompson, A. (January 2013). Disability and the internet: Confronting a digital divide. Contemporary Sociology: A Journal of Reviews, 42 (1), 88-89.
Nelson, A. & Shockley, C. (2013). Wellness coaching: Frontline worker training in mental health, The Journal of Mental Health Training, Education and Practice, 8 (1), 45-55.
Thompson, A. & Shockley, C. (2013). Developing youth workers: Career ladders for sector stability. Children and Youth Services Review, 35 (3), 447-452.
Shockley, C. & Thompson, A., (2012). Youth workers in college: A replicable model for professional development, Children and Youth Services Review, 34 (4), 735-739.
Thompson, A. (Fall 2011). Reflections on theory and audience in doctoral research. Theory, Research, and Action in Urban Education, 1 (1), 46-51.
Croke, E., & Thompson, A. (2010). Person centered planning in a transition program for Bronx youth with disabilities. Children and Youth Services Review, doi:10.1016/j.childyouth.2010.11.025
Ebenstein, W. (2008). The health and higher education of direct support workers. In Gaylord, V. (Ed.), Impact: Feature Issue on Workforce Development, Volume 20, Number 2.University of Minnesota.
Ebenstein, W. (2006). Health insurance coverage of direct support workers in the developmental disabilities field. In Mental Retardation, Volume 44, Number 2. American Association on Mental Retardation.
Ebenstein, W. (1999). The soul of the developmental disabilities service delivery system. In Beers, T. (Ed.), Frontline Initiative, Volume 3, Number 4. National Alliance for Direct Support Professionals, University of Minnesota.
Jaskulski, T., and Ebenstein, W. (Eds.). (1996). Opportunities for excellence: Supporting the frontline workforce. Washington, D.C.: President’s Committee on Mental Retardation.
Ebenstein, W. (1996). Organizational change and the emerging partnership between direct support workers and people with disabilities. In Jaskulski, T., and Ebenstein, W. (Eds.), Opportunities for excellence: Supporting the frontline workforce. Washington, D.C.: President’s Committee on Mental Retardation.