The We-Lead Model for Bridging the Low-Income Community Leadership Skills-Practice Gap

There are several community leadership development programs that devote tremendous resources to help improve the vitality and wealth of individuals and communities through the development of local leadership capacities. One great challenge is that these programs fail to coordinate existing community resources to create opportunities to engage program graduates. This article interrogates the effectiveness of leadership development programs in creating opportunities for engagement. Expanding on U-Lead model, the article proposes a WE-Lead model that can bridge the skills-practice gap by emphasizing the importance of aligning community leadership development programs with community needs through building community coordinated coalitions.     

Training Student Volunteers for Community Service:

This article discusses the development of a two hour training for undergraduate volunteers in youth programs in community agencies. The trainers, from a Department of Applied Psychology, conceptualized the task in the context of Miller's idea of ''giving psychology away,'' providing psychological knowledge to non-professionals who can benefit from it. The key concept given away in the training is the ''helping alliance,'' an idea from psychotherapy theory, which is modified for the specific context of volunteer helpers. Implementation of the program, preliminary evaluations, and further projects and implications are discussed.     

Promoting Youth Development and Community Involvement with Technology: The Long Beach YMCA CORAL Youth Institute

ABSTRACT

The Long Beach YMCA CORAL Youth Institute is an innovative program that uses technology as a mechanism for promoting positive youth development and technology skills while enhancing school and life success among low-income, culturally-diverse, urban high school students. This article describes the Youth Institute and explores program outcomes on participants from the 2003 Intensive Summer Program (N = 37). Results from the quantitative and qualitative research indicated significant positive changes in both technology and leadership skills as well as increased positive youth development and community involvement for participants involved in the program.     

Policy advocacy and leadership training for formerly incarcerated women: An empowerment evaluation of ReConnect,a program of the Women in Prison Project,Correctional Association of New York

There is limited knowledge on re-entry initiatives for formerly incarcerated women specifically on building women's advocacy and leadership skills. Our research highlights an empowerment evaluation on ReConnect, a 12-session; innovative advocacy and leadership development program rooted in an integrated framework of empowerment, and transformational leadership theories. Using thematic analysis, we coded three focus groups with 24 graduates, for themes that matched our framework's concepts. ReConnect graduates reported being empowered by the information they received on parental rights, housing, and employment. Participants agreed that ReConnect improved their communication skills, preparing them to advocate for themselves and community members.     

Neighborhood Experiences and Community Integration

Abstract

This exploratory study examines the social interactional aspect of community integration among persons with psychiatric disabilities. Six focus groups were conducted with 18 mental health consumers in three publicly sponsored community residential programs and 11 staff members providing services to these consumers. Mental health consumers reported both positive and negative experiences in their interactions with community residents. Despite perceived differences between persons with psychiatric disabilities and their neighbors, consumers considered reciprocity and mutual accommodation to be critical for building social relationships in their communities. Mental health providers suggested that social integration can be facilitated by developing independent living and social skills, by overcoming self-stigma and institutional and homeless mindsets, and by having a supportive community of consumers.     

The Supportive Community

Abstract

This study examines supportive community programs in Israel, which aim to improve the quality of life of the elderly. These innovative programs pool existing resources to provide a benefits package that includes medical services, an emergency call switchboard, a “neighborhood facilitator,” and social activities. Data were collected in 2000-2001 using qualitative and quantitative methods. The program provides specific services to meet needs that otherwise are not adequately addressed. The major contributions of the program reported by the members was increasing their personal security (two-thirds), easing the burden on their children (one-third), and enabling them to remain at home (one-quarter). The supportive community program enriches the variety of services available, thus providing the elderly with the choice of staying within their familiar surroundings of their homes and neighborhoods. This model appears to be both a cost-effective way to facilitate aging in place and a way to meet many of the elderly's essential needs, thereby maintaining their quality of life.     

Teaching Successful Community Practice in Social Work

ABSTRACT

This article identifies and addresses a severe problem in the management of community practice projects of students in their second and third year in the Undergraduate Social Work program at the University of Haifa School of Social Work; namely, the current binary evaluation method based on total success or failure of the project.

Using a systems approach, this study creates a framework by which to ensure effective and positive outcomes for community practice projects carried out by undergraduate social work students (Freund, Arkin & Saltman, 1999). This framework is unique in that it draws on knowledge gained from organizational and community theories, as well as instructional theories for teaching social work practice.

The proposed framework includes three components that describe the factors necessary to help transform the student's learning experience: the organization's characteristics, the student's resources, and the evaluative measures.

This inter-conceptual approach enhances the ability of the instructor, the student, and the organization to build an appropriate organizational foundation for students operating communal programs. The underlying assumption is that an integrative approach promotes a better understanding of the components essential for building and evaluating social plans conducted by social work students.     

Developing Financial Management Training in Low-Income Communities

Abstract

As welfare policy contractions and declines in real wages have placed severe financial pressures on low-income families, programs to improve financial management practices and to help the poor accumulate assets have grown. This article examines the need for such programs and the implications associated with implementing two prominent training strategies-one that focuses solely on financial management training and another that combines such training with savings incentives.

Based on data from a large financial management training program, we find that knowledge deficits about basic financial issues are substantial, and that the type of financial training program offered has important implications with respect to the subgroups of low-income people likely to be served within a community. We discuss program issues critical to the implementation of such programs in low-income communities, with a focus upon more carefully attending to their participant empowerment and community development potential.     

The History Mystery

Two social studies methods instructors created an assignment that places teacher candidates in leadership roles in partnerships with community organizations to plan and implement projects to increase student learning. This article outlines the project requirements, past project results, and student reflections on the collaborative effort. It provides evidence of the success and effectiveness of collaborative projects at increasing student learning, providing opportunities for leadership, and challenging students to become involved in community issues.     

The Revitalization of Community Practice: Characteristics,Competencies, and Curricula for Community-Based Services

Abstract

A recent move toward community-based services on the part of direct service agencies presents a major opportunity for the revitalization of community practice. Driven by funding from major philanthropic foundations and also by recent changes in federal entitlement legislation, these efforts at system reform are designed to make services for vulnerable populations more effective, accessible, integrated, and comprehensive in the context of the local community. Although this service reorganization requires the type of methods typically found in community practice, direct service workers employed in these agencies usually have not been trained in community work. To begin to address this concern, this article uses a computerized word search to review the community practice and community organization literature. A working definition of “community-based” practice is developed. The extensive literature review yields six characteristics of community-based service delivery: (1) neighborhood-based and family-focused; (2) strengths- and empowerment-oriented; (3) cultural sensitivity and multi-cultural competency; (4) comprehensive services; (5) access to integrated services and supports; and (6) teamwork and leadership skills. The article reviews what scholars have recommended in each of these areas as a way of understanding the characteristics of community-based service delivery and the skills needed by direct practitioners working in community-based programs. The article summarizes innovative curricula and specific courses which demonstrate ways of teaching community skills to direct practice workers. Future work for community practice scholars and educators is recommended.     

Voices from the Community

Summary

When community members are allowed to participate in the planning and implementation process of a program, they are empowering themselves and their community. The CHAMP Family Program uses a collaborative programming approach with a focus on building the capacities of community members to deliver a family-based HIV prevention program. The CHAMP Program has a Collaborative Board that oversees all aspects of the research project. Using an empowerment framework, this article explores Community Board members' perspectives on their experience in working on CHAMP. Recommendations to researchers in the form of ten key ingredients for community collaboration are presented. The key points primarily focus on building trust with the community, recognizing community strengths, developing skills, building intragroup relations, and involving the community as partners from the beginning to the end.     

Family-Centered,Community-Based Asset Building: A Strategic Use of Individual Development Accounts

This research examines individual development account (IDA) programs as part of a broader community development strategy for low-income/low-wealth communities, particularly communities of color. Through a review of multiple literatures and detailed case studies, we explore the potential of explicitly creating a community-based, family-centered development account program as a step toward a comprehensive community asset building approach in low-income urban neighborhoods. From the perspective of IDA practitioners, such an approach provides program participants with local support networks and access to additional services. From the perspective of grassroots community organizers, such an approach provides tangible benefits to low-income residents of their neighborhoods. The likelihood of success may depend on the availability of local resources to build areas of strength and reduce vulnerabilities, but there are examples where a family-centered, community-based asset building approach seems to thrive.     

Transformative Community Practice

ABSTRACT

The authors examine how well models and concepts of community practice fit their practice in an extremely low income urban African-American community. They describe the evolution of their agency's response to community disinvestment over the past 30 years. That response has been to create indigenous African-centered organizations that can transform how people see themselves, the community, and their futures. Early childhood education, social services, economic development, and leadership training and organizing are core programs. The authors urge model builders and educators to include the concept of transformation as a community change goal, and to strengthen attention to institution building skills, “cultural work,” and capital formation.     

Organizational structure,leadership and readiness for change and the implementation of organizational cultural competence in addiction health services

Increasing representation of racial and ethnic minorities in the health care system and on-going concerns about existing health disparities have pressured addiction health services programs to enhance their cultural competence. This study examines the extent to which organizational factors, such as structure, leadership and readiness for change contribute to the implementation of community, policy and staffing domains representing organizational cultural competence. Analysis of a randomly selected sample of 122 organizations located in primarily Latino and African American communities showed that programs with public funding and Medicaid reimbursement were positively associated with implementing policies and procedures, while leadership was associated with staff having greater knowledge of minority communities and developing a diverse workforce. Moreover, program climate was positively associated with staff knowledge of communities and having supportive policies and procedures, while programs with graduate staff and parent organizations were negatively associated with knowledge of and involvement in these communities. By investing in funding, leadership skills and a strategic climate, addiction health services programs may develop greater understanding and responsiveness of the service needs of minority communities. Implications for future research and program planning in an era of health care reform in the United States are discussed.     

Community Partnerships

Abstract

Community challenges force human service agencies to collaborate in providing services. Such collaborations require practitioners to have skills not found in mainstream social work curricula. This paper explores how a new MSW program evolved through dialog with community leaders and resulted in a curriculum with a sole concentration of community partnerships.     

The Liberal Education of a Medieval Guildsman

This article illustrates how community service-learning can be defined and implemented as a group inquiry project in which students apply academic knowledge and social problem-solving skills. The authors examined eleven different community service-learning projects put into practice by elementary and middle school teachers who participated in CiviConnection, a national civic education program. They also explored how the teachers' practices were related to their perspectives on citizenship education, as the national CiviConnections program was designed to align with the reflective inquiry perspective by integrating historical inquiry in community service-learning. From the reflective inquiry perspective, they identified four elements of service-learning as a group inquiry project and analyzed eleven class projects to see how they incorporated the four components: (1) identifying issues and defining problems, (2) studying issues in-depth while using disciplinary modes of investigation, (3) developing action plans through decision-making processes, and (4) developing personalized knowledge through reflection. The authors discuss the study results' implications and examine opportunities to consider how community service-learning should be developed and implemented as a group inquiry project in which students develop personalized knowledge about community issues through discipline-based inquiry skills and decision-making processes.     

Strengths and Pathological Perspectives in Community Social Work

ABSTRACT

Current social work theory distinguishes between the traditional pathology-oriented perspective and the strengths perspective. This paper posits that the working model of community social workers is grounded in a strengths perspective, which, in relation to community work, is compatible with and supplementary to empowerment models, providing a methodological base for the values and practice of the macro method of social work. The current study aimed to assess the prevalence of each of these two perspectives towards community activity, and to examine the differences between them regarding the sense of empowerment and professional skills acknowledged by community social workers in Israel. The findings revealed that while the majority of community social workers adopt a strengths perspective in their work, they experience a greater sense of empowerment and of professional skills when adopting a pathology-oriented perspective.     

Community College Programs for the Human Services

A national survey of 2-year human services programs in community colleges revealed the current status of these programs and identified significant trends in areas such as program number, curriculum design, standard-setting mechanisms, student composition and career paths, and faculty affiliation. Of particular interest was the relationship of these programs and their graduates to social work education and the social services job market. Among the principal findings were (a) these programs are in a period of renewed growth and (b) a need and an opportunity exist for the social work profession, particularly social work education, to be constructively involved in this level of education.