Changing stakeholder needs and changing evaluator roles: the Central Valley Partnership of the James Irvine foundation

This case describes the changing roles of an evaluator as the program he was evaluating changed and developed, and as the needs of his client and primary intended users changed over time. The focus in this case is on the relationship between the external evaluator and the staff of a philanthropic foundation as a major initiative unfolded. The focus of the evaluation was learning and improvement, and as the evaluator developed recommendations for organizational capacity-building, he was commissioned by the foundation to implement his own recommendations, a form of developmental evaluation. The case explores the dynamics and challenges of such an arrangement and relationship. Those involved have agreed to have their real names used because this is a highly visible initiative and attempting to disguise the foundation and key players might undermine, in this instance, the authenticity of the case. The initiative that is the focus of the case is the Central Valley Partnership of The James Irvine Foundation headquartered in San Francisco.     

Evaluation case histories as a parallel to legal case histories: Accumulating knowledge and experience in the evaluation profession

Legal case histories are a basic and essential part of the law. It is proposed that evaluation case histories would be valuable to the evaluation profession in that they would serve both to accumulate knowledge and experience and as examples of how to do evaluations. Part I of the paper is a discussion of the nature, place and use of case histories in law. The format of a reported case, the use of cases by attorneys and how case decisions are reported and categorized are also discussed. Part II of the paper tries to envision the nature and use of evaluation case histories as a parallel to legal case histories. Matters discussed include the possible function and use of evaluation case histories, the difference between an evaluation report and an evaluation case history, information an evaluation case history could contain, and how case histories might be reported and categorized.     

Evaluating and rethinking the case study

This paper will first explore briefly how the case study fell out of favour as a legitimate research tool, and how case study researchers responded to the critique that case study research lacked internal and external validity. Some case study advocates attempted to meet this critique by using the case to compare different theoretical predictions, dividing the case into subcases, or treating the case as an experiment. A more effective response distinguishes between ‘extensive’ and ‘intensive’ research designs, and critiques the extensive model. The paper then provides a clarification of purpose and a revived emphasis on theory, history, and intervention to develop the case study method. This paper will begin to construct a comprehensive case study methodology independent of the old critiques, and will show the crucial place which case studies must occupy in our craft.     

Using Student-Written Cases to Enhance Competency-Based Assessment and Diagnostic Skills

Abstract

The current article describes the use of student-written cases as a pedagogical tool in helping direct practice graduate students improve competency-based assessment and diagnostic skills. The history of the case method and case writing is presented, followed by an example of a student-written case that was assigned in a course that covers mental disorders. The use of the student-written case is explored in regard to its efficacy in helping students improve their assessment and diagnostic skills using the competency-based model. Student-written cases are then discussed in terms of their benefit to: (1) the student writing the case; (2) the student learning from the case; and (3) the instructor who uses the case as a teaching tool.     

Assessment Made Visible: Individual and Collective Practices

In this article I argue that by connecting assessment to learning and instruction and by enacting assessment as a collective practice we can see new opportunities for learning. The concept of mediated action and the notion of a collective zone of proximal development are used to theorize assessment. Two cases are included to support and make empirically visible the conceptual argument. The first case involves student teachers who assess exam papers in an online environment. The second case involves peer-group assessment among learners in an upper secondary school. Through the conceptual argument and the supporting cases assessment emerges as a practice involving process as well as product and a practice in which learning, teaching, and assessment are mutually constitutive of learners' development. Finally, some implications for practice are discussed, including some challenges related to the tension between individual and collective approaches.     

The Crafting of Care: Rationality,Gender and Social Relations in Educational Decision-Making

This article examines discourses on care and the way they operate within four education case conferences. It examines the multiple subject positions afforded to participants in the meetings, and the constitutive aspects of language associated with discourses on care. The paper covers the following domains. Firstly, caring is explored as a specific form of gendered activity within dominant constructions of the family and organizations in contemporary Western (white, heterosexual) society. Secondly, caring is examined as a relationship and a discursive category rather than as an individual attribute. The implications this has for the participants’ identities and roles in the context of the education case conferences are explored. Thirdly, some examples of the way caring operates in specific case conferences are discussed. I conclude by suggesting that caring is employed by women professionals in the meetings discussed, as a way of mystifying differences. In some instances, it seems to function as a coping rhetorical strategy (see Davis 1994), which places a burden of responsibility onto women professionals and may project failure onto mothers and pupils within the meetings.     

Widening the Lens: The Efficacy of the Case Method in Helping Direct Practice MSW Students Understand and Apply Mezzo and Macro Dimensions of Practice

This study tested the effectiveness of the case method as a teaching and learning tool to help direct practice (micro) graduate students to more fully incorporate the mezzo and macro dimensions in clinical situations. Participants for this study included 115 MSW students enrolled in a second‐year clinical concentration who, as a requirement of the program, took an integrative seminar that was taught using the case method. Students completed a pre‐ and post‐test that measured the importance students placed on selected mezzo and macro dimensions of practice. The study also assessed whether the case method influenced students' perceived capacity for critical thinking, vertical integration of first‐ with second‐year content, and understanding the program's theoretical model. Results showed significant increases in several areas assessed. The paper begins by tracing the historical and contemporary writings in the social work literature on integrated learning, and discusses the impact of these trends on the learning process. Ideas on how to build integrative opportunities or methods of instruction into the social work curriculum are then explored. The case method is advocated as a viable tool in teaching with empirical evidence presented to support its efficacy.     

Case study as a research method to study life histories of elderly people: Some ideas and a case study of a case study

The article explores conditions under which life history interviewing, based on case study research, may become a valuable research instrument. Validity and reliability of case study as a form of qualitative research are discussed. It is shown that neither triangulation nor internal consistency methods can guarantee a single interpretation. As an example a case study of Zina, an immigrant from Russia, is used, and two explanations of her behavior are proposed. The choice between them is made through construction of a holistic image of Zina, which essentially means introduction of a new dimension—theory, worldview—as a criterion of validity and reliability of case studies. Relations of a case study to a theory are discussed, and the conclusion is made that a case study enables a researcher to utilize the most the diversity of life histories of elderly people.     

Case and Frame: Teaching Case Study Composition

Here is an explanation of the case and frame pedagogy that I use to teach case study composition. It is a “how-to” type teaching resource that describes a general outline of my work with students, and it is a “why” I think it is important to teach the case study. I use an example from my class to show how I take case material from its beginning stages and help a writer to craft her case study as a project in self-reflexivity and narrative with interdisciplinary theoretical frameworks. I discuss the intersection of the social sciences and the humanities in the case study as a way to de-silo knowledge across disciplines using the workshop model.     

Manufacturing national attachments: gift-giving, market exchange and the construction of Irish and Zionist diaspora bonds

This article explores nation building as an organizational accomplishment and uses the concept of boundary object to explain how the groups that compose the nation cooperate. Specifically, the article examines the mechanisms devised to secure a flow of money from the Irish-American and Jewish-American diasporas to their respective homelands. To overcome problems associated with conventional philanthropy, Irish and Jewish nationalists issued bonds and sold them to their American compatriots as a hybrid of a gift and an investment. In the Irish case, disagreements about the entitlement to the proceeds resulted in the termination of the bond project. In the Jewish case, the bond served as a boundary object allowing American and Israeli Jews to cooperate despite ongoing tensions. The Israeli bond provided Jewish-Americans with an additional way to invest themselves financially and emotionally in Israel. This bond is an example of a socio-technical mechanism used to create national attachments.     

Results from the Virginia Multidisciplinary Team Knowledge and Functioning Survey: The importance of differentiating by groups affiliated with a child advocacy center

Child Advocacy Centers (CACs) are a child-centered, multidisciplinary response to child abuse. Two important components of a CAC model include the multidisciplinary team (MDT) and case review. The purpose of this study was to assess MDT members' perceptions of the MDT and case review and to test whether there were differences by profession, status, or CAC designation. MDT members (N = 217) affiliated with a CAC in Virginia completed an online survey containing 35 items. CAC staff was more likely to identify problems associated with case review than other professional groups. Investigators perceived case review meetings as lasting too long, whereas service providers did not. Supervisors and frontline workers disagreed on the core function of a CAC, as did CAC staff and investigators/service providers. Accredited and associate CACs identified problems associated with case review, while developing CACs identified staffing issues as problematic. Research identifying the elements of “effective” MDTs and case review is needed to provide guidance to CAC directors who are most frequently in the role of managing, nurturing, and arranging training for the MDT and coordinating case review meetings. In addition, greater training for MDT members in the importance of case review and collective team identification is warranted.     

Combating negative blog posts and a negative incident: A case study of the “Mayday” incident between Juneyao Airlines and Qatar Airways

This case analysis examined the image repair strategies used by Juneyao Airlines after an anonymous blog posted information on a Juneyao flight's refusal to yield to a flight that issued an emergency call. This case revealed that addressing the credibility of the blog post and relying a third-party – Civil Aviation Administration of China – to combat the inaccuracies in the blog post was successful and that Juneyao's final announcement to take responsibility for the incident and to apologize was effective as well.     

A qualitative study on the pros and cons of ethnically matching culturally and linguistically diverse (CALD) client families and child protection caseworkers

A review of the literature indicated that empirical research into the advantages and disadvantages of ethnically matching child protection caseworkers and culturally and linguistically diverse (CALD) client families is not extensive. The main aim of this study was to address this gap. Qualitative interviews were conducted with 29 CALD client families and 17 child protection caseworkers (as part of a larger study). It was found that if CALD families fear a breach of confidentiality (because of cultural reasons to protect the family's privacy and name), and this fear exceeds the two main benefits of ethnic matching – namely, that it helps overcome language barriers and provides (cultural) sensitivity – then they are likely to prefer a non-matched caseworker. This may be a challenge in child protection practice if the pool of culturally competent caseworkers is small. Another challenge identified was when CALD families preferred an ethnic match but was seen by case managers as a risk to the accurate assessment of a child's wellbeing because the caseworker was over-identifying with the client family. Thus, the provision of a culturally sensitive service can be at odds with the need to protect children from harm. This issue is seen as best addressed on a case by case basis. This study is significant because it has shown that ‘over-identification’ is an important work practice issue in this matter. It has also used empirical evidence to inform best practice principles regarding ethnic matching.     

Union Reform and Labor Law: Miners For Democracy and the Use of the Landrum-Griffin Act

In 1970, Miners For Democracy [MFD], a rank-and-file reform group within the United Mine Workers of America [UMWA], filed suit under the Landrum-Griffin Act to overturn the 1969 UMWA presidential election on grounds of fraud, intimidation, and corruption. Dissatisfied with the government’s prosecution of the case, MFD lawyers filed suit to gain intervenor status in the courtroom. Trbovich v. United Mine Workers of America allowed MFD lawyers to join the prosecution and help win the case, setting an important precedent. The election rules resulting from the Trbovich case created conditions for a fair campaign and an honest count. MFD won the election supervised by the Department of Labor, providing an important case study of the impact of the LMRDA.     

Systemic differences in views on risk: A comparative case vignette study of risk assessment in England,Norway and the United States (California)

This article examines how child welfare workers from three countries assess risk to a child in the context of different risk assessment tools, child welfare systems and welfare regimes. Previous research suggests that there are distinct differences between child protection-oriented child welfare systems such as England and the U.S., and family service-oriented child welfare systems such as Norway (Gilbert et al., 2011). We use a case vignette method to analyze how 299 child welfare workers from England, Norway and California (U.S.) assess risk. The case vignette describes the case of ‘Beatrice’, a nine year-old girl of Black African descent who was born with an organic heart disease and a cleft palate. We found that respondents from California assessed the risk to be the lowest, followed by respondents from England and Norway. The risk factors that respondents highlighted as important for their assessment also varied significantly between countries, displaying different perceptions of elements in a case constituting risk. Respondents from Norway, who, comparatively, practice within the context of the least regulated assessment platform, identified the most homogenous assessments and types of reasoning, whereas both the assessment of risk levels and identifications of risk factors were more heterogeneous among workers in England and California. We argue that the different risk assessment tools only partly influence what workers identify as risk factors in a case, and that type of welfare states and child welfare systems is also an influence. This study thus supports existing scholarship on the distinctions between child welfare systems. However, we also found significant differences in perceptions of risk factors between England and the United States.     

Marxist and Neo-Marxist Interpretations of Ethnicity

Abstract

This paper reviews both the contributions and inadequacies of Marxist and neo-Marxist efforts to account for the persistence of ethnicity in modern societies. The former approach relegates ethnic group relations and consciousness in capitalist society either to a vestigial survival of pre-capitalist class relations or as a case of false consciousness. It treats ethnicity as a necessarily dependent variable, and predicts that ethnicity eventually will disappear. Recognizing the continuing significance of ethnic forces in modern capitalist societies, neo-Marxists concerned with uneven development at both an external global and an intra-societal level offer explanations as to how structures of ethnic inequality are functional for capitalist accumulation. Critiques of such theories are offered. The essay concludes by evaluating the limitations and prospects of a Marxist analysis of ethnicity.     

The Healing Power of Laughter: The Applicability of Humor as a Psychotherapy Technique With Depressed and Anxious Older Adults

The nation’s older adult population is steadily increasing in numbers as the Baby Boomer generation ages over time. Mental health providers are encountering older adults who are presenting to therapy with problems related to depression and anxiety. The authors demonstrate how empirically-supported treatments such as Cognitive-Behavioral Therapy, Problem Solving Therapy, and Interpersonal Therapy are effective in treating older adults within the individual and group counseling setting. Humor as a therapeutic tool is introduced as an easily integrated instrument of positive change through several case studies as depicted by the authors.     

Attachment and the Repetition of Trauma: A Case Study of Attachment‐Based Crisis Intervention

This article explores the difficult case of a 16‐year‐old who was causing a great deal of anxiety by presenting with dramatic behaviour, such as leaping off buildings, swallowing needles and poisons, and jumping in front of cars. The case study explores a six‐month period of crisis intervention, which focused on the unique kind of attachment relationship that existed between the teenager and his mother. The mother had experienced recurrent traumatisation prior to his birth, and it was found that the aftereffects of this traumatisation must have influenced the teenager's early attachment experiences and subsequent development. The attachment‐based therapy treated the crises as primarily ‘relational crises’. The therapy involved investigating and sharing formulations about their attachment history, cultivating an insight into the relational or dynamic determinants of the teenager's crises. Broader suggestions are made concerning the application of attachment theory to different approaches in family therapy, as well as to our understanding of phenomena such as transgenerational traumatisation.