Evaluating correctional health care. The lessons of New York City.

New York City's correctional health care system is a complicated one, with many component parts. Correspondingly, the task of developing an evaluation process to assess this system turned out to be complex as well. The major responsibility for developing such a process and for keeping it in motion lies with the Contract Evaluation Unit of the Department of Health. Our experiences in meeting these challenges, as well as the historical and institutional factors that have influenced our efforts, should be of interest to professional groups facing similar tasks in other localities and to readers curious about how particular health service evaluation approaches take form. This article describes our method, how it emerged, and that it entails, with an eye toward identifying what might usefully be applied to the study of other correctional health care services and settings.     

Time Is of the Essence: An Analytic Autoethnography of Family,Work, and Serious Leisure

While leisure is often represented in public discourse as a realm of freedom and self‐actualization, for most adults the pursuit of serious leisure activities involves negotiating familial and professional constraints. Based on the author's autoethnographic experiences with sport skydiving, this article examines the familial and professional constraints that he has experienced, as well as the challenges to recreational skydivers posed by current trends in the sport. The author describes various only partly successful strategies he has used to manage the tensions between his skydiving pursuits, work, and family. Proposing his analysis as an example of “analytic autoethnography” the author concludes by considering the implications of his research for better understanding serious leisure pursuits more generally, as well as for answering the personal question, should I continue to jump out of planes?     

Migration of Professional Social Workers: Reflections on Challenges and Strategies for Education

International migration of social workers has had, in recent years, a substantial influence on the political agenda of different countries in the world, and is fraught with challenges. In some countries, recruitment of internationally qualified social workers has even become an important strategy to meet staffing demands and to fill shortages in the social work profession. This paper aims to promote debate on the key role of social work educators in assisting social work students and practitioners to practise within both a national and an international context, by reflecting on specific practice examples from Canada, England and South Africa. We explore challenges, as well as possible strategies for adaptation in new contexts, such as the facilitation of additional training, globally comparable social work programmes, and the development of a stronger professional identity, based on integrated social work values. We conclude that by enabling a stronger professional identity through the development of professional virtues, social workers will be empowered to become more confident practitioners and internationally more adaptable.     

From conflict to cohesion: Involving stakeholders in policy research

The transitional period in South Africa, coupled with the general societal context of uncertainly, poses several challenges to policy researchers. While policies which address the inequities of apartheid are urgently needed, the time and resources available for policy formulation are limited. These policies often have to accommodate the views of a range of stakeholders who, at best, have had little prior contact with one another or, at worst, are openly hostile. This article describes our experience as health policy researchers in employing research techniques to partially address these problems. The article makes use of examples from several large studies which were conducted over the past 5 years. All of the studies evaluated primary health care services in disadvantaged communities and were unusual in the extent to which they involved community representatives and health authorities at local, regional and national levels in the formulation of recommendations. The first section of the article describes the process we follow in achieving participation, the second highlights the advantages of this approach and the last section describes the difficulties associated with the approach. We conclude by emphasizing the facilitatory role which may be played by independent researchers in times of transition.     

Developing a program for social work with Latino populations: a case study

ABSTRACT

This paper presents a case study of the development of a program in a large U.S. School of Social Work to train social work students to work with Latina/o populations entitled ‘Latino/a Initiatives for Service, Training, and Assessment’ (LISTA). Using a case study methodology, this work fills a current gap in the literature as it examines the programmatic and curricular dynamics associated with such an effort. The methods section details LISTA’s planning process and early implementation. This includes the demographic, theoretical, and professional context of the program along with the stages of curricular development. The results section examines LISTA’s current curriculum, including three courses, field placements and study abroad program, as well as its assessment processes. It further examines issues and challenges related to developing a new curricular emphasis in a graduate program, including funding, recruitment, and securing field placements. The discussion section provides a set of recommendations, including the institutionalization of mechanisms for community feedback and the recruitment of ethnic minority students and faculty. LISTA serves as a potential model for recruiting and training social workers to serve diverse ethnic minority populations.     

Developing a public health policy-research nexus: An evaluation of Nurse Practitioner models in aged care

A frustration often expressed by researchers and policy-makers in public health is an apparent mismatch between respective priorities and expectations for research. Academics bemoan an oversimplification of their work, a reticence for independent critique and the constant pressure to pursue evaluation funding. Meanwhile, policy-makers look for research reports written in plain language with clear application, which are attuned to current policy settings and produced quickly. In a context where there are calls in western nations for evidence based policy with stronger links to academic research, such a mismatch can present significant challenges to policy program evaluation. The purpose of this paper is to present one attempt to overcome these challenges. Specifically, the paper describes the development of a conceptual framework for a large-scale, multifaceted evaluation of an Australian Government health initiative to expand Nurse Practitioner models of practice in aged care service delivery. In doing so, the paper provides a brief review of key points for the facilitation of a strong research-policy nexus in public health evaluations, as well as describes how this particular evaluation embodies these key points. As such, the paper presents an evaluation approach which may be adopted and adapted by others undertaking public health policy program evaluations.     

e-Social work in practice: a case study

ABSTRACT

This paper presents a theoretical reflection on e-social work by considering a case study: an intervention programme with vulnerable people, included in the services catalogue of a non-governmental organization (NGO), Zaragoza Red Cross Assembly. This programme cares for older people with a home assistance system mediated by information and communication technologies (ICTs). The digital convergence of the Spanish Red Cross and the digitalization of internal processes were accelerated by the use of ICTs as a tool in the aftermath of the 2008 crisis: first, to manage bureaucratic matters; second, to coordinate professionals and third, to interact with users. The text is divided into five sections including an introduction and final remarks. The first section describes the intervention programme and its evolution from a traditional social work vision to an e-social work perspective. The second section describes and analyses the intervention programme and the incorporation of ICTs in this NGO, over more than two decades. The third section describes professional contributions to the implementation and adaptation of social work to new social and technological circumstances and users’ requirements based on these intervention experiences.     

Post-truth and public relations: Special section introduction

With spindoctoring, publicity seeking stunts and evidence of mal-practice, public relations is easily associated with the development of post-truth society. The elevation of bullshit as political coinage presents a challenge for the rational public debate which the public relations profession at large should have an interest in maintaining. In this introduction, we briefly highlight some of these challenges for public relations. We point to how papers in the special section tie into these challenges, by for instance, helping to understand the construction of truth, how to construct a defense for legitimate public relations and engage with publics, as well as to build a professional practice through developing and measuring communication.     

The Early Professional Experience of a New Social Worker in China

Social work is emerging as a rapidly developing profession in mainland China, a unique context that affects how these new social workers view themselves, their professional identity, and their work. Few studies explore the lived experiences of these new social workers as they enter agencies and begin working with clients while interacting with larger systems that influence clients and social workers alike. This case study highlights the experience of one of the first professionally educated social workers in Shanghai and describes the challenges and achievements of her first 5 years of professional practice. This case highlights the professional experiences and feelings of many social workers in China. We give recommendations for social work education and training.     

The process is the plan: defining strategic community futures

This case study describes the application and assessment of a community-based strategic planning model to a faith-based organization. The United Jewish Communities of MetroWest New Jersey is responsible for programming, raising and allocating funds to serve a mission both global and local. A board-sanctioned process opened planning and allocations to a broader audience of community and service agencies, resulting in both dynamic synergy and conflict for the organization and its beneficiaries. This article looks at how a more strategic and inclusive planning process shaped decision-making and program evaluation. With input from professional staff and lay leadership, we consider lessons learned in the context of profound challenges facing non-profit, philanthropy-dependent organizations.     

Results from a strategic planning process: Benefits for a nonprofit organization

A nonprofit professional organization in education undertook a strategic planning process to address challenges, refine its mission and principles statement, and obtain feedback from the members in order to better meet their needs and move the organization forward in a cohesive and purposeful manner. Three key planning tools were used to collect data informing development of the new strategic plan. This article describes the design and implementation of these tools and reports key findings for each. We explain how we used the findings to inform revision of the mission statement and development of the strategic plan and discuss benefits of the process and implications for the future.     

Coaching als Instrument zur Kulturintegration bei Fusionen

Three very different cultures, which were distributed over many legal units, have been merged into one division of a large conglomerate, in a process of migration and integration that has taken over a year. Pooling the personnel from three different cultures and in addition at different points of time, seemed to the responsible management to be a critical factor for success. Changes had to be made during the ongoing operations. The challenges laid in consciously influencing the adaptation of the cultures during the very dynamic developments which were taking place in the workforce of each culture. A total of 13 coaching processes at various management levels of the three cultures, with intertwined schedules, supported the merge process in a defined core unit of the division at a cultural and interactive level. This contributed to a great extend in preventing conflicts. The increase in efficiency of the newly established company was the focal point of the consultancy. The range of very different and sometimes conflicting methods of working was big and manifested in completely different processes, quantity of regulations, conceptions of cooperation and varying perceptions of one-self and others.The following contribution consists of two sections. The first section gives the scope and the context of the assignment, upon which a plan was developed that uses the psychodynamic coaching as a targeted intervention in a turbulent environment. The second section describes a concrete process with microscenes from a team coaching program.     

Professional challenges experienced by child and youth care workers in South Africa

The goal of the study was to explore professional challenges of child and youth care workers (CYCWs) in the South African context. The study was carried out within a qualitative approach which incorporated a collective case study design. Purposive sampling was used to include a sample of 93 participants representing child and youth care workers from government and non-government organisations based in rural, semi-urban and urban areas across the six provinces of South Africa. An interview schedule was designed by the researchers to collect qualitative data from 11 focus group interviews. With regard to data analysis, the researchers typically followed the following steps as suggested by Miles and Huberman (1994, p. 10): data reduction, data display and drawing and verifying conclusions. The most prominent challenges that the participants have cited are: dealing with client behaviours, lack of tangible and immediate results, poor stakeholder relations, lack of recognition, lack of clarity on the role and title of the CYCW, inconsistent job requirements, lack of professional growth and development opportunities and inadequate working conditions. The conclusion of this study was that CYCWs in South Africa experience a range of professional challenges. Given that the study was situated within an ecological systems theory, the impact of other systems such as poor stakeholder relations in working with individual children (microsystem), working within families (exosystems), working with communities (mesosystem) and working within the broader society (macrosystem) became evident. The researchers overall impression was that the majority of challenges raised emanated from the child and youth care field not yet being fully recognised as a profession at the time the study was conducted. The necessary recommendations to address these professional challenges were made.     

Implementing a Knowledge Management System in a School of Social Work: The Possibilities,Challenges, and Lessons Learned

Managing emerging scientific, professional, and applied practice knowledge has become increasingly more important in the 21st century because economic and social connections in organizations are becoming more complex, associated with greater global connectivity. One approach to this growing complexity and emerging need involves the development of a technology-based knowledge management (KM) system. This paper describes one human service organization's attempt to implement and capture the complex knowledge needs and requirements for a knowledge management system. The implementation described is in the third year of a five year process. The challenges when incorporating such reorganization will be addressed. This case example also illustrates the complexities, possibilities, and lessons learned while implementing a knowledge management system within a school of social work and subsequently its capacity to be transferred to human service organizations.     

Rural development in Brazil: are we practising feminism or gender?

Drawing on the experience of a state-sponsored rural development project, referred to as the Eagle River project, this article considers feminism and gender issues in rural Brazil, where agriculture is one of the livelihood strategies of poor men and women. Section 1 offers an overview of the project and the project area. Section 2 describes the lives of women in the Eagle River region where traditional values on division of labor, domestic roles of women, and gender hierarchies are still predominant. Section 3 highlights the objective of the project and activities designed to achieve its aim. Three main areas of work are being focused: community development, production development, and provision of rural credit. The project structure and decision-making powers are discussed in section 4. Sections 5 and 6 describe experiences in the project during its first 18 months and the challenges of incorporating gender into the project. Section 7 focuses on the development of the gender program. Section 8 outlines lessons learned out of the project outcome and the final section contains concluding messages.     

Coordinating co-production in complex network settings

This article draws together the concepts of network management and co-production with complexity sciences. So far, these approaches have rarely been connected in research literature. We suggest that this conceptual framework offers new insights for analyzing the challenges of co-production in complex network settings in the local public services. The aim of the article is to find out how complex network structures meet the co-production process in the context of social and health care services. The empirical part of the article presents a Finnish case study of a multiprofessional service network producing social and health care services for youth. Here, the clients, in this case children and young people with a need for social services, often need multiple services from different service providers simultaneously. Our research findings suggest that the outcomes of the service process are not only dependent on the client's needs, but rather on organizational and professional interests. Our research gives new insights for the discussion on co-production; when it is applied as an intended policy to improve and deliver public services, the complexity of interaction among the street-level workers and the detached professional frameworks should be kept in mind.     

“Positive Feelings”: Group Support for Children of HIV-Infected Mothers

This paper describes a support group for children, ages 9–13, whose mothers are living with the Human Immunodeficiency Virus (HIV). Beginning with identification of the need for, and purpose of the group, the paper describes the group recruitment, screening and intake process; group composition; group content and process; barriers to service and issues specific to facilitation of the group. The group provided support to children by increasing knowledge of HIV and Acquired Immunodeficiency Syndrome (AIDS) issues, providing a forum for expression of feelings and concerns regarding their parent's HIV status, improving communication skills, identifying and expanding coping strategies, and facilitating peer support for normalization and validation of fears and concerns.     

Practice Change in Child Welfare: The Interface of Training and Social Work Education

This article examines perceptions of the relationship between professional education and workplace training among a select group of public child welfare employees who pursued graduate social work education during a period of major practice change at their agency. Focus groups were conducted with representative members of graduating cohorts as students completed their studies to explore the connections and distinctions between their professional education and the workplace training that introduced case practice reform. Experienced caseworkers, supervisors, and management-level staff, study participants were well situated to contemplate the changes in process at their agency. They offered insights into the progress of reform and the challenges of sustaining change as well as their roles as professional social workers in carrying reforms forward.     

Preparation for practice: embedding the development of professional identity within social work curriculum

Newly qualified social workers often enter challenging interdisciplinary settings where they need to be able to clearly articulate a distinctive professional identity. To prepare for these realities, this paper discusses how the development of professional identity has become increasingly central to qualifying social work curriculum at an Australian university. Preparation for social work practice has long been the focus of research in a number of countries, with a significant emphasis on knowledge and skill acquisition, rather than on the development of an overarching professional identity that is also underpinned by shared values and sense of professional purpose and expectations. Against this backdrop, the paper describes initial changes that have been made within core social work courses to progressively embed the development of professional identity more consciously across their studies, to be better prepared for contemporary challenges in the workplace. It is concluded that further changes are needed to fully transform the curriculum, and that the impacts of these changes be systematically evaluated in relation to preparedness for practice.     

Can we empathize with the narrative of our enemy? A personal odyssey in studying peace education

The reader is taken on a journey spanning some 30 years devoted to the author’s involvement in practicing, teaching and studying peace education. The core concept in this journey is active bystandership, which implies the capacity to disengage from our ethnocentric narratives and perceptions and to face the emotional challenges of acknowledging narratives that contradict our collective assumptions about the conflict and accept the moral obligation to address our contribution to violence. The author describes her non-professional as well as her professional activity in academia of participating, initiating, teaching and facilitating peace education projects. She describes inter and intra-group encounters and attempts to identify the limitations and opportunities of each type. Finally, some research methods and results of recent studies in peace education, especially regarding perceptions of collective narratives, are presented and discussed.