Community Involvement: Theoretical Approaches and Educational Initiatives

Efforts to increase involvement of citizens in their communities are now widespread. We discuss key forms of community involvement, such as community service and volunteerism, broadly, and educational initiatives that promote involvement (e.g., service–learning courses) more specifically. There are benefits to be achieved by the promotion of involvement, but also potential drawbacks. As an example of one approach to investigating community involvement, we review research on the interactive influence of person–centered functional variables (e.g., motives) and situation–centered structural variables (e.g., program features) on prosocial action. Ultimately, we call for greater attention to be paid to all of the constituent groups in the community involvement spectrum and the necessarily respectful and equitable relationships that must be forged among them.     

Reflection: Linking Service and Learning—Linking Students and Communities

While research on service–learning has been mixed, there is evidence to suggest that service–learning programs which thoroughly integrate service and academic learning through continuous reflection promote development of the knowledge, skills, and cognitive capacities necessary for students to deal effectively with the complex social issues that challenge citizens. While there is not much research in the service–learning literature that specifically addresses techniques of reflection, evidence from studies of problem–based learning, situated cognition, and cognitive development suggests approaches to reflection that will enhance the power of service–learning in attaining these important goals which facilitate full community participation. This review presents concrete suggestions about this type of program.     

A Pedagogical Model of Clinical Supervision of Adolescents as Therapeutic Caretakers for Children and Each Other

This article describes a model of supervision provided to adolescents who function as therapeutic “caretakers” with children in a unique neighborhood community mental health organization located in the South Bronx. Rooted in theories of community mental health, social support, and pedagogy, the article describes the recruitment process, training, and supervision given to the organization's adolescent “caretakers” to ensure that they will develop the attitudes and skills needed in their therapeutic interactions with children. Particular emphasis is placed on “in vivo” supervisory processes derived from the organization's pedagogical model. The model's usefulness is not limited to training adolescent therapeutic caretakers and is readily applicable to training professional or nonprofessional helpers in a variety of settings (e.g., collaborative partnerships with schools and community agencies where personnel are trained to serve directly or in an auxiliary role as therapeutic change agents).     

Designing Service–Learning to Empower Students and Community: Jackson Elementary Builds a Nature Study Center

We propose an approach to service–learning in which projects are designed so as to empower undergraduate students and community members. When student service scholars take away control from citizens, they can undermine citizens' perceptions of competency; when faculty reduce students' choice and responsibility, they can undermine students' efficacy and desire to learn. We propose four guidelines for optimizing student and citizen experiences: (1) service should serve both the community and the students; (2) service should empower; (3) service should be contextual; and (4) service projects should endure. We elaborate this philosophy and illustrate it with a project in which nine university students and 30 fifth–graders built a science and nature study center for a K–6 elementary school.     

Can sense of community inform social capital?

This paper examines the theoretical linkage between social capital and sense of community through research studies within four contextual areas. Social capital (SC) can be conceptualized as all the interactions between individuals in a community, and has been examined in various groups and communities. Sense of community (SoC) is a psychological construct that we argue is a correlate of social capital. Sense of community reflects the feelings of attachment and belonging that an individual has towards a community. Through qualitative and quantitative research carried out across the lifespan in four communities in Western Australia (i.e., Perth community, adolescent Jewish community, urban and rural communities, and primary school community), this paper utilizes SoC as a framework for investigating ways in which SC may be realized in communities. The significance of this paper highlights the practical application of increasing SC within communities through targeting SoC within individuals.     

Personal Identity and Civic Responsibility: "Rising to the Occasion" Narratives and Generativity in Community Action Student Interns

Twenty–two students in a community action certificate program supplied "rising to the occasion" narratives during summer–long internships. They also filled out measures of generativity. Twenty–one students in an international studies certificate program that also included a summer internship served as a comparison group. Both groups reported equal personal growth from rising to the occasion experiences and no differences on measures of optimism, self–esteem or generativity. However, the community action students linked their personal growth experiences to future community service; a regression analysis also revealed that the best predictor of their stress–related growth was their level of generative concern. No comparable links emerged for the comparison group. Implications for cultivating connections between personal identity and civic responsibility through service–learning are discussed.     

The small ministry with the large reach: Using relationships to extend organisational capacity

Abstract

The Ministry of Pacific Island Affairs is charged with identifying the aspirations and needs of Pacific people residing in Aotearoa/New Zealand, providing high quality policy advice to governments and their ministries, and with advising ministries on how these might be achieved. With a large, dispersed client population, a small staff and limited resources, this represents a major task for the Ministry. However, the Ministry has been able to deliver these by forming a network of co‐operative relationships with both its communities and the other ministries and agencies charged with formulating policy and delivering services to the communities. But limited resources prevent the Ministry mediating each of these relationships on a continuing basis.

This paper focuses on the ways in which the Ministry of Pacific Island Affairs went about forming and using a web of “partnerships” with Pacific communities, social policy agencies, and service providers to overcome some of the challenges which a small ministry with limited resources faces. This paper attempts to show how a larger web of relationships became central to the Ministry's community development mission.

The Ministry formed and nurtured a series of local partnerships between communities’ representatives and the ministries which deliver local programs. The arrangements free the Ministry to monitor the relationships and the performance of the ministries and agencies. Previously, we have described the organisational model as an apogāleveleve, or spider web, in which the web is a series of defined relationships created and maintained by the “centre” for a specific purpose: obtaining the best possible outcomes for constituent communities. Each operative relationship is connected via the centre, and mediated by the centre, which also monitors the performance of the system as a whole and moves to repair damage anywhere it occurs to ensure that the web as a whole continues to deliver outcomes. The network of co‐operative relationships, or partnerships, has made it possible for the Ministry to achieve significant results relatively quickly with limited resources.     

Stilling the tremors: Resurrecting HIV services in Haiti's post‐earthquake tent cities

The January 12, 2010 earthquake in Haiti severely undermined HIV service provision in the country. Almost 10 percent of Haitians were displaced and now live in temporary tent communities. Little is known about how HIV services are being provided to Haitians with HIV in these encampments. This study addresses this lacuna by conducting a process evaluation of the manner in which a collaboration among Haitian community‐based HIV service providers, a US‐based HIV service provider, and a US‐based academic research team resurrected HIV services in the encampments. Efforts to set up HIV services in the encampments proceeded through three stages: (i) an initial crisis response that activated established networks and identified feasible goals; (ii) the development of services by building research capacity, conducting needs assessments, addressing logistical challenges, and establishing community‐based services; and (iii) the sustaining of the initiative by targeting resources and negotiating in the political arena. Implications of the protocol for future efforts are discussed. Key Practitioner Message: ● Resurrecting HIV services in post‐disaster zones; ● Utilizing cross‐country, provider–academic partnerships to develop service capacity; ● Targeting structural barriers to establish HIV services in resource‐poor settings.     

Trust, risk and control within an indigenous–non-indigenous social service partnership

Partnerships between organisations are seen as one of the building blocks of the 'third way' approach to welfare provision in both Europe and New Zealand. While there is much discussion on building social capital and partnership working, such partnerships are usually perceived as being between government and community or private organisations. There is a gap in the literature in two specific areas: partnerships formed between two community-based social service organisations and partnerships formed between indigenous, or immigrant peoples, and non-indigenous organisations. This article explores such a partnership – that between the Ngai Tahu Maori Law Centre (an indigenous organisation) and the Dunedin Community Law Centre (a non-indigenous organisation). The article analyses this relationship and strategies employed by both organisations to develop trust, diminish risk and equalise control. Lastly, the article suggests that the model of interaction articulated here could be promulgated to other sites within the social services in New Zealand and the Americas, and within the European context.     

国家基层策略行为与社区过程: 基于南苑业主自治的社区故事

在转型的社区情境中,国家基层政府的行为是策略性的,社区居民亦陷入了权变的回应过程。文章聚焦于20世纪80年代以来政府行为的不同阶段,从中观的社区形态考察基层政府的不同策略和社区过程。政府干预、释出和旁观调控三种不同类型的行为反映了政府对于社区的态度,社区层次和事件性质是基层政府策略行为的关键自变量。文章运用拓展性个案研究方法,分析了国家在社区的基层策略,以及转型期社区的生成和发展,基层政府行为与社区回应的不同逻辑是社区治理困境的重要根源。     

Family‐centered kindergarten social work services in Hong Kong: A pilot project

Social work services at schools in Hong Kong will begin a new chapter in kindergartens in 2018–2019 school year. Early childhood professionals have long considered family‐centered service delivery best practice. This paper reports a pioneer project on a family‐centered approach in kindergarten social work services in Hong Kong. The project was illustrated according to the following family‐centered principles: (a) The family as the unit of attention, (b) Linking families with community resources, (c) Flexible and individualized service provision, and (d) Creating partnerships and supportive relationships. The value and contributions of family‐centered social work services in kindergartens and implications for social work training in Hong Kong are discussed.     

Relationship course theory: An interdisciplinary integrative proposition to address the complexification of interpersonal relationships

Researchers have been observing a complexification of interpersonal relationships in contemporary societies. However, current theoretical perspectives on relationships fall short of comprehensively grasping increasingly diverse and fluid relationship types (e.g., friends with benefits, polyamory, living-apart-together, coparenting, etc.) and patterns of change. In an attempt to meet the need for more integrative and interdisciplinary theorizing, this paper introduces a first outline of relationship course theory to better comprehend the complexity of relationships. In contrast to previous theoretical perspectives that conceptualize relationships as a single trajectory, I posit that the course of a relationship is composed of multiple intertwined trajectories, each of which stemming from differentiated domains such as sexuality, friendship, love, family, domesticity, and occupation. These relationship domains constitute a metatypology from which to examine the multiple sets of meanings and temporalities that intertwine throughout the course of a relationship. I propose that relationships are defined based on the combination of relationship domains, with different iterations and permutations of these domains producing various relationship configurations. Furthermore, the theory defines three levels of relationship courses: Sociocultural (i.e., stories that circulate about relationships in given sociocultural contexts), interpersonal (i.e., stories that individuals co-construct about the particular relationships they experience), and life courses (i.e., stories that individuals co-construct about themselves as relational beings). This proposition will hopefully stimulate the theoretical conversation on the complexity of relationships and foster dialogue between researchers from different theoretical and disciplinary affiliations.     

Assimilation,control, mediation or advocacy? Social work dilemmas in providing anti‐oppressive services for Traveller children and families

This paper explores dilemmas facing social work in England in providing anti‐oppressive services for Travellers, particularly those who lack secure sites. A context is provided by outlining the conflict between Travellers and the majority society, and its expression in oppressive legislation, policy and practice. The implications of the corporate local authority role for relationships between Travellers and social services, and the specific history of Travellers and welfare, are also explored. The remainder of the paper draws on findings from a Nuffield‐funded study of policy and provision by English social services departments for Traveller children and families. Provision is undermined by mutually difficult relationships between Traveller communities and social services, and competing demands on social services in relation to professional values and support of Travellers’ rights, and their simultaneous contribution to local authority control of unauthorized camping. However, newer developments in some social services departments may be able to generate more positive relationships with Travellers, to promote their individual and cultural rights, and build partnerships with voluntary agencies which have a significant role in work with Travellers. The implications for social services departments wishing to develop their policies and practice with Traveller families are outlined.     

Links between social environment and health care utilization and costs

The social environment influences health outcomes for older adults and could be an important target for interventions to reduce costly medical care. We sought to understand which elements of the social environment distinguish communities that achieve lower health care utilization and costs from communities that experience higher health care utilization and costs for older adults with complex needs. We used a sequential explanatory mixed methods approach. We classified community performance based on three outcomes: rate of hospitalizations for ambulatory care sensitive conditions, all-cause risk-standardized hospital readmission rates, and Medicare spending per beneficiary. We conducted in-depth interviews with key informants (N = 245) from organizations providing health or social services. Higher performing communities were distinguished by several aspects of social environment, and these features were lacking in lower performing communities: 1) strong informal support networks; 2) partnerships between faith-based organizations and health care and social service organizations; and 3) grassroots organizing and advocacy efforts. Higher performing communities share similar social environmental features that complement the work of health care and social service organizations. Many of the supportive features and programs identified in the higher performing communities were developed locally and with limited governmental funding, providing opportunities for improvement.     

Building community resilience: learning from the Canterbury earthquakes

Internationally, enhancing community resilience is considered key to disaster management. Factors that affect community resilience from a community perspective are explored across six communities. The research occurred following a series of devastating earthquakes in the Canterbury region of New Zealand. Results show that connected communities with pre-existing community infrastructure (e.g. community and tribal organisations, local leaders) found it easier to adapt after the earthquakes. Existing hardship was exacerbated by disaster. The research sheds light on how to foster resilient communities and the importance of doing this because resilient communities cope better with, and recover faster from, crises. However, communities need to be sufficiently resourced to carry out their vital role.     

Social capital and community building through an electronic network

This paper describes a social policy experiment that explores current and potential links between trends in Australian public policy. The central example is provided by the implementation of a wired community set up in a low‐income public housing estate by an entrepreneurial not‐for‐profit internet service provider, InfoXchange. ‘Reach for the Clouds’, the wired community being established at Atherton Gardens in Fitzroy, Melbourne, is attractive to policy‐makers and funding bodies, combining community‐building, public‐private partnerships, self‐help and place‐based management. However, although the project is promoted as an exercise in community‐building through technology, many of the key assumptions are untested. It seems self‐evident that low‐income people who are socially and economically excluded would benefit from greater ‘connectedness’ with one another. However, it is not clear that such exchanges, online or off‐line, will build ‘community’. The paper attempts to establish some distinctions between online communities of interest and place based communities, untangling the relationship between social connectedness and models of social capital.     

‘Would Others Think It Is Okay to Express My Feelings?’ Regulation of Anger,Sadness and Physical Pain in Gujarati Children in India

Despite the recognition of cultural influences on emotional development, very little is known regarding emotion regulation in children from different cultures. This study examined beliefs regarding social acceptability and regulatory behaviors in 80 children (aged five to six years and eight to nine years) from two urban communities (suburban and old city) in Gujarat, India. The children's explicit reasons and their preferred methods of expression and control were also investigated. The results revealed that the children considered others to be less accepting of their expressions of anger and sadness and, in turn, they reported controlling their anger and sadness more than their physical pain. The remarkable congruence between children's beliefs regarding acceptability and reported behaviors was consistent with the notion that cognitions that focus on evaluations of others are particularly salient in guiding socioemotional behavior in a collectivist culture like India. Within‐culture differences were also imperative, indicating that the children in the old city considered others to be less accepting of all of their expressions, and reported controlling these expressions more than the children in the suburban community. These differences are discussed in the context of variations in broader cultural values (i.e., the extent of collectivist orientation and adherence to Hindu ideology) in the two communities.     

Imaginary Companions and Young Children's Coping and Competence

Imaginary companions (ICs) are purported to bolster children's coping and self‐competence, but few studies address this claim. We expected that having/not having ICs would distinguish children's coping strategies and competence less than type of companion (i.e., personified object or invisible friend) or quality of child–IC relationship (i.e., egalitarian or hierarchical). We interviewed 72 three‐ to six‐year‐olds and their mothers about children's coping strategies and competence; teachers rated competence. Mothers reported ICs. IC presence and type did not differentiate coping strategies, but children with egalitarian relationships chose more constructive/prosocial coping strategies, and teachers rated them more socially competent than children with hierarchical child–IC relationships. Mothers related ICs to cognitive competence. Findings highlight (1) modest relations between imaginary relationships and coping/competence; (2) distinctions between mothers' perceptions and IC functions; and (3) that ICs parallel real relationships in that different dimensions (presence, type/identity, and relationship quality) might be unique contributors to children's socioemotional development.     

Associations between sleep consolidation in infancy and peer relationships in middle childhood

Sleep plays an important role in many aspects of children's development. Research on children's sleep and their peer relationships has begun to emerge in the last years. However, these studies are mostly cross‐sectional. The current study aimed to investigate the associations between infant sleep and peer relationships in middle childhood. The sample comprised 72 children. Sleep was measured at 1 year using a sleep diary completed by mothers. In the second and third grades of elementary school (7 and 8 years of age), mothers and fathers reported on their children's functioning with peers. When they were in third grade, children were interviewed regarding their friendship quality with a best friend. Results revealed negative associations between children's sleep consolidation (i.e., ratio of nighttime sleep) and parent‐reported peer problems, and positive associations between sleep consolidation and perceived friendship quality. These findings suggest that well‐regulated sleep in infancy may help children develop the skills necessary for later appropriate social functioning in peer contexts.     

Examining Parental Monitoring as a Pathway From Community Violence Exposure to Drug Use,Risky Sex,and Recidivism Among Detained Youth

ABSTRACT

This study examined whether parental monitoring mediated the relationship between community violence exposure and a spectrum of behaviors such as recidivism, risky sex, and drug use among youth with a history of being detained. It also explored whether risk pathways differed by gender. Adolescents (n = 550) who were detained or previously detained were recruited from eight regional detention facilities in Georgia. Audio computer-assisted self-interviewing technology was used to assess demographic factors (i.e., age, race, and socioeconomic status), risky sex, drug use, and recidivism prior to being detained. Major findings indicated direct relationships between community violence exposures and risky sex and drug use in the 2 months prior to being detained. Findings also indicated that parental monitoring mediated these relationships for both adolescent males and females. These findings document that parental monitoring is an important element even for troubled youth across a broad spectrum of risk factors. Consequently, it is recommended that intervention programs examine the differential effects of monitoring behaviors by a variety of groups such as parental figures, teachers, and peer mentors.