How Can We Train Leaders if We Do Not Know What Leadership Is?

Views of leadership that focus on the traits andbehaviors of the leader are commonly used to developtraining programs. Although these leadership trainingprograms have some application, they suffer from several problems. First, there is no reasonableagreement on what traits or behaviors are leadershiptraits or behaviors. Second, there is no way todifferentiate what makes a good leader from what makes an effective manager or an effective person.And third, people who emerge from these trainingprograms rarely become what anyone might define as goodleaders. A view of leadership as a community development process is explored as an alternative totraditional leadership approaches, and its implicationsfor training and education are discussed.     

青少年心理资本开发:学校教育的应为与可为

心理资本是个体发展的积极心理状态,相比企业员工心理资本开发研究而言,青少年心理资本开发研究是一个崭新的领域。但青少年的心理成熟需要心理资本的积累,青少年发展的危机应对与潜能开发需要心理资本的支撑,一方面,学校教育改革呼唤青少年心理资本开发,另一方面,教育向本体价值转型为青少年心理资本开发提供了条件。学校教育要重点开发青少年的自我效能、希望、乐观、韧性这四种核心的积极心理资本。     

We Can Run But We Can't Hide:

Long-term care costs are not covered to any significant extent by public or private insurance. As a result, nursing home patients often must use their entire life savings to pay for their care and once impoverished turn to welfare in the form of Medicaid, the federal-state health care program for the poor. Private-sector solutions, such as private long-term care insurance, should expand to play a larger role but cannot solve the whole problem by themselves. Reform of the Medicaid program to make the means test less onerous would be desirable, but this approach would retain the welfare stigma. What is needed is a public insurance program to which everyone would contribute and earn the right to benefits when they need them without having to prove impoverishment. Any public insurance program should leave a substantial role for the private sector. Public costs of a social insurance program would be high but not unaffordable, especially since society will incur most of these costs even without an expanded public program.     

Why Digital Tools Have Not Yet Revolutionized Adolescent Health Research and What We Can Do

The promise of digital tools and devices for spurring new discoveries in adolescent health research is enticing. This special section draws attention to many of the advantages that mobile and wearable devices offer for ambulatory assessment research, which have now been realized. Despite such progress, digital tools have not yet delivered on their predicted revolution of adolescent health research. I offer four reasons for why digital devices have fallen short of this predicted promise. For each barrier, I suggest parallel strategies for ensuring adolescent research benefits from Ambulatory Assessment advances. To avoid missing out on opportunities to support young people, adolescence scholarship must develop in time with innovations in digital devices and platforms and move past what has, to date, been an overwhelming focus on fears about their usage.     

Development Assistance: disability and education in Southern Africa

This paper discusses development assistance on disability and education in southern Africa. Development assistance for people with disabilities has for a long time been based on the charity and medical models. It has not been perceived in the context of national development. Many development agencies and charitable organisations tend to emphasise their own agenda, which may not necessarily be that of the local people with disabilities. As a result, the anticipated impact of development assistance in the region for people with disabilities has not been realised. This paper challenges this position and advocates for a more participatory approach by the locals. Using Lesotho as an example, the paper shows how development assistance can be made to be more successful through community participation and change of attitudes across all sectors of the community.     

Illegal Migration: What Can We Know And What Can We Explain? The Case of Germany1

Methodological problems in the study of illegal migration as defined in this article relate to questions of indicators for illegal migration, with special reference to Germany. It is argued and demonstrated that illegal immigrants are traceable, to some degree, in official statistics and that these can be analyzed for trends. In present‐day migration processes, illegal immigration frequently is undertaken with the support of human smugglers. The analysis of the social organization of different forms of smuggling is the other main focus of the article. From a methodological point of view, the literature and public discourse lack adequate concepts for describing and explaining the social organization of human smuggling. The theory of organized crime as a main actor in human smuggling is criticized. The study borrows concepts from market and networks theory and applies these to different forms of human smuggling and illegal migration. The social and technological organization of smuggling is under constant pressure to adapt to new conditions. The dynamism for this change results mainly from an “arms race” between smugglers and law enforcement. Since control over territory and population are central elements of state sovereignty, the state cannot simply withdraw from this race.     

Survival and Abuse: What We Can Learn From It

This article is about a journey involving survival, abuse and learning. It is written by two people who have considerable experience of being involved with mental health services; both are currently making an active contribution to social work education. It describes the way in which, in situations of survival and abuse, service users can use their experience and knowledge to learn how to support and advocate for each other. It suggests that the relationships that are built between service users as a result of these experiences can be used to address some of the gaps in service provision. At the same time these relationships can provide mutual learning which can be used to improve the education and training of social workers and other professionals.     

Fighting Words: What We Can Learn from Hitler's Hyperbole

The question of why human beings fight wars continues to stalk modern thought. This article treats Hitler's national socialist discourse as an extreme example of the social construction of a social problem, a cultural paradigm of how to talk people into fighting revolutions and wars. Drawing upon recent work in rhetorical studies by Gusfield and others, I show how political agents concoct a rhetoric of motives which they use to incite their followers to fight their enemies. The formal and poetic features of this system of discourse are identified and explicated. We can learn many things from Hitler. By identifying his technique, we can recognize when political agents are using the same technique and counter its seductive effects. We learn that the main effect of war rhetoric is social integration through the constitution of common enemies. And finally, we realize that wars are made to happen through the calculated use of symbolic practices. War is not, as many have argued, a fall into a latent animality, but an expression of our symbol-mindedness–our capacity to make and use hyperboles.     

Providing Employment Assistance to Students: The Role of Social Work Education

Abstract

This paper reports the results of a national survey of 130 graduate and undergraduate social work programs that was designed to learn what schools are doing to help students locate and secure employment after graduation. Less than half (43%) of the responding schools indicated that they have a formal program of employment assistance services. Size of student enrollment and size of faculty were the only factors that differentiated schools that offer employment assistance services from those that do not. The study's implications for social work education are discussed, and an employment assistance program model is presented.     

Portrait of the Scholar: Notes on Irwin Deutscher's What We Say/What We Do

Book Reviews are in this Articles.
What We Say/What We Do: Sentiments and Acts. By Irwin Deutscher.     

Better Parents,More Stable Partners: Union Transitions Among Cohabiting Parents

Data from the Fragile Families and Child Wellbeing Study (N = 1,702 couples) are employed to examine the association between mother‐ and father‐reported parenting characteristics (father involvement and coparenting) and transitions out of cohabitation through marriage or separation in the 5 years after a child is born. Father involvement and coparenting may be signs of commitment and investment among couples without the legal bonds of marriage. Both the level and change in father involvement and coparenting are associated with a decreased likelihood of separation, although neither is associated with greater odds of marriage. These results suggest that higher levels of father involvement and a positive coparenting relationship may keep couples together, which allows children to spend their early years with both biological parents in the household.     

What Do We Talk About When We Talk About Performance? Dialogue Theory and Performance Budgeting

This article examines the Program Assessment Rating Tool (PART)in the federal budgeting process. The early evidence on PARTprompts the search for a theory of budgeting that accepts thatperformance information will influence decisions but will notbe used in the same way from decision to decision, as the espousedtheory of performance budgeting suggests. Dialogue theory emphasizesthe ambiguity of performance information and related resourceallocation choices. An exploratory test of dialogue theory isundertaken through an experiment involving graduate studentsassessing PART evaluations. The results illustrate a varietyof ways in which different individuals can examine the sameprogram and, using logical warrants, come to different conclusionsabout performance and future funding requirements.