Latino Parents’ and Adolescents’ Perceptions of the Needs and Issues of Adolescents in Their Community

Data from The Community Needs Assessment Survey were examined to understand the issues parents and adolescents felt were most important to address for the adolescents in their community. The sample of 1,784 Latino respondents consisted of 892 parent/adolescent dyads. Factor analyses found parents and adolescents identified and prioritized the same six factors: education and career planning, abuse and victimization, adolescent behavior problems, adolescent sexuality, socioeconomic stressors, and relationships. However, parent ratings for all factors were higher, indicating a higher level of concern. The article analyzes differences by age/generation (parents versus adolescents), by immigrant versus native status, and by type of dyad based on the latter (i.e., US born adolescent/US born parent, US born adolescent/immigrant parent, immigrant adolescent/immigrant parent). The authors discuss the complex interaction of these factors and the implications for practice and research.     

What Do Urban Black Mothers Tell Their Adolescents About Alcohol and Other Drugs?

This study utilized qualitative content analysis to examine messages conveyed about alcohol and other drugs by urban Black mothers (N = 130) with a personal, familial, or personal and familial history of problematic substance use to younger and older adolescents (M = 15.2 years). Data from a two‐cohort longitudinal sample revealed considerable similarity in themes across the younger and older cohorts. Results suggest Black mothers offer more messages of information and advice to younger adolescents, while communicating directives related to use to older adolescents.     

Do Preparation for Bias and Cultural Socialization Protect Against Discrimination for Transracially Adopted Adolescents?

This study of transracially adopted adolescents and their White parents examines the role of two types of parental racial socialization, preparation for bias and cultural socialization, in protecting adoptees from the impact of discrimination. Sixty-six transracially adopted adolescent–parent dyads in the United States completed an online questionnaire. Preparation for bias, and not cultural socialization, protected transracial adoptees from discrimination-related stress, in particular when experiencing high levels of racism. The importance of parents talking to their transracially adopted adolescents about racism and how to cope with it and the value of researchers examining types of racial socialization separately as opposed to broadly are discussed.     

Do Predictors of Gambling Involvement Differ Across Male and Female Adolescents?

We examined gender-specific factors, which might be related to adolescent gambling behavior, using a comprehensive set of predictors from neighborhood, school, family, peer, and intrapersonal domains. Discriminate function analyses revealed a unique pattern of results for each gender. The noteworthy predictors for males were similar to what is found to be predictors of other risk behaviors, suggesting that there may be a similar etiology to gambling participation as found with other risk behaviors. Compared to males, the model for females suggests that parents and peers may have a greater influence on engagement in gambling behavior. Participation in unstructured activities, and risk attitudes/perceptions were the only consistent noteworthy predictors across both males and females. Implications are discussed.     

Perceptions of Misogyny in Hip Hop and Rap: What Do the Youths Think?

This article presents the results of an exploratory study conducted at a community forum sponsored by a prominent African American church and a historically Black university. These institutions are concerned with negative messages given to African American females about their appearance and their morals. The data presented describe the population of female (68.6%) and male (31.4%) participants ages 18 to 24 and inform us about their perceptions about hip hop and rap music, especially as they relate to misogyny. This study found that listening habits and age were significant in understanding youths' views about misogyny.     

Formal and Informal Social Organization: Do Geography,Structural Inequality,and Other Forms of Social Organization Matter?

Neighborhood social organization is one way that neighborhoods matter for residents, as well as an intervention opportunity for macro practitioners. Neighborhood social organization encapsulates how neighborhoods differentially organize, both formally and informally. We tested whether neighborhood structural inequality, types of social organization, and spatial clustering were associated with both formal and informal neighborhood social organization. Formal and informal social organization were mutually reinforcing. Formal social organization, measured by organizational participation, predicted informal social organization. In multivariate spatial analysis, organizational participation was also influenced by adjacent neighborhoods. Practitioners should consider how adjacent neighborhoods could affect place-based interventions.     

An Examination of College Students' Perceptions of Transformative and Culturally Competent Educators: Are Social Work Students Unique?

The purpose of this study was to examine college students' perceptions of transformative and culturally competent educators. Using data collected from a cross-section of 194 undergraduate (associate and bachelor level students) and graduate students in social work and other majors from four colleges or universities in the Midwest region of the USA, the findings indicate that transformative and culturally competent educators are important to college students. Using the Students' Perceptions of Transformative Educators Scale (SPTES), the data revealed that the overall mean for the SPTES was high, with a score of 198.24. The range was 131–233. The standard deviation [SD] was 21.55. This mean suggests that students place a high level of importance on attributes of transformative educators. When examining the culturally competent subscale of the SPTES, the data also revealed that students want educators who personify culturally competent attributes. The data illustrated a mean for cultural competence of 63.27. The range was 36–70. The standard deviation was 7.89. This mean suggests that students also place a high level of importance on this attribute in educators. ANOVA results indicate that respondents do not significantly differ along the lines of age or race on the SPTES. Student rank (associate, bachelor and graduate), however, did reveal significant differences on the cultural competence [F(2, 174) = 3.280, p < 0.040] and socialization [F(2, 187) = 4.172, p < 0.017] subscales of the SPTES. Social work students also demonstrated statistically significant differences in their slightly higher scores related to the perceptions of the overall SPTES (mean = 202.17, SD: 22.88, p < 0.01); the cultural competence subscale (mean = 65.03, SD: 6.64, p < 0.00) of the SPTES; and the socialization subscale (mean = 26.21, SD: 3.06, p < 0.02) of the SPTES.     

The Joy of Social Work Administration: An Exploratory Qualitative Study of Human Service Administrators’ Positive Perceptions of Their Work

Positive organizational psychology suggests that researchers should focus on the rewarding elements of work life, yet those in the fields of social work and nonprofit administration have not conducted research in line with this admonition. Indeed, the current focus on administrative challenges and problems may be part of the reason there is currently a leadership crisis in human services nonprofits. This article describes an exploratory qualitative study of human service executives’ perceptions of their work, focusing on what brings them joy in their jobs. We found five categories of joyful experiences. Implications for future practice, education, and research are included.     

‘It's About People and Their Environment’: Student Social Workers' Definitions of Social Work Research

This article considers constructions of social work research from the perspectives of student social workers in New Zealand. There have been many academic discussions of the unique epistemology that can be called social work research but little is known of students and/or practitioner views. Are they interested in social work research? Do they even care about debates on epistemology? Forty-three student social workers considered two questions while attending a social work research methods course: ‘What is social work research?’ and ‘What kind of social work researcher might I be?’. A subset of 18 distance students explored a third question: ‘Should social work research be part of everyday practice or not?’. To answer these questions students provided comments in a short survey, material from their written student assignments and comments from online discussion board activities. The results suggest that student social workers have a preference for social work research that is compatible with their clearly articulated social work value base, and that social work research primarily should benefit the client group with which a social worker is closely linked. Student social workers also recognise the importance of research for their everyday practice, yet at the same time feel there are organisational constraints to this happening.     

Prepared for Practice? Graduating Social Work Students' Reflections on Their Education,Competence and Skills

The paper encompasses the views of 13 Swedish graduating social work students on their education, competence, skills and expectations for their future roles as social workers. It presents the findings of the first phase of a longitudinal study where students in Sweden and Australia are followed from university and during the first 18 months in the profession. A qualitative methodology was employed and semi-structured interviews were conducted with the students just prior to graduating. The most salient theme was the strong wish for more time in contact with the field. All of the students would have preferred at least one additional period of field placement. A strong wish for clarity, particularly in relation to understanding what it means to practise social work, emerged. Although most of the graduates talked about their self-development and described themselves as having become more critical and more self-confident, they perceived themselves as more or less unprepared for most social work positions and expected to receive considerable support and guidance in their workplaces. The proportion of theoretical and research courses in comparison to the teaching of practice skills and field placements within Swedish social work education is discussed.     

How and Why Do Social and Sustainable Initiatives Scale? A Systematic Review of the Literature on Social Entrepreneurship and Grassroots Innovation

VOLUNTAS: International Journal of Voluntary and Nonprofit Organizations - Social and sustainable initiatives generally start small and need to scale to create substantial impact. Our systematic...     

Do Nonprofit and For-Profit Social Enterprises Differ in Financing?

VOLUNTAS: International Journal of Voluntary and Nonprofit Organizations - This study is an empirical investigation of the survey data from 109 social enterprises, nonprofit and for-profit, in...     

Do Yuppies Matter? Competing Explanations of Their Political Distinctiveness

"Yuppies"—young urban professionals—have often beenportrayed as an important new political force. Using data fromthe 1972–1985 cumulative General Social Survey data file,this article tests various explanations of the political distinctivenessof yuppies. The findings call into question the assumption thatyouth, urbanity, and professional status combine to form a distinctyuppie political culture above and beyond what would be expectedon the basis of an additive combination of these factors. Forthis and other reasons, the political importance of the yuppiephenomenon appears to have been overstated.     

Local Food and Civic Engagement: Do Farmers Who Market Local Food Feel More Responsible for Their Communities?

Do farmers who participate in local food systems attach greater importance to civic engagement than farmers whose livelihood is not tied to the vitality of local markets? The literature on local food as a social movement continues to paint a picture of local food systems as contributing to, and benefiting from, rich networks of civil society groups. Yet to date, few studies have directly addressed the question of whether marketing local food is actually associated with higher levels of civic engagement among farmers. In this paper, I draw on local capitalism theory to identify two different mechanisms—depth of economic reliance on local markets, and breadth of social networks related to local food sales—that might spur farmers who market local food to feel more responsible for their communities. Then, using data from a large-scale survey of specialty crop growers, I explore whether a relationship exists between farmer involvement with local food markets and attitudes toward civic engagement. Results suggest that while farmers strongly committed to local food markets attach greater importance to civic engagement, participation in multiple categories or kinds of local food supply chains is not necessarily associated with stronger civic values.     

An Employment Project as a Route to Social Inclusion for People with Learning Difficulties?

Government policy to reduce social exclusion focuses on increasing employment opportunities and incentives, especially for disadvantaged groups. This paper discusses the findings of an evaluation of a project in the North West of England for people with learning difficulties, which sought to create opportunities for paid and/or integrated employment. The findings suggest that this goal can be undermined by many factors such as the isolation of social care services from employers and the disinclination of service organisations to include users, carers and staff in the development of new service approaches. Social welfare policies also mitigate against this aim, by failing to enable providers to translate the rhetoric of social inclusion into a reality. We discuss some of the obstacles preventing people with learning difficulties from inclusion into mainstream employment, by considering their impact upon the achievements of the North West project.     

‘Moving In’: Difficulties and Support in the Transition to Higher Education for In-service Social Care Students

This paper reports on the difficulties and supports experienced by social care practitioners within the educational institution during their transition to higher education. A life transition such as entering higher education causes stress for individuals and social support is essential in successfully dealing with this stress (Anderson et al., 2012). Fifteen social care practitioners were interviewed twice during and once at the end of their first academic year in college. Findings indicate that participants were reluctant to approach staff for help despite anxiety about classes and assignments. Discussion and debate in class helped learning and contributed to feelings of being valued. ‘Moving in’ was a slow process with a physical and emotional impact for which they were unprepared. Student peers were a source of emotional and cognitive support but developing relationships took time. By the end of the transition phase participants noted changes and gains in themselves and their work practices. Recommendations are made to aid the transition to higher education for in-service social care practitioners.     

Social and solidarity economy for sustainable development: its premises – and the Social Economy Basel example of practice

The social and solidarity economy (SSE) is a viable strategy in dealing with some contemporary problems known both in industrial and developing countries. SSE is contextualized against the background of recent developments: the liberalization of goods and capital flows worldwide, continued industrialization, and the increased global division of labour. Addressed is how local populations could reach certain objectives and satisfy certain needs using techniques characteristic of SSE and, thus, carve out a social and economic space of their own vis-à-vis anonymous markets, global actors, and local and national elites. Within this self-governed space, it is suggested, a path can be laid for the necessary transition towards local, social, and ecological sustainability. The Social Economy Basel (SEB, founded 1996) will serve as an example to suggest how SSE principles could be operationalized into organizational practice.     

Flemish Foster Mothers’ Perceptions of Support Needs Regarding Difficult Behaviors of Their Foster Child and Their Own Parental Approach

Family foster care is a valuable, but vulnerable type of out-of-home placement. Adequate support of foster parents is an important factor for placement success. This requires an accurate assessment of the support needs of foster parents. This paper focuses on the support needs of foster mothers concerning difficult behavior of the child and their own parenting behavior. Data were gathered from 282 foster mothers. 46 % of the foster mothers needed support on at least one behavior of the child, 40 % on at least one parenting behavior. Foster mothers, who felt less competent to deal with the child, expressed a higher support need on both areas. A high support need concerning difficult behaviors was further predicted by the foster mother’s age, the type of foster care, and the number of biological children. A high support need concerning parenting was further predicted by the quality of support by the foster care worker and the number of foster children. Careful monitoring of all types of foster care situations with special attention to problem behaviors and how to handle them could make this type of out-of-home-placement more effective.