“Do We Have A Customer?” — A Team Approach To Intake

This article examines some of the ambiguities surrounding requests for assistance in the voluntary sector. The authors have developed a team approach at the ‘intake’ stage for clients whose requests often demand a well-thought-out response in order, as Haley suggests we must, “to start well”. Some of the literature about ‘beginning with families’ is examined, and the complex issues of ‘engaging’ and ‘joining’ are discussed. It is suggested that not every ‘shopper’ is necessarily a ‘customer’ for our wares, but that they are almost certainly shopping for something. ‘Emergency’ and ‘crisis’ calls are distinguished, and different responses to each are indicated. Finally, the procedures used are described, within the context of this particular voluntary agency, so that readers may distinguish what could be applicable in different contexts.     

Backlash against the inclusion of students with learning disabilities in higher education: Implications for transition from post-secondary environments to work

Individuals with learning disabilities (LD), the largest group of people with disabilities in the United States, are attending college in greater numbers than ever before. Post-secondary training is critical for individuals with LD to make successful transitions into a changing and ever more demanding world of work. Research indicating that college faculty are willing to provide requested accommodations to students with LD suggests that they are increasingly likely to experience successful post-secondary outcomes, and therefore improve their vocational prospects. However, college students with LD and the accommodations they receive have recently garnered some highly critical press. These portrayals may portend problems in higher education for students with LD, who must self-identify and make specific accommodation requests to faculty in order to receive the instruction and testing environments that they require to succeed. Efforts to ensure that the LD label is not ubiquitously applied and that college faculty attempt to separate the idea of merit from achievement and implement instructional practices to better meet the educational needs of students with and without LD are recommended.     

Inclusion and transition: Partners in progress or policy paradox?

The article examines the compatibility of inclusion and transition, two of the most important reforms to affect the field of special education in recent years. The main premise is that the noble ideals associated with full inclusion have the potential to contravene the delivery of responsive and proven-effective career services for students with disabilities as they make the transition from public schools to the world of work. Additional emphasis is placed on casting inclusion and transition within the context of contemporary reforms in general education, most notably the quest for academic excellence and the related practice of high-stakes testing.     

Underinvestment in a Profitable Technology: The Case of Seasonal Migration in Bangladesh

Hunger during pre‐harvest lean seasons is widespread in the agrarian areas of Asia and Sub‐Saharan Africa. We randomly assign an $8.50 incentive to households in rural Bangladesh to temporarily out‐migrate during the lean season. The incentive induces 22% of households to send a seasonal migrant, their consumption at the origin increases significantly, and treated households are 8–10 percentage points more likely to re‐migrate 1 and 3 years after the incentive is removed. These facts can be explained qualitatively by a model in which migration is risky, mitigating risk requires individual‐specific learning, and some migrants are sufficiently close to subsistence that failed migration is very costly. We document evidence consistent with this model using heterogeneity analysis and additional experimental variation, but calibrations with forward‐looking households that can save up to migrate suggest that it is difficult for the model to quantitatively match the data. We conclude with extensions to the model that could provide a better quantitative accounting of the behavior.     

Dimensions of disclosures: Corporate social responsibility (CSR) reporting by media companies

In this study, we examined the corporate social responsibility (CSR) initiatives and disclosures of major media companies in the United States. We conducted content analysis to analyze five dimensions of CSR disclosure: environment, community relations, diversity, employee relations and human rights, as well as their media CSR activities. Our findings showed that nine of the ten companies have engaged in different types of CSR activities. These companies’ CSR initiatives differ by the types of the company, and the size of the company also has influence on the reporting of CSR initiatives.     

Theoretical Support and Other Considerations in Using Simulated Clients to Educate Social Workers

This article builds on literature from many helping disciplines supporting the use of simulated clients (sometimes referred to as standardized patients) in training professional students, explaining why the use of simulated clients is more effective in developing clinical skills as compared with student-to-student role-plays. Psychodynamic and Bowen intergenerational family theory, critical to the development of social work knowledge, is used to support the use of simulated clients to portray clients with challenging and complex lives. Risks and benefits of using simulated clients is discussed, along with recommendations to educational programs regarding ways to effectively use this experiential learning method.