Unravelling the Subsidiary Initiative Process: A Multilevel Approach

Strategy‐making and entrepreneurial behaviour at the subsidiary level, in particular the phenomenon of subsidiary initiative, has received increasing research attention in recent years. In the fields of international business, strategy and entrepreneurship, several studies addressing aspects of this phenomenon have been conducted. They focused on different stages of the subsidiary initiative process, different theories and also different methodological levels. This puts subsidiary initiatives as a topic at the crossroads of several disciplines, so that theory‐building remains fragmented, and there is a lack of perspective capturing the complexity of the entire subsidiary initiative process. Based on a comprehensive literature review, this paper discusses theoretical concepts and streams of thinking that have contributed to our understanding of the subsidiary initiative process, and develops an organizing framework based on stages and levels of the subsidiary initiative process. In order to integrate theories across levels, the authors identify ‘aggregation’ theories that guide the emergence of initiatives from the individual up to the network level, and also acknowledge theories that link the micro–macro divide and may help in the development of a more holistic view of subsidiary initiatives.     

Improved log‐linear model estimators of abundance in capture‐recapture experiments

The authors review log‐linear models for estimating the size of a closed population and propose a new log‐linear estimator for experiments having between animal heterogeneity and a behavioral response. They give a general formula for evaluating the asymptotic biases of estimators of abundance derived from log‐linear models. They propose simple frequency modifications for reducing these asymptotic biases and investigate the modifications in a Monte Carlo experiment which reveals that they reduce both the bias and the mean squared error of abundance estimators.     

Teaching Children With Autism Spectrum Disorder to Mand “Why?”

The Analysis of Verbal Behavior - For most children with autism spectrum disorder (ASD), manding for information is an important skill that must be systematically taught. Although previous studies...     

Facilitating collaborative teacher learning: the role of “mindfulness” in video-based teacher professional development programs

In teacher professional development (PD), the component of collaborative participation among teachers is emphasized. Especially in video-based PD programs, the role of building up a teacher learning community and a trustful exchange among group members is important. Since general rules for productive collaboration do not exist at the beginning of a PD program, the role of a facilitator is pivotal for the successful development of a teacher learning community. In this paper, we present a new video-based PD program, the “Dialogic Video Cycle” (DVC), focusing on the improvement of classroom dialogue. In describing the DVC and the facilitation actions (“moves”), we highlight the role of the facilitator as mindful in providing teachers with new knowledge and with guiding the exchange among teachers about teaching practices and reflections. Results of a final evaluation of the program showed positive perceptions of the facilitation approach in the video-based PD program.     

Field Placements in For-Profit Organizations

The recent explosion of proprietary social services suggests that growing numbers of social work students may be placed for field work in organizations whose primary goal is the realization of profits. Information on the extent to which social work programs collaborate with proprietary agencies for field education purposes is unavailable. This article describes the results of a national survey to determine the use patterns and policies of master of social work programs regarding field placements in for-profit settings. Findings indicate that social work education is incorporating proprietary sites for field training at an unparalleled rate. Proprietary sites used most often are hospitals, nursing homes, and outpatient health care agencies. Furthermore, the study links different policy positions on for-profit placements to geographical location. The author suggests, among other recommendations, that programs provide positive role models to help students apply professional values and ethics to problems resulting from proprietary influence upon practice.     

The Experiential Community Assessment Project: Integrating Social Work Practice Skills

Although most social work students are primarily interested in micro practice, the Council on Social Work Education mandates teaching macro practice. The challenge of incorporating meaningful and relevant community assignments within practice courses is noted in the literature (Koerin, Reeves, & Rosenblum, 2000 Koerin, B. B., Reeves, J. and Rosenblum, A. 2000. Macro-learning opportunities: What is really happening out there in field?. Journal of Baccalaureate Social Work, 6(1): 109–121.  [Google Scholar]). This article discusses the Experiential Community Assessment Project (ECAP) that integrates social work practice skills through interviewing a community leader, attending a community meeting, and using publicly available data to assess at risk neighborhoods. Grounded in experiential learning theory, a series of reflection papers are used to help students process what they are learning. A capstone poster presentation is required at the end. Suggestions and recommendations are made for using or adapting this project within other social work curricula.     

Cultural competence in the assessment of poor Mexican families in the rural southeastern United States

Increasing numbers of poor Mexican immigrant families are settling in the rural southeastern United States. Most of these families are from isolated agrarian communities in Mexico and are headed by unskilled laborers or displaced farm workers with little education. Child welfare workers and other service providers in rural communities may be poorly prepared to address the needs of this population. This article provides an overview of the cultural, social, and family dynamics of first generation, working class Mexicans to promote cultural competency among helping professionals. An ecological perspective is used to examine the strengths that poor Mexicans bring from their culture of origin, stresses of the migratory experience and ongoing adaptation, shifts that may occur in family structure and functioning, disruptions in the family life cycle, the role of social supports in family adaptation, and effect of institutional discrimination on family well-being. Suggestions also are made for essential components of adequate in-service education.     

Empowerment in social work practice with the psychiatrically disabled: Model and method

Empowerment of those clients disempowered by society is explored as both a philosophy to inform social work practice and as a continuing method of practice in itself. A three‐part model of empowerment at individual, interpersonal, and group levels is presented and is then illustrated by application to a case study of psychiatric disability. The generalist model of practice is seen as particularly suited to empowerment. New directions in serving mental health consumers are discussed, including participatory action research, the disability paradigm, and consciousness‐raising in relation to economic oppression. Egalitarian partnership between worker and client is seen as the future of social work practice.     

Trauma-informed care and elder abuse: a synergistic alliance

ABSTRACT

Elder abuse is a global systemic problem in which one or more traumatic or stressful life experiences directly affect older adults, their families, and communities. Despite its devastating impact, the understanding of—and response to—elder abuse has rarely been explored through a trauma-informed lens. Despite the prevalence of traumatic and stressful life experiences, research and practice are just beginning to target the intersection of elder abuse and life course trauma. This article demonstrates how knowledge about the causes, consequences, and responses to elder abuse can be integrated with the principles of trauma-informed care to improve agency and community responses to preventing or intervening with elder abuse and neglect. In order to address the ongoing problems with detection and treatment of elder abuse, we assert that instilling trauma and elder abuse informed care in organizational services and policies forms a synergistic alliance and would address many of these concerns.