Change and inertia in the New York state medicaid personal care services program: an institutional case study

This study analyzes how competing logics (belief systems) of stakeholders have influenced patterns of change and inertia in the development of the New York Medicaid Personal Care Services (PCS) program. A case-study methodology was used to collect documents, statistics, and interview data from four key stakeholder groups: state and city officials, PCS agencies, a labor union, and consumer advocates covering the period 1999 to 2005. The New York PCS program is one of the oldest, largest, and most stable programs in the United States. Its early unionization of workers resulted in relatively generous wages and benefits and made New York number one nationally in PCS spending per capita. In spite of wide support from stakeholder groups, the overall number of participants has gradually declined since 1999. A consumer-directed model of personal care developed in 1995 challenged the status quo and has grown steadily. Resistance by public officials, agency providers, and union representatives to the consumer-directed model has resulted in a small program that is often targeted toward individuals labeled "difficult to serve." Dominant stakeholders in New York have ensured a stable personal care program that has resisted change and led to program inertia.     

Toward Culturally Sensitive Financial Education Interventions with Latinos

ABSTACT

To expand the financial capability of Latinos, culturally sensitive interventions are needed. A literature search was conducted to examine how financial education interventions have been used to improve financial outcomes for Latinos. Just 7 peer-reviewed intervention studies were identified, suggesting a substantial gap in knowledge in this area. Although conclusions about the effectiveness of financial education interventions with Latinos are limited, each study finds positive changes in financial attitudes or behaviors. Using Resnicow’s (1999) cultural sensitivity framework, surface and deep structure methods of tailoring financial education were identified. Implications for designing and testing culturally sensitive financial education interventions are discussed.     

‘Politics is social work with power’: training social workers for elected office

Training social workers for leadership roles in electoral campaigns and political offices increases the profession’s effectiveness in promoting public policy that reflects our professional values and commitment to social justice. This research describes and evaluates an educational experience in the US that prepares social work practitioners and students to run for elected office; to work in leadership positions at the local, state, and federal levels; and serve as effective advocates for social change. Participants’ plans for future political engagement before and after the training were compared. Following the training, participants are more likely to plan to be politically active in general. Their intentions to work on campaigns, run for office, and engage with elected officials increased. These results can inform education in other social work settings.     

Child,Mother, Father,and Teacher Beliefs About Child Academic Competence: Predicting Math and Reading Performance in European American Adolescents

Beliefs about child competence in math and reading have important implications for academic performance in adolescence. However, it is unclear whether children's own beliefs are the most important predictor of their academic performance or whether parents’ and teachers’ beliefs about child competence influence child academic performance. We assessed mothers’, fathers’, teachers’, and children's beliefs about European American children's (N = 189) competence in math and reading at age 10 and children's math and language performance at ages 10, 13, and 18 years. Confirmatory factor models demonstrated that children's and teachers’ beliefs had lower loadings on a latent variable of child competence in math and reading than mothers’ beliefs. Children's self‐competence beliefs in math and reading were not significantly correlated, suggesting children may use dimensional comparisons when assessing their own competence. Mothers’, fathers’, and teachers’ assessments of child competence in math were strongly correlated with their assessments of child competence in reading. Controlling for stability in academic performance, family socioeconomic status, and other reporters, mothers and fathers who rated their children's math competence higher had adolescents who performed better in math, and fathers who rated their children's reading competence higher had adolescents who performed better in language tasks. However, children who rated their own competence higher in math and reading had lower math and language (for girls only) performance in adolescence. European American children may use dimensional comparisons that render them poorer judges of their math and reading competence than parents.     

Parental perceptions of the Children In Need Of Treatment dental program

This paper discusses the collaborative partnership involving the Middlesex-London Public Health Research, Education and Development site, the Ontario Ministry of Health Promotion and Sport, then Chronic Disease Prevention and Health Promotion Branch, and an academic institution in the first-ever research of parental perceptions of the Children In Need Of Treatment. This paper provides an overview of the Children In Need Of Treatment program, reviews the results of the research (a mailed, self-administered survey with a systematic random sample of parents from three health units whose children received dental treatment that was paid by Children In Need Of Treatment in 2006), and its subsequent recommendations. How these recommendations affected program planning and policy are examined. In conclusion, parents were very satisfied with the treating dentist and the Children In Need Of Treatment program, and found Children In Need Of Treatment to be vital in addressing the health of their children by attending to their urgent dental needs.     

The role of networks of practice and webs of influencers on farmers' engagement with and learning about agricultural innovations

Drawing on the UK research project, ‘Farmers’ understandings of GM crops within local communities’, this paper considers the application of the concepts of communities of practice and networks of practice in the agricultural context. A brief review of theories about communities of practice and networks of practice is given and some of our findings are discussed in the context of those theories.Farmers were found to be a particular type of network of practice, characterised by a weak organisational framework but with a relatively stable network of other communities of practice (or networks of practice) they interact with, which we have called a ‘web of influencers on practice’. Together, farmers’ network of practice and their web of influencers on practice represent the whole environment in which learning may occur, and so provide insights into their social learning system. Most farmers have to work at the boundary of their network of practice and their web of influencers, which creates a significant load on their knowledge management. This is in contrast to other networks of practice where only some members take on this boundary brokering role. The paper concludes that these theories (on networks and communities of practice) provide a useful lens through which to view farmers and their practice, highlighting important points for policy. However, in such contexts these theories need to be extended to include the role of a broader ‘web of influencers on practice’.     

Factors Mediating the Effects of Others' Responses on the Self*

Either positive or negative feedback was given to seventy-two college students about performance on an ability test. As is usually found, feedback was highly related to students' subsequent self-assessments. Positive and negative feedback were of roughly equal importance when the source of feedback is ignored. However, considering source, negative feedback had greater impact when coming from peers; positive feedback was stronger when coming from a person of higher status.     

Choice and constraint in budget-making

A theory of the budgetary process within public resource allocation has to recognize that decision rules may vary over time and program. Our findings based on a new econometric approach indicate that various different decision mechanisms operate in different categories of public resource allocation. Variation over time is particularly difficult to accommodate within the incrementalist approach as incremental decision rules imply structural stability over time. We find the opposite to be true of the programs analysed.A model of the public expenditure process has to take choice into account to a larger extent. The attempt to make budget-making a function of constraints violates the occurrence of shiftpoints that is typical of the data. The existence of a base and the resort to mechanical rules for the derivation of the yearly increments implies a deterministic interpretation of budgetary behavior. Budgets are made in choice processes where the principal actors employ various decision rules meaning that budget-making is more voluntaristic than deterministic. The choice rules employed for the derivation of requests and appropriations are not mechanistic decision rules.