The Interrelationship Between Program Development Capacity and Readiness for Change Among Small to Mid-Sized Nonprofits

ABSTRACT

Based on survey data from 396 small to mid-sized nonprofit organizations operating within Southeast lower Michigan, this article examines the relationship between program development capacity and readiness for change and the predictors of these two components of capacity building among small to mid-sized nonprofits. It uses a simultaneous equation approach as the basis for examining the relationship between program development capacity and readiness for change. The findings indicate that program development capacity and readiness for change are mutually enforcing processes and that the levels of program development capacity and readiness for change are predicted by two distinct sets of predictors.     

Seeing Eye to Eye: The Effect of Phenotypic Features on Trait Judgments

The current study examined (1) whether phenotypic features, such as eye shape increase level of stereotyping toward Asians for participants induced with a colorblind ideology and (2) whether brief inductions derived from the multicultural and colorblind theories are more effective at facilitating social tolerance than inductions derived from the control condition. We hypothesized that (1) participants in the colorblind condition would demonstrate increased levels of stereotyping toward Asians versus participants in the multicultural or colorblind conditions, and (2) either experimental condition would be more successful at facilitating social tolerance than the control condition. After student participants were randomly assigned and exposed to a colorblind, multicultural, or control ideology, they completed a general measure of diversity. As predicted, the multicultural and colorblind messages were more successful at promoting social tolerance, as it pertained to White males and Black females, compared to the control conditions. Secondly, the colorblind condition revealed increased levels of stereotyping towards Asian males and Asian females.     

A Conceptual Model of the Alcohol Environment of College Students

Lobola is in many Southern African countries a tradition, which is expected to be adhered by anyone who is part of the community. It is paying respect to the elders, and the community. In order to determine how much the actual fact of payment of lobola would influence the behavior of husbands and wives, we conducted several focus groups. Many participants see lobola as part of their African culture, although they wished that they would not actually have to pay lobola. There is no difference in the husband's behavior, whether they had paid lobola or not and having extramarital affairs.     

Reflexivity in the Research Process: Psychoanalytic Observations

This paper highlights what psychoanalysis can add to discussions of reflexivity, by specifically describing how reflexivity is conceptualized and fostered on psychoanalytic observation methods courses at the Tavistock Clinic, London. It is demonstrated that this psychological form of reflexivity is relevant to empirical and conceptual work and shown that it shares interesting parallels with debates about reflexivity in social research methods, while also being able to contribute to discussions of what constitutes reflexivity and what kinds of methods course might facilitate it. Reflexivity is often discussed in relation to a researcher’s empirical work, but this paper argues that reflexivity is equally needed in relation to the academic context in which most research and learning takes place. This paper demonstrates how psychoanalytic approaches to learning stimulate a reflexive relation to empirical and conceptual work and it provides examples of reflexivity from a two‐year infant observation and a research project on romantic love (involving conceptual and biographical research).     

Using respondent-driven sampling with ‘hard to reach’ marginalised young people: problems with slow recruitment and small network size

This paper documents an experience of using respondent-driven sampling (RDS) to recruit socially marginalised young people in Sydney, Australia. Respondents were young people aged 16–24?years who were current illicit drug users and who reported at least one feature of social marginalisation (e.g. recent homelessness or juvenile detention). Four seeds initiated the sampling and 61 respondents were recruited until the sampling was closed due to slow progress at week nine. The paper examines: (1) the overall success of RDS and compares this with similar RDS studies; and (2) the sufficiency of network ties among respondents. The analyses suggest that RDS was generally successful in that, despite its small size, the sample achieved adequately long recruitment chains and variables converged to equilibrium. Nevertheless, recruitment was much slower than comparable studies. This could be due to the study population having reduced willingness to participate, a high proportion of respondents who did not fit the selection criteria, and small and disparate networks. Using RDS with marginalised youth may require generous resourcing to allow large incentives to increase willingness, and a lengthy recruitment period. Moreover, the small networks suggest that researchers should start the sampling with a large number of seeds.     

Influence of the Huguenot Refugees on English Manufactures

In the late 1930s several prominent self-described patriotic groups attacked social studies pioneer Harold Rugg as “un-American.” The largest instance of textbook censorship in American history unfolded. Yet little attention was given (and continues to be given by scholars) to Rugg's elementary textbooks that he wrote with Louise Krueger. This article examines Rugg and Krueger's complete “Elementary Series” in light of the un-American criticisms levied at Rugg. It documents how, despite critics’ claims, the books were immediately celebratory of the United States and its people, teaching a traditional patriotism that casts the nation as the supreme level of social analysis through an unquestioning, best-story approach. Furthermore, it shows how the books lack Rugg's justice-oriented philosophy of the “American Problem.” The article concludes by charging elementary social studies teachers, teacher educators, and researchers to consider critical questions related to the teaching of patriotism in the elementary grades.     

‘Experiencing life for the first time’: the effects of a traumatic death course on social work student mindfulness and empathy

Mindfulness and empathy are protective factors for social workers and may also improve client outcomes. They may be especially important when dealing with clients experiencing grief and death-related challenges. This study replicated a previous study assessing empathy and mindfulness in social work students before and after an experiential death education course with a focus on traumatic grief. The Empathy Assessment Index and the Five Facet Mindfulness Questionnaire were used to measure changes in empathy and mindfulness in 111 primarily MSW-level social work students after the completion of the course. Results showed statistically significant improvements in overall empathy, on three of five empathy subscales, and on four of five mindfulness facets. A qualitative analysis of responses to an open-ended question asking about ways in which the course was meaningful to students found themes of increased awareness, a deepened sense of connection, and preparation for clinical practice.     

Memories of Jack Michael From a Freshman Whose Life He Changed

The Analysis of Verbal Behavior -