Review articles

This article is a critical review of two books (O'Hagan, 1996; Vass, 1996) which set out to assist practitioners and educators working with the competence framework in social work. O'Hagan offers a defence of the competence model and a series of case studies showing how competences can be evidenced. It is argued that this defence is inadequate and that the case studies unwittingly reveal a tendency for those using the model to ignore some vital dimensions of practice. Vass offers a comprehensive model of competence in social work. It is argued that this contains much of value to social work educators, but that their alternative structure is likely to confuse readers who are expected to work within national requirements. It is suggested that competence-based education has encouraged an unfortunate parochialism in social work education in the UK.     

Using interpretive sociology to explore workplace skill and knowledge

Drawing on original research, this paper considers the value of interpretive sociology for exploring clerical skill and knowledge and the role of the clerical function in organizations. It offers a critique of both the received view on clerical skill and knowledge and the epistemology generating such a view, and presents an examination of the notion of ‘common sense’. The paper draws to a close by demonstrating how an interpretive methodology can generate fresh insights to clerical work, skill and knowledge and to the clerical function.     

Social Competence and Antisocial Behavior: Continuity and Distinctiveness Across Early Adolescence

The degree of continuity and distinctiveness in social competence and antisocial behavior was examined in a longitudinal structural equation model. Participants were 391 typically developing Norwegian middle school students (51% boys), their parents, and teachers and were assessed when they were approximately 13 years of age (a school cohort in 8th grade) and again 17 months later, when they were about 15 years old (in 10th grade). Social competence showed considerable stability across middle school, more than did antisocial behavior. Low social competence at age 13 predicted antisocial behavior at age 15, over and above the variance explained by the earlier assessment of antisocial behavior. While social competence and antisocial behavior both showed a relatively strong negative association concurrently and demonstrated considerable overlap, results suggested that the two constructs should be considered separate dimensions. Findings are presented within a transactional framework and implications for prevention efforts and directions for future research are discussed.     

Developing Brokered Community Transportation for Seniors and People With Disabilities

Communities are exploring ways to increase transportation coordination to improve access for seniors. One such effort is a brokered transportation system in which one agency serves as the central point of contact for ride information or actually arranging transportation for clients of multiple programs by use of a combination of transportation services. A team of social work faculty and students from the University of New Hampshire (UNH) Social Work Outreach Center, a center that provides service learning opportunities to students, collaborated with a local coalition to investigate the specific transportation needs of the region's senior citizens. A total of 641 people participated in the survey. Results indicate that the study population experiences problems reliably meeting daily living needs due to inconsistent or unavailable private and public transportation options. Study findings also indicate the promising potential of brokered transportation systems, particularly for isolated seniors in rural and suburban areas with relatively limited public and private transportation options.     

Minding the minister? Ministerial advisers in New Zealand government

Abstract

In recent years, political advisers have been in the spotlight in a number of Westminster nations. A surprising feature of the literature, however, is the relative lack of empirical attention paid to advisers themselves. Moreover, researchers have tended to focus on the accountability issues raised by the conduct of political staff at the expense of other significant matters, including advisers’ views of their influence on the policy process and on relations between ministers and public servants.

This article seeks to redress those gaps. Drawing on data from a survey of New Zealand's ministerial advisers, it describes the activities advisers engage in, and sets out advisers’ views on their contribution to the policy process, their bearing on relationships between ministers and officials, and the state of their own relations with public servants. It concludes that the ministerial adviser's role in the executive branch of New Zealand government is more varied and comprehensive than is frequently assumed.