Reflective practice: action learning sets for managers in social work

The author evaluates action learning sets, established as part of a management development programme, for managers in social work. The impact on management practice, the processes contributing to effectiveness and the elements of learning that participants viewed as making most difference to their management practice are identified. The issues brought for consultation are described, including working with contradiction and paradox. It is concluded that participants experience action learning to make a positive contribution to their development as managers in a challenging environment.     

African American Therapists Working With African American Families: An Exploration of the Strengths Perspective in Treatment

With the exception of Hill's (1971, 1999) work, historically much of the literature on African American families has focused more on pathology than strengths. This study used interviews with 30 African American psychotherapists, self-identified as employing a strengths perspective with African American families, to investigate which strengths they identified in the families and how they use those strengths in therapy. Themes emerging from data analysis confirmed the continued importance of the five strengths Hill noted. In addition, two new strengths were identified by the participants: a willingness of a greater number of families to seek therapy, and the importance of family structure. Strategies used in engaging the families in therapy and practice implications for family therapists are discussed.     

Media,Risk, and Absence of Blame for “Acts of God”: Attenuation of the European Volcanic Ash Cloud of 2010

This article analyzes the character, extent, and patterns of media coverage of the 2010 volcanic ash cloud, comparing it with coverage of other major natural hazards, such as Deepwater Horizon. It does so drawing upon sociological themes and concludes that the ash cloud was reported largely in its own terms rather than being amplified as a wider, uncertain threat. As well as the absence of major incident and casualties two interrelated factors are highlighted to explain this result. Emphasizing the importance of hazard duration, the unexpected arrival and short‐lived character of the ash cloud was one important factor that limited the potential for sustained media amplification. More broadly, this was an “act of God” with no clear responsible agents. This preliminary study suggests that contemporary media risk narrative requires a focus for institutional blame attribution, and without a plausible candidate amplification may not acquire momentum.     

Optimal Designs for Stated Choice Experiments that Incorporate Position Effects

Davidson and Beaver (1977 Davidson , R. R. , Beaver , R. J. ( 1977 ). On extending the Bradley–Terry model to incorporate within-pair order effects . Biometrics 33 : 693 – 702 .[Crossref], [Web of Science ®] , [Google Scholar]) extended the Bradley–Terry model to incorporate the possible effect of position within a choice set on the choices made in paired comparisons experiments. We further extend the Davidson–Beaver result to choice sets of any size and show, under a mild restriction, that designs optimal for the multinomial logit model are still optimal. Designs balanced for carry-over effects of all orders can be used to construct designs with a diagonal information matrix for attribute effects. The theoretical results are derived assuming equal merits and we discuss the possible consequences of assuming unequal merits in an example.     

Family group conferences: context,process and ways forward

This is the first part of a two‐part review of the literature, policy and practice relating to family group conferences (FGCs). This first paper explores the background, the global policy context, the theoretical foundations and the process of undertaking FGCs. The literature is extensive in relation to these elements of FGCs, unlike the limited literature relating to outcomes, which is examined in the second part of this review. In the subsequent review, we examine the issue of outcomes, research findings and explore future challenges in implementing FGCs.     

Development of social spacing in normal and mentally retarded children

Distances between closest playmates were measured during free play in mentally retarded and normal grade school children. Unobtrusive observation techniques minimized interference and a spacious playground environment was chosen to avoid effects of confining walls on spatial behavior. Younger children (grades 1–3) kept closer distances than older children (grades 4–6), independent of clinical history or sex (p<.0001). Parallels are drawn with findings of previous observational studies in adults and non-human primates; two hypotheses, based on cognitive development and social disturbance, are proposed to explain the findings.     

Rocking the Vote: Using Personalized Messages to Motivate Voting among Young Adults

We examined a nationwide effort to encourage young adults to vote in the 1996 U.S. presidential election. During the year before the election, individuals were given the chance to sign and self-address one of two kinds of postcards pledging to vote; these cards were mailed back to the individuals within 2 weeks prior to the election. It is important to note that some individuals completed pledge cards that prompted them to provide their own reason for voting by completing the sentence, "I will vote because ______," whereas other individuals completed pledge cards that did not contain this sentence prompt. We conducted a large-scale survey of individuals who filled out pledge cards and determined that receiving a pledge card with the sentence prompt had a positive influence on voting. Moreover, this effect was found above and beyond demographic and psychological predictors of voting. Implications of these findings are discussed.     

Building evaluation capacity: definitional and practical implications from an Australian case study

Internationally, evaluation capacity-building activities have mushroomed as demands have increased for government-funded programs to demonstrate that they are effective and efficient. Despite this, there is a lack of clarity in the way in which evaluation capacity-building is defined and conceptualized. The current paper presents a case study of a national evaluation capacity building exercise that we are in the midst of conducting in Australia, and discusses the findings in relation to definitional, conceptual and practical issues. Specifically, we describe an evaluation capacity building exercise involving over 100 mental health projects, detailing the methods that we employ, some of the challenges that we have faced, and the benefits we feel we are achieving. Our key message is that definitions of evaluation capacity-building should not only make reference to equipping organizations to routinely conduct evaluations, but should also stress the varied uses to which evaluation findings can be put. In addition, such definitions should acknowledge some of the valuable by-products of evaluation capacity building activities, such as the development of shared understandings of the program or project being evaluated.