Mediation und Coaching — ein Vergleich

Mediation and coaching — A comparisonMediation and coaching — two terms which have generally gained familiarity in the last decade. Nevertheless, it is still mostly experts who know what is inherent in these concepts. This comparative analysis will therefore first explore and compare the origin and development of mediation and coaching. With reference to the relevant literature, the methods and strategies of these two forms of intervention will subsequently be presented. After discussing these topics, the paper will examine the personal prerequisites, i.e. the competencies, knowledge and skills that should be required of a mediator and coach. The author hypothesises that the highest degree of correspondence and congruency found in the comparison will be in regards to these prerequisites.     

Studying at-home income generation: Issues and methods

Methods used to locate and study 899 home-based workers and their households in nine states are described in detail, with emphasis on the rationale behind the decisions about the definition of home-based work, sampling, the development of the interview schedule, data collection procedures, and data preparation. More than 10% of all households in the nine states include someone who is engaged in home-based work; 7% of the households have a member who has been engaged in the activity for more than 1 year and who spends at least 312 hours annually in the activity. The respondents have a mean age of 42.5 years, and have completed a mean of 13.8 years of education. More than half live in communities of 2,500 or over, and have lived there for more than 10 years. More than 40% of the sample consist of individuals who are married and have children living in the home. The average household income in 1988 was just over $42,000.This article reports results from the Cooperative Regional Research Project, NE-167, entitled, At-Home Income Generation: Impact on Management, Productivity and Stability in Rural/Urban Families, partially supported by the Cooperative States Research Service, U. S. Department of Agriculture and the Experiment Stations at the University of Hawaii, Iowa State University, Lincoln University (Missouri), Michigan State University, Cornell University (New York), The Ohio State University, The Pennsylvania State University, Utah State University, and the University of Vermont.In addition to at-home income generation, her research interests include divorce settlements and time use. She received her Ph.D. from Cornell University in 1978.Her current research interests include family resource management in Mexico, determinants and consequences of intergenerational co-residence, as well as family management in households in which there is at-home income generation. She received her Ph.D. from The Pennsylvania State University in 1970.Her dissertation involves the estimation of a reservation age for home-based workers.She has had 15 years of experience in survey research, 10 years as Projects Coordinator, and served as Project Manager for this study.     

Development and Application of a Probabilistic Risk–Benefit Assessment Model for Infant Feeding Integrating Microbiological,Nutritional, and Chemical Components

A probabilistic and interdisciplinary risk–benefit assessment (RBA) model integrating microbiological, nutritional, and chemical components was developed for infant milk, with the objective of predicting the health impact of different scenarios of consumption. Infant feeding is a particular concern of interest in RBA as breast milk and powder infant formula have both been associated with risks and benefits related to chemicals, bacteria, and nutrients, hence the model considers these three facets. Cronobacter sakazakii, dioxin‐like polychlorinated biphenyls (dl‐PCB), and docosahexaenoic acid (DHA) were three risk/benefit factors selected as key issues in microbiology, chemistry, and nutrition, respectively. The present model was probabilistic with variability and uncertainty separated using a second‐order Monte Carlo simulation process. In this study, advantages and limitations of undertaking probabilistic and interdisciplinary RBA are discussed. In particular, the probabilistic technique was found to be powerful in dealing with missing data and to translate assumptions into quantitative inputs while taking uncertainty into account. In addition, separation of variability and uncertainty strengthened the interpretation of the model outputs by enabling better consideration and distinction of natural heterogeneity from lack of knowledge. Interdisciplinary RBA is necessary to give more structured conclusions and avoid contradictory messages to policymakers and also to consumers, leading to more decisive food recommendations. This assessment provides a conceptual development of the RBA methodology and is a robust basis on which to build upon.     

Food insecurity,financial priority,and nutrition literacy of university students at a mid-size private university

Abstract

Objectives: The purpose of the study was to examine food insecurity in a mid-sized private Catholic university, taking into consideration students’ financial prioritization and nutrition literacy. Participants: Participants included 560 university undergraduate and graduate students in the fall of 2017. Methods: Measures assessed food insecurity, nutrition literacy, and financial prioritization. The USDA 6-question food insecurity screener and the New Vital Signs Food Label Instruments were utilized to measure food security and nutrition literacy. To measure financial priority, participants ranked nine items from highest to lowest priority. Results: Out of 560 university students, 35.8% of students were characterized as food insecure. Students who prioritized spending money on alcohol or tuition had higher odds of experiencing food insecurity. Conclusion: Prevalence of food insecurity may be as prevalent in private universities as in public universities. This warrants exploration to identify contributing factors and long-term solutions.     

Using role plays in teaching and assessing family therapy skills

This report describes the adaptation of the microteaching model for the teaching of family therapy skills, and a method of assessing students' skill mastery by viewing videotaped role plays prepared as a formal assignment. Criteria for skills and instructions for making the tape are given. Problems encountered by a class of 14 students as they carried out the novel assignment included high anxiety and lapses into inauthentic behaviour on the part of the role play family members.

Assessments based on the prerecorded role plays were judged reliable, as the staff members' marks agreed highly and the students' ratings of an increase in confidence also correlated significantly with their marks. The relationship between role play scores and marks on a more traditional essay assignment suggested three types of students: those whose pair of grades were equal in being very high or very low, inexperienced students who worked hard to prepare for the taping and gained most from making them, but still scored lower on the role plays than on the essays, and students with prior role playing experience who performed better than they wrote.

Nine of the 14 students regarded the role play assignment as a better learning experience, 1 regarded the essay as more educational, and 4 valued the assignments equally. This, plus the general increase in confidence to use family therapy skills as a result of preparing the role plays, indicated the potential of the videotaped role play as an educational as well as an assessment device.     

Book Reviews

Abstract

Ideologies of Caring: Rethinking Community and Collectivism, by Gillian Dalley. Houndmills: Mac-Millan Education, 1988. $ 18.50. 165 pp., Paper. Reviewed By Brij Mohan

Bridges of Respect: Creating Support for Lesbian and Gay Youth, by Katherine Whitlock. American Friends Service Committee, Philadelphia, PA, 1988. $7.50. 97 pp. Reviewed By Ski Hunter

Courage and Love, by Gisela Konopka. Burgess Printing Company: Edina, Minnesota. 1988. $11.95. 337 pp. Reviewed By Ruth R. Middleman

Social Work Day to Day: The Experience of Generalist Social Work Practice, by Carolyn Cressy Wells. Longman: New York, 1989 2nd Ed. 205 pp. Reviewed By Elbert Siegel

Learning Through Field Instruction: A Guide for Teachers and Students, by Martha L. Urbanowski and Margaret M. Dwyer. Family Service America: Milwaukee, WI, 1988. $15.95. 180pp. Reviewed By Miriam S. Raskin

Dependency and Poverty: Old Problems in a New World, by June Axinn and Mark J. Stern. Lexington Books: Massachusetts, 1988. 178 pp. Reviewed By Frank R. Baskind