The Influence of Volunteer Recruitment Practices and Expectations on the Development of Volunteers’ Psychological Contracts

VOLUNTAS: International Journal of Voluntary and Nonprofit Organizations - Volunteer recruitment and retention continue to be important issues for not-for-profit organisations. A theoretical...     

Gender‐Related Violence and Young People: An Overview of Italian,Irish, Spanish,UK and EU Legislation

Do laws regarding violence against or sexual exploitation of young people recognise gendered and other power dynamics? Cross‐national comparison of legal texts can illustrate the benefits of framing issues of violence/gender/youth in certain ways and offer critical reflection on particular legal frameworks or cultural understandings. This policy review is based on an analysis of select laws regarding gender‐related violence (GRV) as relates to young people in Italy, Ireland, Spain and the UK. Here, GRV is defined as sexist, sexualising or norm‐driven bullying, harassment, discrimination or violence whoever is targeted. It therefore includes gender, sexuality and sex‐gender normativities, as well as violence against women and girls. A tension emerges between granting young people agency and recognising the multiple, intersecting power relations that might limit and shape that agency. This article draws out the implications for the UK in particular, highlighting the absence of preventative measures and the need for a broader approach to combat GRV.     

The ‘First Three Years’ Movement and the Infant Brain: A Review of Critiques

This article reviews a particular aspect of the critique of the increasing focus on the brain and neuroscience; what has been termed by some, ‘neuromania’. It engages with the growing literature produced in response to the ‘first three years’ movement: an alliance of child welfare advocates and politicians that draws on the authority of neuroscience to argue that social problems such as inequality, poverty, educational underachievement, violence and mental illness are best addressed through ‘early intervention’ programmes to protect or enhance emotional and cognitive aspects of children's brain development. The movement began in the United States in the early 1990s and has become increasingly vocal and influential since then, achieving international legitimacy in the United States, Canada, New Zealand, Australia, the UK and elsewhere. The movement, and the brain‐based culture of expert‐led parent training that has grown with it, has been criticised for claiming scientific authority whilst taking a cavalier approach to scientific method and evidence; for being overly deterministic about the early years of life; for focusing attention on individual parental failings rather than societal or structural problems, for adding to the expanding anxieties of parents and strengthening the intensification of parenting and, ultimately, for redefining the parent–child relationship in biologised, instrumental and dehumanised terms.     

Adolescents with learning disabilities who show sexually inappropriate or abusive behaviours: development of a research study

This paper sets out some key issues regarding sexual abuse perpetrated by adolescents with a learning disability. The limited evidence currently available is largely anecdotal or from small‐scale/case studies, but emphasizes that much behaviour of this kind never comes to the attention of either statutory social services or the criminal justice system. It is argued here that statutory services should be involved in such cases in order both to protect potential victims and to improve the ongoing life chances of alleged perpetrators. Speci?cally, it is posited that only by naming this problem can professionals hope to make effective interventions. The various organizational structures and systems adopted by four social services departments are outlined and their possible impacts on case outcomes are discussed. Little empirical research has so far been undertaken in this highly sensitive area, but an initiative from The Ann Craft Trust (formerly NAPSAC) aims to provide new evidence to help shape future best practice in this ?eld. Copyright © 2003 John Wiley & Sons, Ltd.     

Social Work Online Education: A Model for Getting Started and Staying Connected

Social work education has been greatly affected by ongoing technological advances in society at large and in the academy. Options for instructional delivery have been broadened tremendously. The University of Louisville is the first in Kentucky to put its master’s of social work degree fully online, with a first cohort admitted in 2012. The purpose of this article is to provide a model of program development for those social work programs that are considering whether or not to create an online program. The authors explain the process and considerations that went into exploring the online program that was eventually developed and offered by the Raymond A. Kent School of Social Work and conclude with implications for social work practice and education.     

Advocacy for parents and carers involved with children's services: making a difference to working in partnership?

This paper explores findings from the evaluation of a scheme providing direct advocacy to parents where there were concerns about their ability to provide safe care for their children. The evaluation explored the views of service users, social workers and conference chairpersons and found general agreement that the advocacy scheme contributed positively to the process of working in partnership. This is of interest given research findings which suggest that working in partnership is particularly difficult in cases involving child protection issues. However, it is noted that there appears to be little political will to develop advocacy schemes for parents in the UK, and this is of concern given the lack of supports available to them to navigate a complex and often intimidating system.