Risk Analysis for Invasive Species: General Framework and Research Needs

A joint workshop was convened by the Society for Risk Analysis Ecological Risk Assessment Specialty Group and the Ecological Society of America Theoretical Ecology Section to provide independent scientific input into the formulation of methods and processes for risk assessment of invasive species. In breakout sessions on (1) the effects of invasive species on human health, (2) effects on plants and animals, (3) risk analysis issues and research needs related to entry and establishment of invasive species, and (4) risk analysis issues and research needs related to the spread and impacts of invasive species, workshop participants discussed an overall approach to risk assessment for invasive species. Workshop participants agreed on the need for empirical research on areas in which data are lacking, including potential invasive species, native species and habitats that may be impacted by invasive species, important biological processes and phenomena such as dispersal, and pathways of entry and spread for invasive species. Participants agreed that theoretical ecology can inform the process of risk assessment for invasive species by providing guidelines and conceptual models, and can contribute to improved decision making by providing a firm biological basis for risk assessments.     

The ‘international dimension’ in social work education: current developments in England

As our awareness of the impact of globalising trends has increased, so too has social work's interest in international issues grown. At the same time, concerns have been raised about what constitutes international social work, and how this ‘international dimension’ might be introduced to social work students as part of their preparation for practice. This paper reports on a recently completed study which explored the different ways in which international issues are being addressed in social work programmes leading to the newly established three-year degree in social work across the UK. Based on an email survey of accredited programmes in England, plus a small number of follow-up interviews, findings are presented on the different approaches and innovations adopted in the development of curriculum with an international perspective. Discussion focuses on possible factors promoting and/or inhibiting the development of an international dimension within the qualifying curriculum. The paper concludes with some observations on how the different understandings of ‘international social work’ can contribute to a greater appreciation of global problems and alternative ways of responding to social needs at local, national and international levels.     

The Value of Play: Constructions of Play in Government Policy in England*

This article reports one aspect of the findings from an assessment of the impact of national policies on children’s opportunities for play in England, which was commissioned and funded by the Children’s Play Council, London. Systematic analysis of policy documents and interviews with participants from local authorities and the voluntary sector revealed that the (Labour) Government does not promote a consistent conceptualisation of play in England. While some policy documents emphasise play’s instrumental value and potential contributions to the priorities of government departments, others refer to its intrinsic value. In both cases, however, such constructions of play form a discourse that controls where and how children may play. This inconsistency has led to gaps in the mechanisms for delivery of extensive, sustainable and equitable play opportunities across the country.     

Oral Language Competence,Social Skills and High‐risk Boys: What are Juvenile Offenders Trying to Tell us?

A cross‐sectional study examining the oral language abilities and social skills of male juvenile offenders is described. Fifty juvenile offenders and 50 non‐offending controls completed measures of language processing and production, and measures of social skill and IQ. Information about type of offending, substance use histories and learning/literacy problems was also gathered. Young offenders performed significantly worse on all language and social skill measures, but these differences could not be accounted for on the basis of IQ. Just over half of the young offenders were identified as language impaired. This subgroup was compared with non‐language impaired offending peers on a range of variables. The findings have particular implications in the areas of early intervention for high‐risk boys and investigative interviewing of juvenile offenders. © 2007 The Author(s). Journal compilation © 2007 National Children's Bureau.     

Strengthening Supervision in Systems of Care: Exemplary Practices in Empirically Supported Treatments

The last few decades have witnessed major growth in the evidence base on effective client interventions used by social workers and other health and social service professionals. As the pressure for service agencies to offer empirically supported treatments has been increasing, financial and time constraints have driven a decline in the frequency and amount of supervision provided within many of these organizations. While the reduction in staff supervision presents a challenge for effective implementation of all treatments, there are comprehensive empirically supported treatment models for clients that serve as exemplars of supervisory practice through their explicit requirements, processes and tools for supervision and supervisor development. After a review of the current status of supervision nationally, an implementation science-based approach is described, which builds organizational support for supervision and promotes optimal supervisory practice through training and consultation of supervisors and supervisees. The elements of this comprehensive approach, developed by the Yale Program on Supervision, are detailed. Supervisory policies, practices, and tools created by the developers of empirically supported treatments and similarly grounded in the principles of implementation science are offered as further examples of strategies for ensuring effective supervision.     

Interpreting Parents Anonymous as a source of help for those with child abuse problems.

A study of reasons for joining the self-help group offers some considerations and guidelines for child welfare workers recommending this step to clients.