Executive Leadership and Social Innovation in Direct-Service Nonprofits: Shaping the Organizational Culture to Create Social Change

Direct-service nonprofits have taken on increasing responsibility in creating social change (operationalized through the concept of social innovation) within local communities. Qualitative interviews were conducted with executive directors to determine the factors within the intra-organizational environment that support an orientation toward social innovation. Findings show that aspects related to staff engagement and development and direction by the executive leadership team are particularly important. The findings provide a conceptual model of the varying intra-organizational dynamics that support the development of a social innovation-oriented organizational culture. This research offers a focus for social work education programs to equip practitioners with the skills needed in contemporary practice.     

The impact of the crisis on homelessness in Spain: social intervention in a context of greater need and fewer resources

The purpose of this article is to deepen the understanding of the impact of the social and economic crisis on homeless people in Spain. To this end we present the results of research carried out prior to the crisis and later updated in the midst of the economic recession, underscoring the main results obtained in both periods and tracing their evolution. The number of homeless people in Spain has risen as a result of the crisis. Moreover, while some characteristics of this group remain the same, others have changed. Hence, difficulties in access to the labour market and cuts in certain economic benefits are resulting in an increase in the duration of social inclusion processes. This results in a worsening of the personal situation of the homeless, especially in relation to mental illness and substance abuse. The immigrant population is the group most affected by these impacts. The situation clearly demonstrates the need to reflect on how to deal with the problem of homelessness in Spain, and to rethink the way professionals intervene, especially during periods of economic recession.     

Child welfare workers use of knowledge in their daily work

The debate continues on what constitutes core knowledge in professional work in child welfare and child protection. The aims of this article are to examine what different sources of knowledge social workers report to use in their daily work and to determine the importance of different knowledge sources in relation to their work experience, educational background and type of employment (caseworker/manager). Data were obtained from a survey completed by 390 social workers in municipal child welfare services in Western Norway. Social workers answered questions regarding their use of different knowledge sources in their daily work. The information they obtained in a particular case and their personal experiences were the most frequently used sources. Factor analysis revealed four subgroups of knowledge sources: The most frequently used were: (a) Colleagues and Supervision and (b) Personal Experience, followed by (c) Social Work Education, Courses and Municipal and State Documents, with (d) Journal Articles, Textbooks and External Sources being the least frequently used. The most important source for social workers with less work experience was Colleagues and Supervision, whereas the factor Journal Articles, Textbooks and External Sources was more often important for social workers with a master’s degree than for those without this level of education. Overall, social workers seem to rely mostly on personal experience and their colleagues as sources of knowledge in their work.     

Collegiate Recovery Communities Programs: What Do We Know and What Do We Need to Know?

As the broad construct of recovery increasingly guides addiction services and policy, federal agencies have called for the expansion of peer-driven recovery support services. The high prevalence of substance use and abuse in colleges and universities in the United States constitutes a significant obstacle to pursuing an education for the unknown number of youths who have attained remission from substance use dependence. Collegiate recovery programs (CRPs) are an innovative and growing model of peer-driven recovery support delivered on college campuses. Although no systematic research has examined CRPs, available site-level records suggest encouraging outcomes: low relapse rates and above-average academic achievement. The number of CRPs nationwide is growing, but there is a noticeable lack of data on the model, its students, and their outcomes. We review the literature supporting the need for the expansion of CRPs, present information on the diversity of CRP services, and outline key areas where research is needed.     

招投标过程对政府购买社会组织服务效果的影响——以广州市为例

招投标是政府购买社会组织服务的重要环节,对社会组织提供服务的效果具有一定程度影响。招标过程透明度对社会组织提供服务效果的影响较为显著,招标标准与招标价格则具有一定程度的影响。提高政府购买社会组织服务效果,需要进一步增强招投标过程透明度,细化与合理化招标标准,以及确定合理的招标价格。     

Using GIS to enhance programs serving emancipated youth leaving foster care

This article describes a GIS prototype designed to assist with the identification and evaluation of housing that is affordable, safe, and effective in supporting the educational goals and parental status of youth transitioning from foster care following emancipation. Spatial analysis was used to identify rental properties based on three inclusion criteria (affordability, proximity to public transportation, and proximity to grocery stores), three exclusion criteria (areas of high crime, prostitution, and sexual predator residence), and three suitability criteria (proximity to health care, mental health care, and youth serving organizations). The results were applied to four different scenarios to test the utility of the model. Of the 145 affordable rental properties, 27 met the criteria for safe and effective housing. Of these, 19 were located near bus routes with direct service to post-secondary education or vocational training programs. Only 6 were considered appropriate to meet the needs of youth who had children of their own. These outcomes highlight the complexities faced by youth when they attempt to find affordable and suitable housing following emancipation. The LEASE prototype demonstrates that spatial analysis can be a useful tool to assist with planning services for youth making the transition to independent living.     

Evaluation of the Neurodegenerative Conditions Coordinated Care Program (NCCCP) in Western Australia: barriers to better service provision

This paper details a 2009-2010 evaluation of the Neurodegenerative Conditions Coordinated Care Program (NCCCP) commissioned by the Disability Services Commission (DSC) in Western Australia (WA). The program, run by the Multiple Sclerosis Society of WA (Inc.) provides in-home care and supports and respite for people who are under the age of sixty-five and diagnosed with a rapidly degenerative neurological condition. In 2009, the identified barriers to the better provision of services included: shortage of quality out-of-home respite providers, and convoluted paperwork requirements to qualify for the program. Some service providers were unaware of the program and so were not referring them into the NCCCP, a number of service providers were unwilling to refer their clients into the program, neurologists were unwilling to give a final diagnosis for a client, that would enable them to qualify for the service, there was a general lack of knowledge about what services were available in the general community, and existing equipment pools were under-resourced. In 2010, the study found that most of the issues had been addressed however, out-of-home respite services were still very limited especially in rural areas, and the eligibility criteria for entry to the program is confined to those 65 years and under. This paper discusses the issues that still remain with the program as examples of barriers to better provision of services.     

Homelessness and Children's Use of Mental Health Services: A Population-Based Study

This study examined whether children who become homeless differ from other low-income children in their mental health service use before and after their first homeless episode, and to what extent homelessness is associated with an increased likelihood of mental health service use. Differences between children with and without new onset of sheltered homelessness in the use of mental health services emerged following homelessness and widened over time. Sheltered homelessness and foster care placement history were associated with increased odds of receiving inpatient and ambulatory mental health services. Findings underscore the importance of collaborations between homeless assistance, foster care, and mental healthcare in efforts to mitigate family homelessness and collateral needs among homeless children.     

Cultural sensitivity in the delivery of disability services to children: A case study of Japanese education and socialization

This ethnographic study examined beliefs about disability and related socialization and educational practices at a Japanese elementary school. Disability is a universal issue affecting child welfare and educational systems around the world. Yet, relatively little sociocultural research has focused on non-Western children with disabilities. This limitation restricts our understanding of the extent to which and how cultures vary in their responses to disability, and the impact of these variations on children's development. Public schools in Japan recently implemented formal special education services for children with “developmental disabilities,” a new category used by educators to refer to “milder” difficulties in children's acquisition of social and academic skills, for example, learning disabilities, ADHD and Asperger's syndrome. This transition created a dilemma for educators: blending new requirements of providing individualized support with traditional Japanese socialization and educational practices of raising and educating children within peer groups. Participant observation, in-depth interviews, and longitudinal case studies of children with developmental disabilities addressed culturally- and developmentally-sensitive practices employed by educators. Educators were sensitive to stigma, involved peers in supporting one another, created home-like classrooms, guided children towards voluntary cooperation, and provided support and guidance to parents. Broad implications for the design of culturally-sensitive disability services are discussed.