To Coordinate Information in Practice: Dilemmas and Strategies in Care Management for Citizens with Dementia

ABSTRACT

This qualitative study, based on 19 interviews with care managers, explores the experiences of care-managers involved in assessing the need for social services for people with dementia. The study shows that social workers, as care managers, face several dilemmas in their practice concerning people with dementia, in relation to the exchange of information and in regards to conflicting interests between different actors involved in the assessment of the need for support for people with dementia. Strategies used to handle problematic situations that arise in their work are using other sources for information (e.g., relatives and actors from other professions), persuading, and pursuing creative forms of consent. However, the study shows that dilemmas and strategies used generate other, prominently moral, dilemmas for care managers in their practice, which relate to participation and self-determination by the person with dementia. The study shed light on the problematic situation for care managers in their work to coordinate information and further the new “realities“ that they encounter as well as on how to handle these new situations. This study suggests possible ways to improve the everyday work of care managers, as well as how policies concerning social work and people with dementia can be improved.     

Noncompletion of Evidence-Based Parent Training: An Empirical Examination Among Families of Children in Foster Care

Child welfare have historically experienced high dropout rates. As evidence-based interventions (EBIs) spread to the child welfare field, treatment noncompletion could interfere with successful outcomes. Using a mixed methods approach, this study investigated the differences between completers and noncompleters, and reasons for treatment noncompletion of an EBI for families of children in foster care. The sample comprised 315 families randomized to receive Parent Management Training, Oregon Model (PMTO). Researchers examined clinicians' discharge notes to explore reasons for noncompletion. Using data collected from a battery of assessments, bivariate logistic regression compared completers and noncompleters on demographics, socioeconomic factors, children's social-emotional functioning, and parents' functioning. About one third of families were noncompleters. Single fathers and parents with lower socioeconomic status were more likely to drop out. By contrast, parents with lower functioning on child behavior and parenting trended toward higher completion rates. Formidable challenges were parental substance abuse and mental illness. Results suggest parent training may require tailoring for specific subgroups and pairing with strategies for enhancing early engagement and reducing treatment barriers. Future research is needed to include parents' views on noncompletion and to more closely examine the influence of specific factors, such as severity of parental mental illness and substance abuse.     

Evaluation of a cross-cultural training program for Pakistani educators: Lessons learned and implications for program planning

In this paper, we share the results of a summative evaluation of PEILI, a US-based adult professional development/training program for secondary school Pakistani teachers. The evaluation was guided by the theories of cultural competence (American Psychological Association, 2003, Bamberger, 1999, Wadsworth, 2001) and established frameworks for the evaluation of professional development/training and instructional design (Bennett, 1975, Guskey, 2002, King, 2014, Kirkpatrick, 1967). The explicit and implicit stakeholder assumptions about the connections between program resources, activities, outputs, and outcomes are described. Participant knowledge and skills were measured via scores on a pre/posttest of professional knowledge, and a standards-based performance assessment rubric. In addition to measuring short-term program outcomes, we also sought to incorporate theory-driven thinking into the evaluation design. Hence, we examined participant self-efficacy and access to social capital, two evidenced-based determinants or “levers” that theoretically explain the transformative space between an intervention and its outcomes (Chen, 2012). Data about program determinants were collected and analyzed through a pre/posttest of self-efficacy and social network analysis. Key evaluation findings include participant acquisition of new instructional skills, increased self-efficacy, and the formation of a nascent professional support network. Lessons learned and implications for the design and evaluation of cross-cultural teacher professional development programs are discussed.     

Planning a mentorship initiative for foster parents: Does gender matter?

Despite the use of mentoring programs in fields such as business, career training, and youth development, little is known about how mentoring can be used to train and support new foster parents. This paper describes how Concept Mapping was used with current foster parents to develop a conceptual framework suitable to plan a foster parent mentor program. A secondary aim of this study was to explore priority differences in the conceptualization by self-reported gender (foster mothers vs. foster fathers). Participant data was collected via three qualitative brainstorming sessions, and analyzed using non-metric multidimensional scaling and hierarchical cluster analysis. Findings indicate that foster parents participating in this study conceptualized effective mentor programs via a seven cluster solution. Study results also showed no significant differences in cluster ratings by gender. Implications for practice and program planning are identified, as well as areas for future research.     

Agency and its Constraints among Biological Children of Foster Carers

There is currently limited understanding of biological children of foster carers and their experiences of foster care placements. This article presents findings from focus groups with biological children that shed light on their perspectives and experiences. Findings indicate biological children are competent social actors who contribute to, and seek to influence, the care environment in their homes. However, due to a lack of recognition, information, and support, biological children’s agency is constrained and their challenges exacerbated. This article argues for increased recognition, information and support for biological children, advocating for a “whole-of-family” approach to foster care practice and policy.     

A “Jewish Study Hall” Influenced Approach to Social Work Professional Identity Development: A Qualitative Study

The article presents the findings of a qualitative research study focused on the ancient “Jewish study hall” (Beit Midrash in Hebrew) approach. The research was conducted in the context of the Beit Midrash for Social Work and Judaism established at one school of social work in Israel. Twenty participants were included in the study. Content analysis of transcribed Beit Midrash sessions revealed four central themes: reflection on participant identities; expansion, stabilisation, and acceptance of one’s personal identity; clarification of professional identity; and convergence between Jewish and professional identity. Study results raise questions as to both the place and the space for exploration of religious and spiritual identity in social work education. Findings suggest that alternative learning spaces such as the Beit Midrash can enable social work students and practitioners to reflect honestly and profoundly on their religious and spiritual identity, helping them to integrate their different identities towards becoming “whole persons” better prepared to meet the challenges of the social work profession.     

省品牌专业高职院校内部诊断标准及机制研究

高职院校自主常态化多层面开展教学诊断与改进工作,是学校落实办学主体责任、完善人才培养质量内部保证体系的重要前提。本文分析了专业评价的内容,运用层次分析法构建了专业评价模型和三级指标体系,再采用德尔菲法确定了相关指标的权重系数,通过对状态数据平台、第三方和学校内部管理大数据进行数据挖掘和分析,运用质量雷达图对被诊断专业进行发展状态、品牌优势、标杆引领度等分析对比,验证专业诊断标准、模型和专业诊改方案的科学性、合理性、有效性,为高职院校自主开展校内专业诊断与诊改、自主监测江苏省品牌专业建设绩效提供经验参考。     

会计师对第三人责任论

除了我国司法解释明确规定的情形外,会计师个人也应当对第三人的损害负责。会计师对第三人责任属于过错推定责任。就因果关系认定,应采相当因果关系说,但就证券市场而言,应当借鉴市场欺诈理论和信赖推定原则。会计师过错的认定应以会计师行业的普通一员为标准,遵循了执业准则不能作为其尽到注意义务的抗辩。在会计师对第三人责任中,应采合理信赖标准界定第三人的范围,应认可会计师免责声明的效力,并且通过补充责任和责任限额的方式对会计师责任进行合理的限制。     

‘Nothing comes without its world’: thinking with care

What is the significance of caring for thinking and knowing? Thinking and knowing are essentially relational processes. Grounded on a relational conception of ontology the essay argues that ‘thinking with care’ is a vital requisite of collective thinking in interdependent worlds, but also one that necessitates a thick vision of caring. A speculative exploration of forms of thinking with care unfolds through a rereading of Donna Haraway's work, specifically of its take on feminist discussions on the situated character of knowledge. The notion of thinking with care is articulated through a series of concrete moves: thinking‐with, dissenting‐within and thinking‐for. While weaving Haraway's thinking and writing practices with the trope of care offers a particular understanding of this author's knowledge politics, the task of caring also appears in a different light.