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In response to endemic recruitment and retention problems within social work, the West London Social Work Alliance devised an ambitious initiative across eight local authorities creating a career pathway for child and family social workers through to front line team manager level. We examine the impact and effectiveness of two programmes and reveal a tendency for ‘role slumping’, whereby tasks and decision making are escalated inappropriately to higher levels. The resultant lack of clarity about roles and responsibilities can also have a more pernicious impact on the confidence and competence of those who should be performing these duties. Evidence showed these programmes increased the competence and confidence of delegates, confirmed by their line managers, but delegates also reported high job satisfaction, motivation and employer trust. The design of the training enabled improvements to be more effectively cascaded not just within one authority, but across all. Our evaluation reveals an array of tangible benefits for individuals and employers, but raises concern about the potential longevity of these benefits. The programme needed ongoing engagement and communication with managers and those new to the organisation concerning the programmes' content and there was no concurrent attention towards organisational push factors, which also contribute to staff turnover.

BACKGROUND: Accredited Social Health Activists (ASHAs) are community health workers tasked to deliver health prevention in communities and link them with the health care sector. This paper examines the social, cultural, and institutional influences that either facilitate or impede ASHAs' abilities to deliver services effectively through the lens of the reciprocal determinism framework of social cognitive theory. METHODS: We conducted 98 semi-structured, in-depth interviews with ASHAs (n = 49) and their family members (n = 49) in Gurdaspur and Mewat districts. Data were analyzed by comparing and contrasting codes leading to the identification of patterns which were explained with the help of a theoretical framework. RESULTS: We found that while the work of ASHAs led to some positive health changes in the community, thus providing them with a sense of self-worth and motivation, community norms and beliefs as well as health system attitudes and practices limited their capacity as community health workers. CONCLUSION: We outline potential mechanisms for improving ASHA capacity such as improved sensitization about religious, cultural, and gender norms; enhanced communication skills; and sensitization and advocating their work with health and state officials.

Abstract This article presents empirical findings about the distinctiveness of smaller voluntary sector organisations (VSOs) involved in welfare service provision, based on in-depth, qualitative case study research. We identify a series of organisational features and practices which can mean that smaller VSOs are distinctive from larger organisations. These include how they are governed and managed, their approach to their work, and their position relative to other providers. To explain our findings, we draw on the concept of stakeholder ambiguity. This idea was posited by Billis and Glennerster (1998) and is commonly cited in relation to distinctiveness. We identified several manifestations of stakeholder ambiguity and confirm the concept’s explanatory importance, although we argue that our understanding of distinctiveness is enhanced when stakeholder ambiguity is considered alongside other closely related features, such as being embedded in a local geographic community and informal familial care-based organisational cultures. Our findings also highlight the fragility of smaller VSOs. We argue that this combination of distinctiveness and fragility creates a tension for social policy makers, many of whom recognise the value of smaller VSOs and the risks that they face but must weigh this against a requirement to allocate resources for statutory services as effectively as possible.

Most service-learning studies in higher education focused on its effects on students' development. The dynamic processes and mechanisms of students' development during service-learning, however, have not been explored thoroughly. Student engagement in service-learning may affect service-learning outcomes and be affected by subjective task value at the same time. The present study aimed to explore the effect of subjective task value on Chinese college student engagement during service-learning. Fifty-four Chinese college students participated in a 9-weeks service-learning program of interacting with children with special needs. Students' engagement and subjective task value were assessed via self-report questionnaires and 433 weekly reflective journals. The results indicated that the cognitive, emotional and behavioral engagement of Chinese college students demonstrated different developmental trends during service-learning process. Subjective task value played an essential role in student engagement in service-learning activities. However, the role of subjective task value varied with different stages. Finally, the implications for implementing service-learning in Chinese education were discussed.

BACKGROUND: Rape of women and children is recognized as a health and human rights issue in Tanzania and internationally. Exploration of the prevailing perceptions in rural areas is needed in order to expand the understanding of sexual violence in the diversity of Tanzania's contexts. The aim of this study therefore was to explore and understand perceptions of rape of women and children at the community level in a rural district in Tanzania with the added objective of exploring those perceptions that may contribute to perpetuating and/or hindering the disclosure of rape incidences. METHODS: A qualitative design was employed using focus group discussions with male and female community members including religious leaders, professionals, and other community members. The discussions centered on causes of rape, survivors of rape, help-seeking and reporting, and gathered suggestions on measures for improvement. Six focus group discussions (four of single gender and two of mixed gender) were conducted. The focus group discussions were recorded, transcribed verbatim, and analyzed using manifest qualitative content analysis. RESULTS: The participants perceived rape of women and children to be a frequent and hidden phenomenon. A number of factors were singled out as contributing to rape, such as erosion of social norms, globalization, poverty, vulnerability of children, alcohol/drug abuse and poor parental care. Participants perceived the need for educating the community to raise their knowledge of sexual violence and its consequences, and their roles as preventive agents. CONCLUSIONS: In this rural context, social norms reinforce sexual violence against women and children, and hinder them from seeking help from support services. Addressing the identified challenges may promote help-seeking behavior and improve care of survivors of sexual violence, while changes in social and cultural norms are needed for the prevention of sexual violence.

The study described is part of a broader longitudinal and multi-methodological research project aimed at investigating volunteerism in young people, in order to understand the reasons for the initial choice to volunteer but, more specifically, the reasons to sustain or quit voluntary involvement, as well as the effects of volunteerism. Eighteen volunteers and 18 ex-volunteers, 50% male and 50% female, aged between 22 and 29 years old, from 2 regions in northern Italy (Lombardy and Emilia Romagna) participated in in-depth interviews. The paper-and-pencil analysis of the interview pointed to the emergence of several core categories: motivations to volunteer, relations within the organization, influence of family, and effects of volunteerism, especially as related to the process of identity and citizenship construction. On the basis of these categories, 4 typologies were identified: 2 with respect to volunteers (producers of active citizenship and volunteers for personal necessity) and 2 related specifically to ex-volunteers (ex-volunteers witnesses for solidarity and active citizenship and ex-volunteers by chance).

Social robots have the potential to provide support in a number of practical domains, such as learning and behaviour change. This potential is particularly relevant for children, who have proven receptive to interactions with social robots. To reach learning and therapeutic goals, a number of issues need to be investigated, notably the design of an effective child-robot interaction (cHRI) to ensure the child remains engaged in the relationship and that educational goals are met. Typically, current cHRI research experiments focus on a single type of interaction activity (e.g. a game). However, these can suffer from a lack of adaptation to the child, or from an increasingly repetitive nature of the activity and interaction. In this paper, we motivate and propose a practicable solution to this issue: an adaptive robot able to switch between multiple activities within single interactions. We describe a system that embodies this idea, and present a case study in which diabetic children collaboratively learn with the robot about various aspects of managing their condition. We demonstrate the ability of our system to induce a varied interaction and show the potential of this approach both as an educational tool and as a research method for long-term cHRI.

This study investigated the contributions of curriculum approach and parent involvement to the short- and long-term effects of preschool participation in the Title I Chicago Child-Parent Centers. Data came from the complete cohort of 989 low-income children (93% African American) in the Chicago Longitudinal Study, who attended preschool in the 20 Child-Parent Centers in 1983-1985 and kindergarten in 1985-1986. We found that implementation of an instructional approach rated high by Head Teachers in teacher-directed and child-initiated activities was most consistently associated with children’s outcomes, including school readiness at kindergarten entry, reading achievement in third and eighth grades, and avoidance of grade retention. Parent involvement in school activities, as rated by teachers and by parents, was independently associated with child outcomes from school readiness at kindergarten entry to eighth grade reading achievement and grade retention above and beyond the influence of curriculum approach. Findings indicate that instructional approaches that blend a teacher-directed focus with child-initiated activities and parental school involvement are origins of the long-term effects of participation in the Child-Parent Centers.