"Involving the Elderly in Mission" -A Service Project

As one church grew from a small immigrant church to a conglomerate of 1,200 members, the natural social networks were no longer adequate to support the population of older persons. Networks had to be made intentional through programming. A needs assessment of the senior population identified specific subgroups and their needs. Recognizing the diversity of the senior population, a broad spectrum of programs was established. An effort was made to maintain a balance between traditional and innovative. The senior program has strengthened the networking among seniors, increased their integration with the other age groups in the church, and provided an entry level for those new to the church. The program has also become known in the community, which has resulted in cooperation with other senior service organizations who provide education and training. The Area Agency on Aging, realizing the importance of the church to the senior population, has selected a member of the church community to serve on its Advisory Board.     

Self-Directed Career Planning for Persons with Disabilities

Persons with physical disabilities often confront barriers to employment. This article describes a career development project that has addressed the special needs of disabled adults by: (a) developing a multimedia-based, self-directed career planning program organized around modules tailored to meet the unique needs of adults with disabilities; (b) providing a training program for 15 disabled adults working as paraprofessional career guidance technicians; and (c) establishing linkages with educational institutions and community agencies to provide for the institutionalization of this project at the local level.     

Community-based services and resources: The significance of choice and diversity

Conclusions We are reminded by the growth of consumer-run approaches of the value of diversity and individual choice in community support of persons with severe mental illness. These ideas are evident in the alternative approaches that have been developed to serve persons who have not been reached by more traditional services. The ACT program, described by Bond et al. (1990), is an example of a service approach designed to be responsive to individuals' day-to-day needs as they define them. Continued development of this type of alternative service should be encouraged.Persons coping with severe mental illness benefit from a variety of community supports and resources. Strategies that encourage consumer involvement, ownership, and control help to provide diversity of services and to empower the consumer. Our efforts, as professionals, to provide community services can be enhanced by (a) supporting diversity of service and resource options, both inside and outside of the professional mental health system; (b) developing services that are responsive to individuals needs as they define them; and (c) facilitating the process of consumer choice in selecting resources options.The author expresses thanks to Marc A. Zimmerman and Richard H. Price for comments on earlier drafts of this paper.     

A narrative review of research on clinical responses to the problem of sexual offenses in the last decade

Research on the treatment and programs for people who have committed sexual offenses has greatly increased in the past decade. The aim of this review is to discuss research that has been published over that period (2010–2019) that is relevant for treatment providers. The articles included in this review were found through PsycINFO and PubMed (Medline) using the keywords “treatment or therapy” and “sex offen*”. The inclusion criteria were publications that discuss treatment of persons who have committed sexual offenses (written in the English language only). Any articles that examined only special populations were excluded, such as those that examined persons who committed sexual offenses who were female, had intellectual disabilities, deafness, juveniles, etc., because these groups will likely have needs and responsivity factors that differ from the “average” natal-born male sex offender. Results showed that several meta-analyses indicate that treatment is effective in reducing sexual recidivism. The most frequently used treatment for sex offenders is cognitive behavioral therapy, which is often provided in conjunction with pharmacological treatment to reduce sexual impulsivity and/or sex drive. This review is limited to the specific key search terms. The findings of this review support the use of treatment and a community reintegration approach when treating persons who have committed sexual crimes to prevent sexual recidivism.     

Community-based college guidance for the disadvantaged

New techniques of counseling and guidance must be developed in order to increase substantially the number of disadvantaged students going to college. One major effort should be an organized community guidance program whose essential elements are: (a) professional school and college counselors operating outside the school; (b) key community persons acting as links between potential college students and professional counselors; and (c) ongoing programs providing literature, speakers, and special services geared to motivate and help disadvantaged students to enroll in and be successful at college.     

E-mentoring for youth with special needs: preliminary results.

Recently, a growing number of electronic mentoring (e-mentoring) Web sites have become available that provide vocational and career support. To date, few researchers have addressed the phenomenon of e-mentoring from a socioemotional perspective for populations with special needs. This paper presents a pilot study designed to test and evaluate an e-mentoring intervention program based on mutual self-disclosure and friendship for youth with special needs. Using qualitative methods, the study characterized the e-mentoring process and its contributions to this population. Results provided support for the socioemotional potential of computer-mediated communication for youth with special needs, although some barriers were found. Practical implications for implementing feasible e-mentoring programs for youth with special needs are discussed.     

Vulnerability: reflection on its ethical implications for the protection of participants in SAMHSA programs

The vulnerability of participants in Substance Abuse and Mental Health Services Administration (SAMHSA) programs is a consequence of the illnesses that they are experiencing; ethical guarantees must be in place that ensure the dignity of the persons involved in such programs. Dignity is more than an individual concern; it has individual, institutional, and societal dimensions. An ethical framework is proposed that involves the interrelated vulnerabilities and needs of individuals and communities and our societal response to them. Among the issues given particular attention are individual and community stigmatization, target population involvement in program planning, balance with regard to confidentiality and privacy, the place of proportionality grounded in a rich sense of community as a guiding ethical priniciple, and guidelines for SAMHSA programs.     

Vulnerability: Reflection on Its Ethical Implications for the Protection of Participants in SAMHSA Programs

The vulnerability of participants in Substance Abuse and Mental Health Services Administration (SAMHSA) programs is a consequence of the illnesses that they are experiencing; ethical guarantees must be in place that ensure the dignity of the persons involved in such programs. Dignity is more than an individual concern; it has individual, institutional, and societal dimensions. An ethical framework is proposed that involves the interrelated vulnerabilities and needs of individuals and communities and our societal response to them. Among the issues given particular attention are individual and community stigmatization, target population involvement in program planning, balance with regard to confidentiality and privacy, the place of proportionality grounded in a rich sense of community as a guiding ethical principle, and guidelines for SAMHSA programs.     

The child parent drop-in center: Community based primary prevention

A community supported child-parent drop-in program that provides services to families with few financial resources or to those who may not seek help from other service agencies is described. Services are provided free or at a minimal cost. The family oriented program provides short-term, respite care for children from birth to kindergarten age, educational programs and social opportunities for parents, short-term crisis counseling, referral to other community resources, and volunteer opportunities and training. Three centers are housed in facilities that donate the space. The centers recruit, train and actively involve parents, students, senior citizens and other volunteers to work in the program. Service groups and businesses aid in fund-raising and human service agencies provide consultation, act as referral resources and help with program operation. Each center is individualized to meet the needs of the community it serves.     

Occupational Therapy in a Community-Based Prevention Program

Occupational Therapists have shifted their practice base from a primarily medical model to one involving many different services within the community. Members of this discipline as well as those of the entire health-care field have discovered that preventionj based programs better anticipate and meet consumer needs. The community program described here serves 3, 4, and 5-year -old socio-culturally disadvantaged preschoolers. The program occurs weekly in a local library and includes the librarian's story hour and special activities designed and implemented by the occupational therapists. By observing each child's behavior, occupational therapists can compare normal growth and development with a particular population. The design and delivery of such programs is influenced by many factors including, but not limited to, financing, community values and institutions, and the occupational therapist's understanding of prevention. Increased understanding, as well as the potential application, of occupational therapy's contribution to the prevention of health related problems are further enhanced by the utilization of this program as a field training site for occupational therapy students.     

The Importance of Program Evaluation: How Can it be Applied to Diverse Genetics Education Settings?

The role of a genetic counselor often entails providing education to patient, community and/or health professional groups. While counseling supervision assists genetic counselors to be reflective about their clinical work and to enhance clinical skills, evaluation is a rather analogous process in the provision of education. Program evaluation of education activities can be applied to provide information about the needs of the target group (needs assessment), the delivery of the program (process evaluation) as well as determining the extent to which the education activity has met its intended aims (summative evaluation). Evaluation assists the educator to assess the impact of their program and provides an evidence base about genetics education. Although program evaluation can be a complex activity, the tools are ones that can be used by individuals to evaluate single or simple education activities. The components of evaluation are discussed with reference to genetic counseling practice and three very different examples of actual evaluations are provided to illustrate the diversity of evaluation strategy and programs to which it can be applied.     

Partnership-Based, Community-Assisted Early Intervention for Literacy: An Application of the Participatory Intervention Model

Many schools, particularly those in low-income, urban neighborhoods serving children from diverse backgrounds, have a high percentage of students with literacy deficits and limited resources for providing remedial services. Addressing these needs requires the use of empirically supported reading intervention strategies and expanding the availability of qualified persons to implement these approaches. Just as importantly, students need to be educated in a culturally meaningful context by one or more individuals who are committed to addressing their educational, emotional, and social needs. One method of expanding the instructional work force and engaging students in attachments with caring adults in a culturally relevant context is to establish a community-assisted tutoring program, that is a program implemented by residents from the community who work in the school. This article describes the process of establishing a partnership-based, community-assisted early intervention program for literacy, based upon a participatory intervention model, by presenting two case illustrations. Challenges for school consultants in establishing such a program in schools are described and directions for future research and practice are outlined.     

The Chinese clan as a caring community

Comprehensive care of persons in crisis requires a caring community. With the disappearance of traditional forms of community, conscious and intentional attention to the development of new forms of community is needed. The study of historic systems of mutual care, which have long served to meet the needs of persons in crisis, can help to inform this intentional process. The Chinese clan, with its long history, is a rich resource for such study.In 1971–72 he spent a sabbatical year in Singapore, serving as Clinical Director of the Churches' Counseling Service and teaching at Trinity Theological College. While he was in Singapore he did research on patterns of grief and mourning in traditional Chinese society.     

Moving the field of prevention from science to service: Integrating evidence-based preventive interventions into community practice through adapted and adaptive models

The article addresses the adaptation of evidence-based prevention and positive youth development programs for community use. Two complementary approaches for adapting programs are described. In the “adapted” approach, programs are modified to accommodate the culture, climate, and operations of the organization delivering the program. In the “adaptive” approach, programs are modified to accommodate the characteristics, needs and preferences of the individual or family receiving the program. Two examples are provided that illustrate how both adapted and adaptive intervention strategies have been incorporated by community practitioners into the implementation of the Early Risers conduct problems prevention program.     

Patching the Pathway and Widening the Pipeline: Models for Developing a Diverse Early Childhood Workforce in Chicago

With the growing appreciation of the importance of early learning experiences for children's healthy development, attention to the cultivation and maintenance of a qualified workforce has steadily increased. Such a workforce must have not just the knowledge and skills related to child development and early learning, but also be linguistically and culturally prepared to meet the needs of an increasingly diverse child and family population. To ensure a highly qualified workforce, programs and policymakers must attend to both the “pipeline” through which new early childhood educators (ECEs) enter the workforce and the “pathways” by which ECEs work toward and obtain the necessary education and credentials for different roles within the field. In line with the aims of this special issue, this paper leverages the first‐person account style to describe barriers to and creative solutions for the development of practitioners in low‐resourced communities in Chicago, with the goal of informing practice and policy. We describe three prior and ongoing partnership programs between community‐based organizations and institutions of higher education, each tailored to support a unique population in the ECE pipeline on the pathway for increased educational attainment and credentialing. Each program is grounded in a specific community of Chicago, a diverse city with a sizable population of children raised in non‐English speaking homes. Each program addresses specific needs of the communities they serve, especially around the recruitment, retention, and promotion of bilingual ECEs. Program administrators and community members describe each programs’ goals, development, and key components unique to their target population as well as key takeaways. We conclude with an overview of critical components that we identified across these programs in order to create pathways for change within the workforce and the communities they serve.     

Ministry with the aging: A cross-cultural perspective

Older persons have the same basic needs as other persons. Different cultures have different ways of responding to these needs. Studies of the experience of aging in various ethnic groups in the greater Boston area have identified patterns of mutual care which are often lacking in our individualistic society. Interactions of family, church, and community which have been observed have important implications for the development of more effective programs of ministry with the aging.He is a Faculty Affiliate of the Boston University Gerontology Center and has done cross-cultural research in Singapore.     

After School Care for Children on the Autism Spectrum

Few programs exist for after school care designed to support children with Autism Spectrum Disorder (ASD). Not only do parents often depend on after school care, but also children with ASD are likely to benefit from opportunities to generalize skills in an authentic setting and interact with typically developing peers. This lack of support occurs at a time during which there is increasing research and community awareness regarding the need for high quality after school programs to support typically developing children. This study investigates reported experiences with and needs for after school care by parents of children with ASD. Survey results (N = 54) revealed that the majority of parents surveyed desired after school programs within their child’s school but are often denied access to such services or received low quality care for their child in after school programs. Recommendations are provided for future research and program development.     

A Social Ecological Approach to Investigating Relationships Between Housing and Adaptive Functioning for Persons with Serious Mental Illness

This paper seeks to advance mental health—housing research regarding which factors of housing and neighborhood environments are critical for adaptive functioning, health, and recovery for persons with serious mental illness (SMI). Housing and neighborhood environments are particularly important for persons with SMI because of the prevalence of poor housing conditions among this population. Most mental health—housing research has been limited by a focus on problems in environments and functioning. The paper seeks to expand the mental health—housing research agenda to consider protective factors that promote community integration and adaptive functioning. We provide an account of how social ecology theory transformed a research program, from examining individual risk factors to investigating the functioning of persons in the contexts of their housing and neighborhood experiences. The resulting housing environment framework—physical aspects of housing and neighborhoods, social environment of neighborhoods, and interpersonal relationships tied to housing—allows for identification of opportunities for health promotion and facilitation of participation in community-based settings. This program of research draws upon several methods to understand the social experience of persons with SMI living in community settings—survey research, qualitative interviews, Geographic Information Systems, participatory research, and visual ethnography. In this paper, we present how social ecology theory was instrumental in the development of new housing environment measures, the selection of appropriate research methods, and framing research questions that are building a new empirical base of knowledge about promoting adaptive functioning, health, and recovery for persons with SMI living in community settings.     

The Development of a Campus-Based Substance Abuse Prevention Program

The development of a campus-based Substance Abuse Prevention Program (SAPP) is discussed. The program has been designed in accordance with recommendations made by prominent authorities in this field, keeping in mind the needs of the campus at which the program is located. Suggestions for developing such programs are provided.