Homeless women and their families: Characteristics,life circumstances,and needs

This study investigated the needs of a sample of 100 women from shelters for the homeless in Richmond, Virginia. The women's responses to a 117-item interview were used to obtain information regarding their domicilary status, work history, educational background, family and health history, social support, reasons for homelessness, and social service needs. The results indicated that a significant number of the women had moved as many as six times within the past five years for various reasons, including domestic violence, interpersonal conflict, overcrowding, and eviction. Many women were high school graduates and had job skills in the health care, educational, and clerical fields. Most women were raised by their natural or extended family and the majority of them had a friend or family member who provided social support. Identified needs included housing, food, clothing, and transportation. The needs of homeless women and their children were different from the needs of the homeless chronically mentally ill and require specialized services as well as an increase in the available number of low-income housing units.     

School reform disorder: Alternative audience responses to nonsense

Neither general education nor special education now offers appropriate and therapeutic treatment to all children and youth with emotional or behavioral disorders. Substantial improvements are needed in both general and special education, but the needed changes may not be those suggested by many proponents of school reform. Some suggested reforms are tenuously connected to reality in ways that suggest comedic intent or thought disorder, yet audiences typically respond as if these suggestions were both serious and rational. The disorder of school reform may be as much a problem of inappropriate audience response as it is a matter of nonsensical suggestions. One possible response to serious but highly questionable suggestions for reform is articulation of postulates on which a comprehensive educational service delivery system might be based. I present eight such postulates and correlates.This article is based on a keynote presentation at the First Annual Conference on Multiple Perspectives on Children and Adolescents with Serious Emotional Disturbance, Virginia Beach, VA, October 8, 1991. Portions of the paper are based on Kauffman and Hallahan (in press).     

Community applications of instructional technology: training low-income proctors

A community education system might be most effectively implemented in low-income communities if it were deliverable by neighborhood residents. A proctor training manual, designed to teach neighborhood residents how to administer standardized learning units to their peers, was analyzed in two experiments. The results of Experiment I showed that the percentage of occurrence of proctor behaviors increased after completion of the manual. Supplementary data suggest that specified proctor behaviors generalize to actual instructional situations. The results of Experiment II showed that the percentage of occurrence of trainee behaviors was higher when instructional packages were administered by trained proctors than when administered by untrained proctors. This study demonstrates an effective procedure for training low-income community residents to serve as proctors for a community education system.     

信息不对称理论之于医疗服务研究

信息不对称理论被广泛应用于揭示和解释经济学领域中存在的许多实际问题,包括医疗服务领域。运用信息不对称理论分析医疗服务中存在的问题,指出解决我国医疗服务信息不对称问题的根本之道在于发挥政府和市场的互动作用。     

Evaluation of Service‐Learning‐Infused Courses With Refugee Families

This study evaluated the impact of service‐learning‐infused courses on multicultural competence and social justice advocacy skills among counseling students. The project, in which students acted as job coaches for refugee families, was integrated into 1st‐ and 2nd‐year counseling courses. Results indicated an increase in multicultural knowledge and advocacy skills, with greater changes reported among 1st‐year students. Implications for counselor training, including placement of service‐learning projects within the counseling curriculum, are discussed. Este estudio evaluó el impacto de cursos con elementos de aprendizaje por medio del servicio en la competencia multicultural y las habilidades de defensoría de justicia social entre estudiantes de consejería. El projecto, en el cual los estudiantes proporcionaron orientación laboral a familias de refugiados, estaba integrado en cursos de consejería de primer y segundo año. Los resultados indicaron un aumento del conocimiento multicultural y las habilidades de defensoría, con mayores cambios comunicados por los estudiantes de primer año. Se discuten las implicaciones para la formación de consejeros, incluyendo la inserción de projectos de aprendizaje por medio del servicio en el currículum de consejería.     

社会资本理论及其在卫生领域的应用

在文献复习的基础上,首先介绍了社会资本的基本理论一定义、类型和研究层次,然后总结分析了国内外卫生领域就社会资本与健康、卫生服务利用以及卫生筹资的关系所开展的研究,最后指出在卫生领域应用社会资本理论时应明确界定社会资本的概念,科学完整地测量它,并科学看待它对健康和卫生服务的影响。     

How to enhance service quality through organizational facilitators,collective work engagement,and relational service competence

This study aims to test how collective work engagement and relational service competence, as affective and cognitive-competent collective states, mediate the relationship between organizational facilitators and customers' perceptions of service quality. In all, 107 service-oriented units were aggregated from 615 service workers and 2165 customers. Structural equation modelling confirmed that organizational facilitators are related to collective work engagement andrelational service competence, which play a mediating role between organizational facilitators and service quality. Whereas collective work engagement plays a partially mediating role between organizational facilitators and relational service competence, relational service competence plays a fully mediating role between collective work engagement and service quality. A discussion and limitations are also provided.     

Envisioning human service organizations free of microaggressions

Microaggressions refer to verbal or non-verbal communications that invalidate those with non-dominant group identities across all dimensions of human diversity. Within human service organizations (HSOs), microaggressions may lower therapeutic alliance, reduce retention, and result in negative outcomes. While understanding the type, frequency, and damaging impact of microaggressions are useful and well established in research, less is known about the organizational policies, practices, behaviors, and values needed to reduce or eradicate microaggressions within human service contexts. Utilizing three focus groups and four individual interviews with adults who received services from HSOs, this qualitative study explored: What would HSOs need to learn, practice, and believe in order to be free of microaggressions? Sixteen participants reported on the provider's knowledge and behaviors, organizational environment, and institutional characteristics needed to create an organization free of microaggressions. Limitations of existing approaches and implications to develop more equitable practices within HSOs are discussed.