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Dissertations / Theses on the topic 'Developmental work'
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1
Kleijn, Willemien Cornelia. "A developmental approach to statutory social work servies." Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-08082005-211705.
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Berman, Alan M. "Making relationships work : enhancing the quality of adolescent relationships." FIU Digital Commons, 1996. http://digitalcommons.fiu.edu/etd/1625.
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This thesis developed and pilot tested the effectiveness of a psychosocial intervention, the Making Relationships Work (MRW) Workshop. The MRW has two aims. At the interpersonal level, MRW seeks to enhance the quality of the relationships of the adolescents who participate in the workshop. At the psychological level, MRW seeks to foster the development (or enhancement) of a sense of identity and intimacy among the adolescents who participate in the workshop. The MRW Workshops consist of a psychosocial group intervention that includes skills and knowledge development, perspective taking, and group experiential exercises. Subjects consisted of 26 late adolescents. A within-subjects design (pre-post-follow up) was used to assess the effectiveness, efficacy and utility of the MRW as measured by the Identity Domain Survey (IDS), SCL-90 (a psychological symptom distress checklist), Relationship Quality Scale (RQS), Relationship Closeness Inventory (RCI), Internal-External Locus of Control Measure (I-E), and two MRW Evaluation forms. One-way ANOVAs were performed with results indicating less distress ratings on the IDS and the SCL-90. No significant results were found on the RQS, RCI and I-E. Finally, the evaluation forms of the workshop revealed very positive ratings.
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Landman, Liezel. "Integration of community development and statutory social work services within the developmental approach." Diss., Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-10042005-153317.
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Quigley, Jennifer. "Let's work| Employment experiences of adults with developmental disabilities." Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1569589.
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<p> The present study investigated the employment experiences of adults with mild developmental disabilities. The study's sample consisted of 45 participants with developmental disabilities who were over the age of 18. Participants were recruited from two Regional Centers in Southern California and either phone interviews or in-person interviews were conducted. </p><p> A structured interview protocol examined each participant's current work experience, along with several items exploring facilitators and obstacles to employment. Data from this qualitative investigation were organized into categories using inductive content analysis. Descriptive statistics were computed for quantitative items. Overall, it was discovered that: participants found money as the most rewarding aspect of employment, relied on outside support in obtaining and maintaining employment and found few obstacles of which to overcome, worked with others with developmental disabilities, and utilized workplace supports in entry level positions making an average wage of $8.92 a hour during a 20.72 hour work week.</p>
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Pugh, Julian. "Multidisciplinary care planning using a developmental work research approach." Thesis, University of Bath, 2012. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.558859.
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This research addressed change management and learning in a multidisciplinary addictions chronic care environment in order to prepare for shared care planning within an electronic health record. It used a Developmental Work Research approach and was able to use insights from Bernstein’s theory of knowledge structures, Bakhtin’s work on social language and a Critical Realism approach to address weaknesses in the base Activity Theory approach. In these ways problems concerning fragmented, demarcated silo working across clinical and non-clinical addictions services could be examined. The objective of the study was to identify tensions and contradictions in working environments and to engage multidisciplinary workers in a collaborative change laboratory environment via the use of co-configuration and expansive learning. The working group examined past and current practice and were able to formulate new forms of practice, based on the use of a shared care plan tool, to address identified problems and national policy aims. It was able to use the aforementioned theoretical insights to illuminate the multiple utility of the shared care plan tool as a pedagogic device. This enabled the production of new practice possibilities, paradigms and planning to be undertaken, and the consideration of these within the context of ‘real time’ multidisciplinary activity within a forthcoming national IT system. This research has explored, identified and formulated new practice to improve multidisciplinary working between clinical and non-clinical workers across diverse sectors. This will have significant health and cost benefit gains for clients, workers and organisations as well as translating policy aims into effective practice. The next stage will be to manage the roll-out of the forthcoming IT system using the theoretical and methodological developments crafted in this research endeavour.
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Jones, Samuel. "Work Identity Theory| How College-Educated Adults Developed the Cognitive Mechanism to Define Who They Are at Work." Thesis, University of Pennsylvania, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10602946.
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<p> In this research, I used a mixed-methods approach employing both autobiographical reasoning and psychometric instruments through a survey design to explore how the four cognitive mechanisms of Work Identity Theory (WIT) were developed in 754 college-educated participants’ lives. WIT is a vocational identity theory, which posits that, four cognitive mechanism: Effort, Reflection, Appraisal and Fusion are used by individuals to define their vocational identities. By vocational identity, I am referring to the sum total of a person’s self-thoughts, attitudes, beliefs and actions that are informed by work experience. By cognitive mechanisms, I am referring to the mental processes used to develop a vocational identity. Multiple theories have emerged over the past one hundred years to explain the concept of a vocational identity. This study seeks to make two new contributions to the set of existing theories. First, the definition I propose of vocational identity does not have an implied, positive valence for having a well-developed vocational identity, but it encompass the many ways people define themselves in relation to their work. In contrast, the most frequently cited vocational identity theories are stage theories in which the highest stage is regarded as optimal. I posit this difference is important because it permits individuals to have different attitudes toward work and themselves without being stigmatized by the theory. Second, the focus of this research is to identify how the cognitive mechanisms come to exist through the study of participants’ self-identified most important developmental experiences in relation to each WIT cognitive mechanism. In addition to experiences, I also study the participants’ Need for Cognition (NFC), the propensity to engage in and enjoy thinking. This study has two key finding. First, people who think more deeply about their own lives, experience more development, at least in the cognitive mechanisms of WIT. Second, our life experiences do not matter as much as the depth of thought we give to them and subsequently what we take from them concerning the development of WIT’s cognitive mechanisms.</p><p>
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Chavalala, Khayizeni Isaac. "Perspectives of social workers in implementing the developmental social welfare approach in the Department of Social Development in Mopani District Limpopo." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60427.
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In 1997 the democratic government of South Africa adopted the White Paper for Social Welfare (Republic of South Africa [RSA], 1997) which committed the country to a developmental approach to social welfare. The implementation of the developmental approach to social services is a shared responsibility of the state, non-governmental organisations and the private sector (Patel, 2015:93). Despite the ongoing studies relating to developmental social welfare service delivery, there is insufficient evidence of the shift made towards a developmental approach by government social workers employed by the Department of Social Development.
The goal of the study was to explore social workers? perspectives on the shift towards the developmental approach in social service delivery in the Department of Social Development in the Mopani District, Limpopo.
The study employed a qualitative research approach and a case study research design. The sample for the study was selected purposefully and included thirty-two (32) social workers and four (4) supervisors from four sub-districts in the Mopani District. Data was collected through one focus group interview with social workers and one-on-one interviews with supervisors in the four regions respectively.
The research findings indicate that social workers have made a partial shift towards a developmental approach in service delivery. The shift is more evident in protection and prevention service delivery than in promoting socio-economic development. The shift is reflected in some strides towards a human rights-based approach; social and economic development; participation; partnerships; and efforts to link micro and macro practice. The findings further point out the barriers that hinder social workers from making significant progress towards the developmental approach.
The overall conclusion of this research endeavour is that there is a need in the Department of Social Development for guidelines and capacity building of social workers and supervisors in the developmental approach. The study recommends guidelines to accelerate the progress of implementing the developmental approach in the Mopani District.<br>Mini Dissertation (MSW)--University of Pretoria, 2016.<br>Social Work and Criminology<br>MSW<br>Unrestricted
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Mahlangu, Siphiwe Martha. "The developmental role of social work in local government in the City of Tshwane Metropolitan Municipality (CTMM)." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/37376.
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The adoption in 1997 of the developmental approach to social welfare by the South
African government has mandated a developmental role for social work in all sectors
and fields, including that of local government. This approach is in line with the
developmental role of municipalities. However, despite the mandate, the
developmental role of social work has not yet been defined and has therefore not
been widely recognised in the context of local governmental. The goal in conducting
this study was to determine the developmental role of social work in the local
government of the City of Tshwane Metropolitan Municipality as defined by the social
workers themselves, and as also perceived by their co-workers. Social workers and
their co-workers, who were from different professional categories, comprised the two
groups of respondents in this study. Purposive sampling was used to select the two
respective groups from one of the CTMM departments, the Department of Health and Social Development. The goal of the study required applied research. The study itself was guided by the
qualitative approach and employed a case study design. The data was collected
during focus groups and one-on-one interviews, following a semi-structured
schedule.
The findings indicated that there was a clear understanding of the developmental
role of local government, but that there was a lack of clarity as to the social workers’
developmental role. The study concluded that the confusion about the role had been
caused by the lack of both appropriate training for social workers in this respect and
a proper tool with which to monitor and evaluate the role, as well as the existing iv
discouraging environment, none of which were conducive to a satisfactory
performance by social workers.
It is recommended that the job descriptions of social workers be revised to include
their developmental role in the CTMM and that this be formalised in a policy. This
would not only demarcate the role of social workers, but would also oblige the CTMM
to create an enabling environment in which they could carry out this role. CTMM
should, in collaboration with all stakeholders, explore, develop and implement a
suitable monitoring and evaluating tool for the developmental role of social workers.<br>Dissertation (MSW)--University of Pretoria, 2013.<br>gm2014<br>Social Work and Criminology<br>unrestricted
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Callaghan, Jane, Agnes Andenæs, and Catriona Macleod. "Deconstructing developmental psychology twenty years on : reflections, implications and empirical work." Sage Publications, 2015. http://hdl.handle.net/10962/d1020934.
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De, Jesus Shauna Lei, and Mariela Licon. "BRIDGING THE GAP: EXPLORING SOCIAL WORK STUDENT PREPAREDNESS FOR WORKING WITH CHILDREN WHO HAVE DEVELOPMENTAL DISABILITIES." CSUSB ScholarWorks, 2018. https://scholarworks.lib.csusb.edu/etd/647.
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Children with developmental disabilities are a particularly vulnerable population with complex, unique needs. In order to ensure that these clients are achieving the best quality of life possible, they typically require an array of community support services where social workers will often intersect with them in a variety of settings and roles. Therefore, there is a substantial need to ensure that student’s entering the workforce as newly qualified workers have some familiarity and exposure to what presenting issues these children are facing as well as the different techniques and tools available to engage with and assess them.
This study examined California State University School of Social Work student’s preparedness, willingness, and eagerness to work with children who have developmental disabilities. It utilized a quantitative approach with a questionnaire that was distributed via the Qualtrics system to student’s emails. A total of 80 social work students participated in the study and answered questions regarding their demographics, familial and curriculum exposure to developmental disabilities, their work experience, and their perceived levels of preparedness, willingness, and eagerness to work with children who have developmental disabilities. Descriptive and inferential statistics were used to analyze the student data collected.
The social work curriculum provided to students in the program is designed with the intent to prepare them for working with a diverse population that have a variety of needs, which will include individuals who have developmental disabilities. In order to effectively do this, it is recommended that courses offer more comprehensive lesson plans exploring not just a definition-based approach to developmental disabilities, but also incorporate elements of effective engagement, advocacy, and assessment methods.
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McDonald, Daniel A. "Examining the daily interweave of fathers' work and home experiences." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/284276.
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The basic premise of the present research is that fathering may be best understood as a process through which men demonstrate care and support for their children on a day-to-day basis over time. Work and family roles for fathers are no longer viewed as occupying separate spheres, but rather these roles are seen as integrating in a complex weave. Work may enhance the family role for men by allowing them to fulfill their obligations and provide for their families. Work may also interfere with fathering to the extent that work stressors disrupt fathering activities. One way to examine the work-family interweave is to study the day-to-day connections of fathers' work and family experiences. The present study explores a transformation process, whereby daily work experiences, such as work cutbacks, are differentially predictive of fathering experiences at home. Using a daily experiences paradigm, this study combines both stable and dynamic characteristics of fathers' work and home settings to study how work and family are interwoven. Data for these analyses are from the National Study of Daily Experiences: one of the studies that is part of the National Survey of Midlife in the United States (MIDUS). The sample consisted of 1031 randomly selected respondents and 452 twin respondents from the MIDUS study who completed a short telephone interview on each of 8 consecutive evenings. The present analyses used a subsample of the MIDUS sample consisting of 290 fathers who had children age 20 or younger living in the household. Findings from the within-father HLM analyses provide some evidence supporting the transformation of fathers' work and home experiences. On days fathers experienced a cutback at work, they were two to two-and-a-half times more likely to be involved in a child-related stressor or provide emotional support (respectively) to their children than on days they do not have a cutback at work. Also, the findings indicate that work environments appear to make a difference in men's parenting experiences. Workplace characteristics such as control over the work situation, supportive work environments, and job discretion, moderate the relationship between work experiences and fathering behaviors.
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Robinson, Katherine Ashley. "Improving outcomes for transitional age youth| A curriculum for social workers, foster parents, and suppportive adults." Thesis, California State University, Long Beach, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1523106.
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<p> This curriculum was developed to train social workers, foster parents, and supportive adults who work with Transitional Age Youth (TAY). This curriculum is designed to train on the best practices in the areas of team collaboration and building and permanency. The TAY population faces immediate adulthood and lacks emotional and developmental skills to be successful in society. Youth who have a team of supportive adults and a permanent connection to a committed adult have a greater chance of overcoming the negative odds. This curriculum focuses on training supportive adults (social workers, foster parents, and mentors) about the emotional needs of TAY including communication skills, coping skills, and decision making. These developmental needs have been overlooked in program implementation on state and federal levels. Research suggests that these skills are most effective when learned in a natural setting by adults TAY know and trust. This thesis will review the TAY population, the challenges, and the current responses to the problem. The second part of the thesis will include the curriculum modules and outline a facilitator's guide for each module.</p>
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Muinjangue, Esther Utjiua. "Social work supervision in the directorate of Developmental Welfare Services in Namibia." Diss., Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-07222008-090203.
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Runganga, Olinda Vimbai. "Victim empowerment services through developmental social work : the case of Ikhaya Lethemba." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/65602.
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The advent of democracy in South Africa brought a paradigm shift towards a developmental approach for social welfare (RSA, 1997), including victim empowerment services. The government of South Africa established the Victim Empowerment Programme (VEP) in 1998. In 2004, the Cabinet of South Africa adopted the Victims’ Charter (2004) which recognises the importance of the role and rights of victims in crime prevention and addressing the effects of crime in a manner that is empowering to the victim. Since victim empowerment services have to be aligned to the developmental approach, social workers must ensure that the services to victims are rendered developmentally. The goal of the study was to explore and describe the rendering of victim empowerment services from a developmental approach at Ikhaya Lethemba. The exploratory study used the qualitative research approach. The research design was collective case study. The sample was drawn purposively and participants included ten social workers, five managers and three supervisors. Data was collected from managers and supervisors through one-on-one interviews and focus group discussions were used to collect data from social workers. Both interviews were guided by semi-structured interview schedules The findings of the study indicate that Ikhaya Lethemba has made a shift to rendering victim empowerment services from a developmental approach. The services at Ikhaya Lethemba are in alignment with the key themes and principles of the developmental approach. However, challenges that impact on comprehensive developmental victim empowerment services include gaps in understanding the development approach, as well as skills development programmes and internal procedures that restrict victims empowerment on both social and economic levels. The study concludes that the lack of a comprehensive understanding of the developmental approach, the failure to align victim empowerment services to the strength based perspective, and the absence of clear internal policies in service delivery of VES influences the rendering of victim empowerment services from a developmental approach. The recommendations include the need for revision and reinforcement of internal policies in rendering developmental victim empowerment services; training of social workers, supervisors and managers on the developmental approach, and revisiting the requirements of skills development programmes.<br>Mini Dissertation (MSW)--University of Pretoria, 2017.<br>Social Work and Criminology<br>MSW<br>Unrestricted
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Jones, Jaclyn Leia. "The effects of social involvement on work performance of adults with developmental disabilities." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2294.
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Mäkitalo, J. (Jorma). "Work-related well-being in the transformation of nursing home work." Doctoral thesis, University of Oulu, 2005. http://urn.fi/urn:isbn:9514277678.
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The purpose of this study was three-fold: to analyze how the work-relatedness of well-being has been constructed by the presently prevailing work stress approach, to develop better ways of conceptualizing the work-relatedness of well-being on the basis of cultural historical activity theory, and to test these new conceptualizations with empirical data from two nursing homes for the elderly.
An analysis of the development of work stress theory and previous studies of nursing homes showed that their foundations lie in the paradigmatic person – environment formulation which inhibits taking into account the activity of the individual, the changing of the work process and the specific context in which stress is experienced. With respect to work-related well-being two activity-theoretical hypotheses were developed: the object-dependedness of work-related emotions (object-dependent well-being) and the increased physical and psychological work load as a result of disturbances in the flow of work (disturbance load).
An empirical analysis of the historical development of the two nursing homes showed how the function of the nursing homes had changed several times and continued to do so. The analysis also suggested that changes in the work-related well-being of the employees followed the developmental phases of the work activity. The second empirical analysis showed how the employees' explanatory models of both tiring- and strength- giving events were related to several historical, present and possible future aspects of the object of their work. Signs of individual motive development could be detected in the interviews. The third empirical analysis of videorecorded morning routine episodes showed how the current institutional script carried out by the employees collided with the residents' own script resulting in resident resistance which increased the physical and psychological workload of the employees.
Focusing on disturbance load may uncover important sources of emotional distress and physical tiredness among employees. Understanding work-related well-being also as qualitatively developing object-dependent well-being points to the need to create a dialogue between the development of the collective activity and the object and motive development of individual employees.
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Leppan, Kerry Jane. "Exploring family, developmental and environmental factors in the narratives of awaiting trial youth." Master's thesis, University of Cape Town, 2007. http://hdl.handle.net/11427/11164.
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Includes bibliographical references (leaves 48-55).<br>This research report was an undertaking to gain insight into the influence of family dynamics, developmental experiences and environmental precipitatory factors on the potential link between early school drop-out and youth awaiting trial in the Western Cape secure care centres. The objectives of the study were threefold: to explore the different family dynamics that may contribute to early school-leaving and youth awaiting trial; to explore the different early developmental experiences that may contribute to an early school-Ieaver and youth awaiting trial; to investigate what environmental precipitatory factors may contribute to early school-leaving and youth awaiting trial.
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Seo, Gye Soon Kong. "The impact of maternal problem drinking on children's developmental outcomes : focus on parenting as mediator /." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487951907960482.
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Stoate, P. C. "Developmental group work : A study of an experimental in-service course for teachers." Thesis, University of Exeter, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.380358.
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Kindel, Laurie Ann. "Psychosocial Accompaniment of Unaccompanied Central American Youth| A Collaborative Inquiry." Thesis, Pacifica Graduate Institute, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10255962.
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<p> This liberatory participatory action research involved a collaborative inquiry by unaccompanied minors from Central America. Using participatory action research and a liberatory approach, the study followed the youth as they investigated and shared their experiences in the systems of custody and legal protection that exist for unaccompanied minors in the United States. The research question, developed with the youth, was what is the experience of unaccompanied minors as they journey to the United States? Their collaborative inquiry is reflected in the mural that they created and their complementary written personal narratives. The co-creation of the mural and personal narratives developed their self-awareness as they discovered and understood their social placement. The research question also stimulated the participants’ consideration of taking action for social change through the sharing of their experience with the public. The work of these youth took place in the accompaniment of adults who witnessed the participants’ inquiry and shared knowledge with them about the journeys of other unaccompanied minors. </p><p> <i>Keywords:</i> accompaniment, collaborative inquiry, liberatory psychology, youth participatory action, unaccompanied minors.</p>
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Graves, Marlena La Nae, and Tracy Ann Schroeder. "An exploratory study of single parents raising a child with developmental disabilities." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1833.
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Lund, Terese Jean. "Work-family Conflict and Family Stress Processes: Developmental Implications for Youth Social-emotional Functioning." Thesis, Boston College, 2012. http://hdl.handle.net/2345/2579.
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Thesis advisor: Eric Dearing<br>Recent decades have seen historic increases in maternal employment. The developmental implications of work-family conflict, however, remain poorly understood. Children's (n= 1,364) social-emotional problems through early childhood and pre-adolescence were examined as a function of mother's work-family conflict using longitudinal data from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (NICHD SECCYD). Hierarchical linear modeling techniques were utilized to examine the lagged and contemporaneous associations between work-family conflict and children's social-emotional outcomes (i.e., internalizing and externalizing problems). Furthermore, family stress processes--maternal depression and maternal sensitivity--were examined as mediators of the associations between work-family conflict and social-emotional outcomes. Developmental timing of work-family conflict (i.e., child age) was also examined as a moderator of associations between conflict and social-emotional growth. Results indicated that within-family changes in work-family conflict predicted later within-child changes in children's internalizing problems in lagged models. With regard to between-family differences, average work-family conflict was associated with both average levels of internalizing and externalizing problems. Maternal depression and maternal sensitivity mediated the association between work-family conflict and children's externalizing problems between-families; maternal depression mediated the association between work-family conflict and children's internalizing problems between-families. There was little evidence to suggest, however, that the effects of work-family conflict differed as a function of developmental timing. Results from this research suggest that the developmental consequences of work-family conflict may not be immediate, but rather accrue over time. Moreover, results indicate that the effects of work-family conflict are both direct and indirect via family stress processes. These findings are further discussed regarding their implications for developmental research, policy and practice<br>Thesis (PhD) — Boston College, 2012<br>Submitted to: Boston College. Lynch School of Education<br>Discipline: Counseling, Developmental, and Educational Psychology
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Ntjana, Ngwanamontjane E. "The progress of developmental social welfare : a case study in the Vhembe district, Limpopo." Diss., University of Pretoria, 2014. http://hdl.handle.net/2263/46179.
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In 1994 the new democratic South Africa called for the shift in legislation and policies. Social welfare service delivery post-1994 has to be aligned with the principles and key themes of developmental social welfare heralded by the RDP (1994), the Constitution of the Republic of South Africa, 1996, as well as the Copenhagen Commitments to Social Development (1995).
In the social welfare sector, the White Paper for Social Welfare of 1997 was adopted as social welfare policy for South Africa. The White Paper for Social Welfare is embedded in a developmental approach and charted a new path for social welfare in the promotion of national social development. Developmental social welfare is a pro poor strategy which strives to promote a welfare system that facilitates the development of human capacity and self-reliance within a caring and enabling socio-economic environment.
The goal of this study was to determine the progress of social welfare service delivery towards a developmental social welfare approach in the Vhembe district, Limpopo. A qualitative research approach was used for this study and the research design was an instrumental case study. The sample for the study was selected purposively and included 28 social workers and four supervisors from four sub-districts in the Vhembe district. Data was collected through four focus group interviews with social workers and one-on-one interviews with the supervisors. Research findings indicate that developmental social welfare service delivery in this district has progressed in terms of protective services to families and children. However, in terms of poverty reduction and sustainable livelihoods, the social service sector still lags behind. The overall conclusion is that the progress of social welfare service delivery towards the developmental approach is slow and unsatisfactory.
The recommendations of this study are captured in strategies that social workers could use to promote progress in developmental social welfare service delivery, strategies suggested for supervisors to promote progress in developmental social welfare service delivery, and lastly strategies on the creation of an enabling environment.<br>Dissertation (MSW)--University of Pretoria, 2014.<br>tm2015<br>Social Work and Criminology<br>MSW<br>Unrestricted
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Gallardo, Alejandra. "A support group for families and caregivers of children, youth, and adults with developmental disabilities| A grant proposal." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1588610.
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<p> The purpose of this proposed program was to link with a local host agency, discover a potential funding source and write a grant in order to obtain funding for a support group for families of individuals with developmental disabilities (DD). Moreover, the purpose of the project was to provide funding for a family support group by partnering with South Central Los Angeles Regional Center (SCLARC). The program will be implemented at SCLARC, located in Los Angeles, CA. The support group was designed to provide families with interventions, resources, and the skills needed to continue caring for family members with DDs in the best way possible without reaching burnout. A literature review was conducted to thoroughly study the impact DDs have on the affected individuals and their family members. Research demonstrates that there are numerous families in need of emotional, social, and educational support as it also suggest the need of interventions for families.</p>
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Brown, Kathleen Susan. "Factors that influence the development of supports among adults with developmental disabilities." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/895.
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Quintana, Melissa. "Addressing health and psychosocial issues in youth at risk for dating violence| A grant proposal project." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1605191.
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<p> The purpose of this grant proposal project was to develop and identify funding for the implementation of a school-based teen dating violence prevention program for adolescents in the southeast Los Angeles, California area. Peace Over Violence was the host agency for this program and is located in Los Angeles, California. Through the review of the literature on the history, prevalence, risk factors, and the existing interventions for adolescents, the grant writer proposed and designed a school-based teen dating violence prevention program. Additionally, the grant writer explored potential public and private funding sources, which resulted in the selection of the California Endowment Foundation as the funding source due to having the most compatible goals and objectives of this program. The actual submission and/or funding of this grant were not required for the successful completion of this academic project. </p>
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Santee, Veronica Vonciele. "Surviving the transition from foster care to adulthood| A phenomenological study." Thesis, University of Phoenix, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3585974.
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<p> The purpose of this qualitative phenomenological study was to explore the perceptions of foster care support services providers about the most effective support services for transitioning wards from foster care to independent living. Set in a suburb of a large metropolitan area, the data for the study were from pre-interview questionnaires and audio recorded interviews of 10 foster care support services providers. Data collected underwent analysis using NVivo 9 software to identify emerging themes from the interview and to collate the common practices and most effective support services for transitioning from foster care to independent living. The five central themes resulting from 10 participants’ answers to interview and pre-interview questions included (a) beginning the emancipation process, (b) monitoring the emancipation process, (c) primary sources for a successful transition, (d) barriers hindering the successful transition, and (e) tactics developed to improve the transitional outcome. The study findings have implications for foster care support services providers’ leadership. Foster care agencies could hold collaborative meetings every month in a community facility such as a school, church, or hall, to maintain a visual on goal setting practices and to provide foster youth a sense of security and safety to improve the desire to succeed.</p>
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Rycus, Judith S. "Determining the effects of inservice training on the job performance of child welfare workers serving children with developmental disabilities /." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487681148544735.
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Ha, Annie. "Grant proposal for an art therapy program for adults with developmental disabilities." Thesis, California State University, Long Beach, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1523306.
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<p> The purpose of this grant proposal was to develop and seek funding for implementation of an art therapy program for adults with developmental disabilities in Orange County, California. The clients of Westview Services' adult day programs located in Orange County will have an opportunity to participate in the proposed art therapy program.</p><p> Through a review of the literature on the needs and challenges as well as current services and interventions in place for individuals with developmental disabilities, the grant writer proposed and designed an art therapy program. This grant writer explored potential public and private funding sources, which yielded the Field Initiated Projects through the National Institute on Disability and Rehabilitation Research as the funding source with the most potential fitting the goals and objectives of this project.</p><p> The actual submission and/or funding of this grant were not required for the successful completion of this academic project.</p>
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Smith, Heather Kathleen. "Church attendance of adults with developmental disabilities." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1362.
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Orozco, Danielle Marie. "JOB READINESS OF SOCIAL WORKERS SERVING INDIVIDUALS WITH DEVELOPMENTAL DISABILITIES." CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/809.
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The present study explored advance year Master of Social Work (MSW) candidates and graduated social workers perceived preparedness to serve individuals with developmental disabilities (DD). There has been minimal of studies that have explored perceived preparedness in serving individuals with DD, more specifically in the field of social work. Due to the lack of research on the topic and the recent growth of the DD population, the present research was an exploratory project that utilized qualitative techniques. Data was collected through face-to-face interviews that analyzed advance year Master of Social Work candidates and graduated social workers perceived preparedness serving individuals who are developmentally disabled. The findings of this study suggested that Master of Social Work candidates and graduated social workers are not prepared to serve the DD population. Based on the qualitative analyses, four themes emerged about social workers serving the DD population. The implications of this study include the need for reevaluation of the Council on Social Work Education accreditation standards and ethical standards put forth by the National Association of Social Workers (NASW).
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Escobedo, Maria Jesus. "The impact of infant massage on the development of children with disabilities and children born at-risk for developmental delays." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2290.
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This project encompasses program evaluations of infant massage intervention and its impact in the overall development of infants and children born with disabilities or babies born at risk for developmental delays.
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Page, Michele Neace. "Reactions in the Field: Interviews with Helping Professionals Who Work with Biracial Children and Adolescents." Cincinnati, Ohio : University of Cincinnati, 2002. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=ucin1030388066.
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Meyer, Lauren. "Child life specialists in foster care| A case for child life in a nontraditional setting." Thesis, Mills College, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1557350.
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<p> The current study examined the possible gaps in meeting the needs of children in foster care, the additional skillsets that contribute to meeting their needs, and the role child life specialists play in meeting those needs. Additionally, the study looked specifically at how child life could find a place in the nontraditional setting of foster care. Two groups of participants were recruited for the study; the first group was comprised of child life specialists. The second group included professionals who worked directly with children in foster care in some capacity. Two surveys were designed and conducted, one for each group. Generally, both groups of participants identified the following unmet needs: emotional needs, attachment needs, behavioral needs, supporting children in coping, and psychological preparation. Skillset matches for meeting these needs included experience in psychological preparation for children, knowledge in supporting coping, child development expertise, and awareness of family-centered care. These matches are closely tied to child life specialists' training. Additionally, there seems to be a lack of play in working with foster children, and this was identified as a possible gap in the system, highlighting another way child life specialists could support children in foster care. Through this study, clear ways were identified in which child life specialists could strengthen the services provided to children in foster care. These results have implications for an interdisciplinary future of the child life field. </p><p> <i>Keywords:</i> child life, foster care, unmet needs, child life in nontraditional roles</p>
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Sarinana, Alma A. "Preschoolers' cognitive development in relation to preschool education and learning environment." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10038409.
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<p>The impact that preschool education has on children’s cognitive abilities as they prepare to enter kindergarten is a subject that is not widely researched. The purpose of this study is to examine the factors that are associated with cognitive development among preschool age children. This study was completed by conducting a quantitative study in which secondary data was obtained from an early education center Desired Results Developmental Profile (DRDP) from the 2014–2015 preschool year. The results found that the participant’s age was positively associated with cognitive, language and literature, math and self and social development. The study also found that female participants had higher scores in the self and social developmental domain. Gender, ethnicity and home language were not significant to cognitive, English language and math development. Study findings have implications for social and behavioral sciences. The findings in the study were positively associated with the educational activities that preschool children receive as it relates to their cognitive developmental growth and readiness for kindergarten. </p>
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Strömberg-Halvorsen, Pia, and Kristina Wiik. "This Is How We Work! : A qualitative study where special needs teachers and class teachers describe their work with school children aged 7-12, with developmental language disorder." Thesis, Umeå universitet, Institutionen för språkstudier, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-182962.
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This study examines how educators describe what strategies they use when working with students with language impairment. We investigated how educators describe their teaching of students with language impairment, what methods they use and which adaptations they make. We were also interested in opportunities and difficulties the educators describe they experience when working with pupils with language impairment. Five special education teachers and four class teachers were interviewed. The results of the interviews show that the educators believe that they need more knowledge about language impairment and that there is a demand for further education in the area of language disorders. However, the interviews also show that the educators use a variety of tools and methods in their teaching of students with language impairment, which are in line with what the research describes as effective teaching methods for this student group.
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Spencer, Ian M. "Work, War, and Rape| Is a Comprehensive Trauma Diagnosis Possible in a Free-Market System?" Thesis, Pacifica Graduate Institute, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1692038.
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<p> Trauma is a social justice issue by which many of its sufferers historically have remained mystified in a web of misdiagnosis, the most notorious being <i> hysteria.</i> Today, individuals suffering from attachment disorders, anxiety, and depression and the victims of violence, addiction, emotional abuse, and physical abuse often have overlapping symptoms roughly mirroring trauma response symptomatology. These individuals comprise the bulk of those seeking relief from the healing professions, yet the <i>DSM-V </i> has but one diagnosis for trauma: posttraumatic stress syndrome. Recent advances in neuroscience have converged with observations from the field of psychology to confirm the need for a more complex trauma diagnosis. It is time to bring trauma out of the lab and into the streets. Using artistic-creative methodologies, this production thesis channels the expanding body of trauma research into comic strips designed to stimulate social dialogue about the existence of trauma response symptoms in our communities.</p>
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Neher, Cathy Sue. "Service Innovation in a Voluntary Organization: Creating Work Opportunities for Severely Developmentally Disabled Adults." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/bus_admin_diss/1.
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Current literature on the developmentally disabled indicates they represent a large untapped labor pool that is significantly inhibited in its inclusion in the community. To address this unnecessary isolation, Right in the Community (RitC), a voluntary agency in Cobb County, Georgia, wanted to innovate its service offering by providing meaningful and sustainable work opportunities for those that are severely developmentally disabled. The Competing Values Framework (CVF) offers a dynamic and robust theoretical framework that has been adapted to explain many business factors in addition to organizational effectiveness. Based on a fourteen-month action research engagement at RitC, I adapted the CVF to concentrate on the dimensions of organizational focus, strategy formation and motivational traits to understand and guide service innovation in a voluntary organization. My research aided RitC’s development of a program to provide meaningful and sustainable work opportunities for those that are severely developmentally disabled. From a theoretical standpoint, I have added new knowledge on managing service innovation in voluntary organizations and adapted CVF for understanding and guiding service innovation in that particular context.
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Corey, Legge Kristina. "DOES MANDATORY SUPPLEMENTAL INSTRUCTION WORK IN DEVELOPMENTAL MATH EDUCATION? A STUDY OF STUDENTS ENROLLED IN DEVELOPMENTAL MATH COURSES AT A SUBURBAN COMMUNITY COLLEGE IN THE NORTHEAST." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/85619.
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Educational Administration<br>Ed.D.<br>The number of students entering the community college in need of developmental math has not changed, remaining at a steady 60% over the past seven years. This study compared the success rate of Mandatory Supplemental Instruction (MSI) sessions within four sections of a developmental math course compared with the success rates of students enrolled in both the Traditional Classroom setting and the Individualized format at Suburban Community College (SCC) during the Fall 2009 semester. These MSI format courses were compared with both the Individualized format of MAT 060 and the Traditional Classroom format of the same course. The students included in these sections were a combination of students who were: 1) suggested by advisors to enroll in this developmental math course after receiving a low score on the college's Accuplacer placement test for algebra or continuing the progression of developmental math from the lower level arithmetic class; 2) mandated to attend MSI after successful completion of the Jump Start Math Program, or 3) self-selected into the MSI group anticipating the need for additional help in the course. The two primary data sets available for this study are student math final grades and student participation/attendance records. Secondary sets of data include informal focus group notes, final exam scores, student attendance records for both class lectures and MSI sessions, and Supplemental Instruction Leader anecdotal records.
The findings of this study conclude that success rates of students enrolled in the MSI sections of developmental math do not differ significantly from those enrolled in the Traditional Classroom format of developmental math; however, both groups did differ significantly from the Individualized format of developmental math, in that the students enrolled in the Individualized format succeeded at a lesser rate and withdrew at a greater rate than their MSI or Traditional Classroom counterparts. This study also concluded that female, full-time students succeeded at a greater rate across the board, which is consistent with the literature.
These findings were significant for a number of reasons. Although the difference between the treatment group and the Traditional Classroom group was not significant, there are a variety of reasons at the program level as to why this may have been so and there are many future constructs that SCC can put in place to strengthen and reassess the MSI program. Although this study was focused on the MSI treatment, the data revealed a greater issue existing in the Individualized format of developmental math at SCC. Future considerations can be made in this particular delivery method to improve success rates of students involved in this program. Future research on MSI in the form of persistence and retention rates, graduation rates, transfer rates, subsequent math course grades and success in other college-level classes can be explored to provide the MSI program with more data to determine if particular groups of students are benefiting from this format.<br>Temple University--Theses
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Lewis, Lance Kwesi. "Khepra : cultural developmental group-work; an evaluation; effective ways of working with school pupils of Afrikan descent." Thesis, Manchester Metropolitan University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.390782.
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Calitz, Maria-Lina Lusitano. "A social work training programme for caregivers of infants in San Bernardino County, California." Thesis, Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-09222005-152848.
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Morifi, Mahlodi Patience. "The impact of the Financing Policy for Developmental Social Welfare Services (1999) on service providers in Tembisa, Gauteng Province." Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-01252005-103017.
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Bates, Freed Betsy A. "Work Interrupted: A Questionnaire Assessing the Relationship Between Work-Related Distress and Psychological Adjustment to Cancer." Antioch University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1348249175.
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Bradley, Evie L. "An Exploratory Study of the Attitudes and Beliefs of Older African Americans Concerning End-Of-Life Planning: A Developmental Perspective." The Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=osu1101747852.
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Dobrowolski, Stephanie. "Mechanisms of resilience for children of mothers with depression." Thesis, University of Oxford, 2013. http://ora.ox.ac.uk/objects/uuid:29f473aa-f378-4580-a54b-59a0e105f820.
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Maternal depression is a common mental health disorder that can have significant adverse effects on child functioning, including increased rates of child behaviour problems. Adopting a resilience approach highlights that despite the increased risk there is considerable variation in child behaviour development, although mechanisms through which this occurs are not well understood. This thesis investigates positive parenting, harsh parenting, and child inhibitory control as developmentally salient processes that may explain why some children of mothers with depression develop more positive behaviours than others. Analyses were conducted using data from the Early Steps Multisite Study, a longitudinal randomised controlled trial that includes 731 ethnically diverse families from three sites across the United States. Baseline measures were completed at child age 2, with annual follow-up assessments until age 8. These analyses used mother self-reported depressive symptoms, observed measures of parenting, alternate caregiver-reported child inhibitory control, and mother- and teacher-reported child externalising behaviours. Categorical and continuous variables of maternal depression and child behaviour were tested to explore the implications of different analytic approaches, particularly with reference to the concept of resilience. Logistic regression results indicate that child inhibitory control is a robust predictor of developmentally normative behaviours for children of mothers with depression and children in general. Linear regression results support a risk-specific effect of harsh parenting, such that it interacts with maternal depression to predict increased externalising behaviours specifically for children of mothers with depression. Positive parenting appears to predict the behaviour of children in general but not the behaviour of children of mothers with depression. Path analyses indicate that between the ages of 2 and 4, harsh parenting partially mediates the association between maternal depression and child externalising behaviours. Moderated mediation results suggest that children with lower levels of inhibitory control elicit increased harsh parenting behaviours from mothers both with and without depression. Cross-lagged path analyses provide support for reciprocal influence between maternal depression, harsh parenting, and child externalising behaviour, and suggest an impact of maternal depression severity on the establishment of negative patterns of mother-child interactions from age 2. The findings of this thesis support the importance of reducing harsh parenting behaviours particularly for mothers with depression and of improving child self-regulation from an early age. The concept of resilience as a dimensional and potentially reciprocal process is discussed in the context of maternal depression and child behaviour development. Results emphasise that both mother and child are actively involved in influencing processes of resilience. From early childhood, there is a need to support more adaptive patterns of behaviour between mothers with depression and their children in order to increase the likelihood of positive child outcomes over time.
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Godfrey, J. Michael (James Michael) Saxon Terrill F. "The role of mentoring in the developmental experiences of Baptist pastors in Texas a case study /." Waco, Tex. : Baylor University, 2005. http://hdl.handle.net/2104/3011.
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Gaskins, Karen Denise. "Multicase Historic Studies of Innovative Work Behavior Among Intellectually Gifted Adults." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7294.
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ABSTRACT
This qualitative research study was conducted to examine whether investing in innovation and gifted intelligence would improve America's economic well-being. The investment issue became a problem because educational researchers researched innovation as creativity rather than as productive behavior. Moreover, in the literature, adult giftedness was perceived as negative development rather than as alternate normative behavior. The purpose of this research study was to generate new knowledge about innovation and adult giftedness. WICS (wisdom, intelligence, creativity, synthesized) theory of intelligence provided the theoretical framework because intelligence is a measure of human productivity potential. The neuropsychological conceptual framework facilitated a cognitive map of the innovation process. The multicase historic research design provided the answers to the research questions. Four real life historic events embedded with innovation activities and behavior utilized comparative methodology to mark patterns in behavior and cognition. Raw data gleaned from archival/historic research was analyzed utilizing content analysis of primary resources. The key results were: (a) the innovation process is a psychological tool that transcends creative activities; (b) empathy, intellectual complexity and moral intelligence is linked to wisdom and continuous learning; and (c) transcendent experiences are intrinsic motivations to reach beyond expected productive behavior. Outcomes from this study are useful for I-O psychologists because high intelligence can increase organizational productivity levels and sustain business. The positive social change implications are business administration will have to redirect business strategies to focus on employees and relationships, and training and development.
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Chidgey, Kathleen Ann. "Workings and learning together : exploring the potential of developmental project work to support positive change for practice and practitioners." Thesis, University of Bath, 2013. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.665376.
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Aspirations for equality between the English and Welsh languages are widely held in Wales although Welsh is spoken by a minority of the population. Practitioners working through the medium of Welsh face particular challenges which include shortages of resources and limited access to support from Welsh speaking professionals. This thesis describes an intervention over time to strengthen the marginal position of a team of practitioners whose practice takes place through the medium of the Welsh language. Drawing on discursive evidence gathered in a series of team meetings conducted through the medium of Welsh the case study explores the potential of developmental project work to provide a context within which to effect change for practice, professional development and professional identity. The research is grounded in Engeström’s theory of expansive learning and uses methodology based on Vygotsky’s notion of dual stimulation. Forms of discourse analysis is applied to transcripts and textual records of the communicative action of the team. The study charts trajectories of change for the team and team members occurring during the study and beyond. Outcomes have included the establishment of self directed working practices in the development of resources which are valued by local, regional, national and commercial colleagues. The study provides an illustration of how this interventionist approach to support practitioners apply and extend their knowledge and expertise in developmental project work also contributed to professional development through reconstructions of professional identity.
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Lee, Wonik. "The Effects of Maternal Welfare Participation on Children’s Developmental Outcomes in the Welfare Reform Era." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1263869135.
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Jez, Chelsea G. "Work-Life Balance, Locus of Control, and Negative Spillover." Xavier University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1496146613840986.
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