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The Routledge Handbook of Service User Involvement in Human Services Research and Education
Worldwide, there has been a growth in service user involvement in education and research in recent years. This handbook is the first book which identifies what is happening in different regions of the world to provide different countries and client groups with the opportunity to learn from each other.
The book is divided into five sections: Section One examines service user involvement in context exploring theoretical issues which underpin service user involvement. In Section Two we focus on the state of service user involvement in human services education and research across the globe including examples of innovative practice, but also identifying examples of where it is not happening and why. Section Three offers more detailed examination of such involvement in a wide range of professional education learning settings. Section Four focuses on the involvement of service users in research involving a wide range of service user groups and situations. Lastly, Section Five explores future challenges for education and research to ensure involvement remains meaningful.
The book includes forty-eight chapters, including seventeen case-studies, from all regions of the world, this is the first book to both highlight the subject’s methodological and theoretical issues and give practical examples in education and research for those wishing to engage in this field.
It will be of interest to all service users, scholars and students of social work, nursing, occupational therapy, and other human service subjects.
eBook
Both Direct and Vicarious Experiences of Nature Affect Children’s Willingness to Conserve Biodiversity
Children are becoming less likely to have direct contact with nature. This ongoing loss of human interactions with nature, the extinction of experience, is viewed as one of the most fundamental obstacles to addressing global environmental challenges. However, the consequences for biodiversity conservation have been examined very little. Here, we conducted a questionnaire survey of elementary schoolchildren and investigated effects of the frequency of direct (participating in nature-based activities) and vicarious experiences of nature (reading books or watching TV programs about nature and talking about nature with parents or friends) on their affective attitudes (individuals’ emotional feelings) toward and willingness to conserve biodiversity. A total of 397 children participated in the surveys in Tokyo. Children’s affective attitudes and willingness to conserve biodiversity were positively associated with the frequency of both direct and vicarious experiences of nature. Path analysis showed that effects of direct and vicarious experiences on children’s willingness to conserve biodiversity were mediated by their affective attitudes. This study demonstrates that children who frequently experience nature are likely to develop greater emotional affinity to and support for protecting biodiversity. We suggest that children should be encouraged to experience nature and be provided with various types of these experiences.
Journal Article
Social sector in a decentralised economy : India in the era of globalisation
\"\"Provides critical insights into the effectiveness of public expenditure through benefit incidence analysis of education and healthcare services in India\"--Provided by publisher\"-- Provided by publisher.
Book
The modern child and the flexible labour market : early childhood education and care
\"This book sheds light on new research related to welfare state, child care policies, and small children's everyday lives in instuitutions in a variety of countries. In uniting recent social childhood research, welfare perspectives and historical and comparative approaches, the book explores institutionalization as a feature of modern child life\"-- Provided by publisher.
Book
FROM THREAT TO OPPORTUNITY: A HEAD START PROGRAM'S RESPONSE TO STATE-FUNDED PRE-K
Early childhood education and childcare have traditionally been dominated by nonprofit and other grant-funded agencies. However, public education agencies are increasingly involved with early childhood education through state funded pre-K program initiatives. As public pre-school programming has steadily expanded, programs such as Head Start have to compete for enrollment. As funds for these programs are tied directly to enrollment, the sustainability of these programs is uncertain. Not all such agencies view state funded pre-K as a threat however. Some have seized this as an opportunity to improve service delivery through interagency collaboration. This case study examines the partnership between an urban school district and its local Head Start program. Responding, in part, to the potential threat from state-funded Pre-K, Head Start partnered with the school district to provide enhanced services to Head Start eligible children in the district's early childhood education programs. Through an examination of secondary data and staff surveys, the collaboration is first evaluated in terms of the use of best practices. The success of the collaboration is measured through teacher and administrator perceptions. From these results, specific recommendations for early education and childcare providers are offered.
Journal Article