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View/Open - Dalhousie University

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Eight staff were interviewed. Four were nurses by training; at the time of the<br />

study, one of these worked in a program coordination and front-line service capacity,<br />

two were in program management roles, and one was retired. The other four staff<br />

members had college or university preparation in management, community services,<br />

family studies, or counseling. Most staff and volunteers brought other relevant life<br />

experiences to their in-home work as well. No study participants were social workers.<br />

The length of time that participants had worked or volunteered with their<br />

respective home visiting programs varied considerably, and ranged from 1 year (2<br />

participants) to over 20 years (2 participants). The intensity (hours per month) of study<br />

participants’ involvement also varied widely, and was not static over the duration of<br />

their employment/volunteer work; for example, some volunteer and staff participants<br />

had taken educational or parental leaves of absence. Volunteers’ time commitment<br />

ranged from roughly 2 to 15 hours per month, while the paid staff worked anywhere<br />

from 10 hours per week to more than 40 hours per week.<br />

It is notable that over half of study participants had, in the past or at the time of<br />

the study, also played other roles within these programs. Two study participants had<br />

been involved as program parents, back when their own children were infants. Three<br />

volunteers from two different programs had, in the past or at the time of the study,<br />

volunteered in different roles within their program. Two staff members had been<br />

volunteer visitors before being hired in their present roles, and four staff members<br />

(from all three agencies) had, over the years, held another paid position in the program<br />

or its sponsor agency. This range of roles and responsibilities speaks to both the study<br />

participants’ commitment to the programs and the breadth and depth of their<br />

experience.<br />

In this chapter I have described the three study programs, and highlighted some<br />

of their significant commonalities and differences. The following chapter presents the<br />

findings from the present study.<br />

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