View/Open - Dalhousie University

More documents

Recommendations

Info

DEDICATION To all the parents who courageously welcome home visitors into your families’ lives. Your commitment to your children, and your indomitable vision of a good future for your families, make this work possible – and deeply rewarding for those who are privileged to do the visiting. iv
TABLE OF CONTENTS LIST OF TABLES ...............................................................................................................................xiii ABSTRACT ....................................................................................................................................... xiv LIST OF ABBREVIATIONS USED ....................................................................................................... xv GLOSSARY ...................................................................................................................................... xvi ACKNOWLEDGEMENTS ................................................................................................................... xx CHAPTER 1: INTRODUCTION ........................................................................................................... 1 1.1 INTRODUCTION TO THE PRESENT STUDY ............................................................................ 1 1.1.1 Why Research Mixed-Delivery Home Visiting Programs? ....................................... 1 1.1.2 Overview of the Research Goals, Process, and Questions ....................................... 2 1.1.3 Potential Benefits of This Study ............................................................................... 3 1.2 THE BROAD CONTEXT: CHALLENGES FACING YOUNG CHILDREN AND THEIR FAMILIES ..... 3 1.3 THE SPECIFIC CONTEXT: HOME VISITING FOR FAMILIES WITH YOUNG CHILDREN ............ 4 1.4 THE INTER-DISCIPLINARY CONTEXT: HOME VISITING AND ITS RELATIONSHIP WITH SOCIAL WORK .................................................................................................................................. 6 1.4.1 The Historical Relationship between Home Visiting and Social Work ..................... 6 1.4.2 Home Visiting Today ................................................................................................ 8 1.4.3 Social Workers in an Interdisciplinary Milieu........................................................... 9 1.5 THE PERSONAL CONTEXT: THE RESEARCHER’S EXPERIENCE ............................................. 11 1.5.1 Program Overview ................................................................................................. 11 1.5.2 The Researcher’s Experience and Perspective ...................................................... 13 1.5.3 ‘Use of Self’ in This Thesis ...................................................................................... 15 1.6 THEORETICAL PERSPECTIVE ............................................................................................... 15 CHAPTER 2: THE SOCIO-POLITICAL CONTEXT ............................................................................... 17 2.1 THE LONG REACH OF EARLY CHILDHOOD .......................................................................... 17 2.2 BARRIERS TO OPTIMAL HUMAN DEVELOPMENT .............................................................. 18 v
Page 1 and 2: Greater Than the Sum of Its Parts:
Page 3: DALHOUSIE UNIVERSITY DATE: 25 Novem
Page 7 and 8: 4.4 SUMMARY .......................
Page 9 and 10: 7.2.1 Identity (as perceived by par
Page 11 and 12: 8.4.1 Allows for Successful Impleme
Page 13 and 14: LIST OF TABLES Table 1 Stages in th
Page 15 and 16: LIST OF ABBREVIATIONS USED CMP ECD
Page 17 and 18: II. Other terms used in this thesis
Page 19 and 20: V. Gender and language in this thes
Page 21 and 22: The many colleagues, friends, neigh
Page 23 and 24: However, while my search of the lit
Page 25 and 26: daunting challenges linked to mothe
Page 27 and 28: number of volunteer home visiting p
Page 29 and 30: self-control” (Richmond, 1930, p.
Page 31 and 32: fundamental to social work” (Inte
Page 33 and 34: Parents Volunteer Service [ESP], 20
Page 35 and 36: positive role models or people who
Page 37 and 38: and the intersection of various for
Page 39 and 40: A new measure of clarity and a deep
Page 41 and 42: Finally, a growing body of literatu
Page 43 and 44: However, with the exception of this
Page 45 and 46: Despite gains in women’s equality
Page 47 and 48: 2.5 THE SERVICE DELIVERY CONTEXT: V
Page 49 and 50: 2.6 GETTING IT RIGHT: COUNTRIES INV
Page 51 and 52: CHAPTER 3: REVIEW OF THE LITERATURE
Page 53 and 54: esults, most notably from Hawai’i
Page 55 and 56:
3.2 PROGRAMS WITH PAID VISITORS 3.2
Page 57 and 58:
particularly those that discuss and
Page 59 and 60:
with quality early childhood educat
Page 61 and 62:
…the researchers limited the para
Page 63 and 64:
contradicted those of others; and,
Page 65 and 66:
with a volunteer to a paid visitor
Page 67 and 68:
the Board “was aware of models th
Page 69 and 70:
Indeed, even in conducting the 2005
Page 71 and 72:
visiting programs views a person in
Page 73 and 74:
CHAPTER 4: THEORETICAL FRAMEWORK He
Page 75 and 76:
wages, instability, and unpredictab
Page 77 and 78:
home visiting programs vary tremend
Page 79 and 80:
they are experiencing (and internal
Page 81 and 82:
& Dubus, 2005). Women’s partners
Page 83 and 84:
children, hampering their ability t
Page 85 and 86:
C. What external and internal facto
Page 87 and 88:
often include observation, observat
Page 89 and 90:
1. In two of the study programs, th
Page 91 and 92:
useful to those who want to learn m
Page 93 and 94:
study. While I went into the study
Page 95 and 96:
it would be necessary to omit detai
Page 97 and 98:
Between February 2007 to April 2010
Page 99 and 100:
5.7.2 Contacting Eligible Programs
Page 101 and 102:
5.7.4 Confirming Agency Participati
Page 103 and 104:
eadily confirmed that this was the
Page 105 and 106:
A report’s ability to allow reade
Page 107 and 108:
I also asked each Agency Contact Pe
Page 109 and 110:
question. While participants from o
Page 111 and 112:
CHAPTER 6: DESCRIPTION OF PROGRAMS
Page 113 and 114:
In the 12 local areas where it oper
Page 115 and 116:
and take onboard this Programme, to
Page 117 and 118:
volunteer explained: “You know, e
Page 119 and 120:
thought that the work could be cont
Page 121 and 122:
equires an unusually high level of
Page 123 and 124:
partnership is larger-scale, and mo
Page 125 and 126:
The Utah County Health Department n
Page 127 and 128:
oader goal of developing a multifac
Page 129 and 130:
order to help families get the supp
Page 131 and 132:
needs and concerns range from the s
Page 133 and 134:
Our range of socially inclusive ear
Page 135 and 136:
egarding one’s concerns, and addr
Page 137 and 138:
‘Gateway,’ to serve families an
Page 139 and 140:
provided parents with extensive inf
Page 141 and 142:
Eight staff were interviewed. Four
Page 143 and 144:
7.1 OVERVIEW OF FINDINGS Participan
Page 145 and 146:
Table 3: Responsibilities of paid s
Page 147 and 148:
of the other, allowing each to acco
Page 149 and 150:
the following sections, it was the
Page 151 and 152:
employed by a health or social agen
Page 153 and 154:
that front-line staff members be pu
Page 155 and 156:
wasn't breastfeeding, [staff member
Page 157 and 158:
One volunteer explained that “If
Page 159 and 160:
manager could “be very flexible a
Page 161 and 162:
all families, regardless of socio-e
Page 163 and 164:
In all three programs, if a family
Page 165 and 166:
Researcher’s reflection These pro
Page 167 and 168:
7.5 INCREASED COST-EFFECTIVENESS Se
Page 169 and 170:
the volunteers consistently express
Page 171 and 172:
There have been huge spin-offs for
Page 173 and 174:
7.6.2 Orientated New Staff to the R
Page 175 and 176:
exactly what I am doing.” This kn
Page 177 and 178:
them to hone, maintain and pass on
Page 179 and 180:
have to ‘refer out,’ some famil
Page 181 and 182:
In comparison, Good Beginnings Aust
Page 183 and 184:
The manager stressed that the progr
Page 185 and 186:
Staff Members’ Work with Vulnerab
Page 187 and 188:
and passionate, I have included the
Page 189 and 190:
program as a whole, vis-a-vis havin
Page 191 and 192:
esidual system, eligibility criteri
Page 193 and 194:
post-partum home visit or telephone
Page 195 and 196:
Ironically, as documented in the Go
Page 197 and 198:
A Lack of Attention to Prevention A
Page 199 and 200:
Further, had health authorities inv
Page 201 and 202:
prioritize which families to serve
Page 203 and 204:
program], would it be possible? I d
Page 205 and 206:
that ... the resources would come t
Page 207 and 208:
[good] ... I could see that.” The
Page 209 and 210:
7.14.2 Managing Mixed-Delivery Prog
Page 211 and 212:
One manager reflected that ‘meldi
Page 213 and 214:
I. Programs could put to use, in co
Page 215 and 216:
A staff member may have taken over
Page 217 and 218:
expanding the number of families se
Page 219 and 220:
countries in question, as a widespr
Page 221 and 222:
Further, given that volunteer recru
Page 223 and 224:
acts as a vehicle for starting disc
Page 225 and 226:
services. However, participants fro
Page 227 and 228:
for some families, particularly tho
Page 229 and 230:
experienced paid staff member; volu
Page 231 and 232:
these families, a disproportionate
Page 233 and 234:
whereby those most at risk, and tho
Page 235 and 236:
Indeed, through my correspondence a
Page 237 and 238:
programs. The findings were filtere
Page 239 and 240:
However, given the funding challeng
Page 241 and 242:
8.7.4 Directions for Future Researc
Page 243 and 244:
7. How is volunteer home visiting v
Page 245 and 246:
CHAPTER 9: CONCLUSION In this chapt
Page 247 and 248:
9.2 OVERVIEW: CHALLENGES OF MIXED-D
Page 249 and 250:
Those considering such an approach
Page 251 and 252:
likely to engage and maintain invol
Page 253 and 254:
their parenting priorities; and by
Page 255 and 256:
and for the future (Acton, 2005). F
Page 257 and 258:
Bryce, H. (2000, August). Northern
Page 259 and 260:
DePoy, E., & Gitlin, L. N. (1998).
Page 261 and 262:
Heckman, J., & Carneiro, P. (2003,
Page 263 and 264:
Matusicky, C., & Russell, C. C. (20
Page 265 and 266:
Parents as Teachers (n.d.). Support
Page 267 and 268:
The Benevolent Society (2009, Octob
Page 269 and 270:
Appendix A: Introductory Letter to
Page 271 and 272:
Information on Extra Support for Pa
Page 273 and 274:
Continued - To be eligible to take
Page 275 and 276:
Please note: The focus of this stud
Page 277 and 278:
What is the purpose of this researc
Page 279 and 280:
What, if anything, will we gain fro
Page 281 and 282:
6. To designate an Agency Contact P
Page 283 and 284:
Outline of Duties - Agency Contact
Page 285 and 286:
In order to take part in this study
Page 287 and 288:
Letter to eligible home visitors: I
Page 289 and 290:
Appendix G: Information and Consent
Page 291 and 292:
You can take part in this study if
Page 293 and 294:
Confidentiality, continued: All re
Page 295 and 296:
SIGNATURE PAGE (Agreement to take p
Page 297 and 298:
Section I: Program History Particip
Page 299 and 300:
(5F). Some questions about funding:
Page 301 and 302:
5F. Some questions about funding: O
Page 303 and 304:
8E. If you could change anything ab
Page 305 and 306:
[Dalhousie University letterhead] A
Page 307 and 308:
Program Feature Programs that parti
show all

View/Open - Dalhousie University

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?