This open access edited book brings together a number of theories under the umbrella of humanistic governance to develop a persuasive alternative perspective on governance, particularly for ...democratic organisations such as co-operatives. It examines how we can move beyond a profit-first approach to governance, into a framework that prioritises human dignity in all aspects of an operation. This book also discusses key issues for different types of cooperatives and how these might be addressed. And, finally, it addresses how cooperatives can better cope with dynamic change processes. This book will be of interest for academics working in the areas of stakeholder governance, social solidarity economy, ethical management and co-operatives.
Low-income students from underrepresented communities experience significant educational inequalities, including chronic absenteeism, mental health crises, trauma exposure, and social injustices. ...These conditions escalate risks of dropping out and justice system involvement. Middle-school youth must navigate intense social and emotional change. To address such challenges, The Arthur Project (TAP) provides intensive, in-school, therapeutic mentoring and family support. The program teaches students essential life skills, such as problem-solving, communication, and academic engagement. Students are empowered to strengthen their resilience, perseverance, self-actualization, and confidence. TAP provides up to 500 h of therapeutic mentoring yearly over three years, delivered individually and in small groups by social work interns. The research question was as follows: Does structured, intensive in-school therapeutic mentoring with social work interns increase the socioemotional, cognitive, noncognitive, and academic skills and engagement of underserved middle-school students? This evaluation for the school year 2022–2023 is based on the program of 200 students and 30 mentors, with quantitative mentee, mentor, teacher, and caregiver surveys and qualitative interview data. The program and evaluation methodology are described, with results and conclusions. Students showed significant improvement in all domains; mentors reported student increases in confidence, perseverance, problem-solving, and communication; and teachers and caregivers reported students’ increased academic engagement. The Arthur Project program can become a national middle-school mentoring model to address widespread student inequalities.
Educators have observed that our college graduates are not equipped with the complex problem-solving skills to contribute to the many challenges of industry and other professional contexts. This ...paper describes an experiential problem-based multifaceted instructional design and teaching model at the New York University School of Professional Studies, developed by instructional design and technological experts. The model combines traditional instructional design, evidence-based strategies, and learning theories for development of student critical thinkers who can transfer their new knowledge and capabilities to industry and various other professional contexts. This model includes unique faculty and student orientations and guides, students as active contributors, instructors as facilitators, and collaborative projects. Student surveys of four cohorts (68 students) over four academic quarters indicated strong positive results. Students practiced through experiential problem-based learning and thereby learned critical and creative thinking that increased their communication skills. The program, to continue through New York University, can also be adapted for professionally-oriented education degrees, certifications, and lifelong learning courses.
•Co-operatives are complex enterprises with multiple goals and objectives, defined by the ICA Statement on the Co-operative Identity.•They are often conceptualized in binary terms, as both social and ...economic entities, forming paradoxes.•Duality (paradox) in co-operatives is studied at different levels: individual motivations; organizational goals; and community impacts.•Associationalism as collective action is at the core of co-operative complex nature, with complementary, instead of diverging dual features.•Co-operatives are defined as collective enterprises (collective contributions; ownership; benefit; decisionmaking and control).
Multiple roles and objectives are naturally inherent in the co-op idea, captured by the Statement on the Co-operative Identity (ICA, 1995) and thus in co-operative enterprises’ practices. This complex nature derived from the co-operative mission has been conceptualized as the dual nature, which is in the DNA of all co-operatives. However, the concept is somewhat ambiguous and a comprehensive theoretical framework is missing. Prior research has approached duality at different, and not clearly delineated levels, either as individual member motivations, organizational characteristics, or community impact, discussed in this paper. Further, we examine duality and paradox framings in co-operative enterprise research to underscore complementary features that define co-operative enterprise, and contribute an elaboration on the associative practices at the heart of these debates. Associationalism is described in this paper as the common action and responsibilities of membership regarding collective contributions, ownership, benefit, decisionmaking and control. Further, we extend the argument that co-operatives have the strongest impact when they acknowledge and take advantage of their unique organizational values and characteristics, informed by their associative foundations.
Clashes and tragedies between the police and citizens in recent years have focused greater attention on the increasingly negative interactions between community police officers and youth. The purpose ...of this paper is to describe the extensive evaluation of a New York City police mentoring program, Bigs in Blue (BIB), a component of Big Brothers Big Sisters of America. The evaluation will measure the success of the program with middle-school youth throughout the districts. Through police mentorship, BIB is intended to build youth’s skills and development and promote their trust in the police. The design is grounded in evidence-based studies of youth/officer programs. This paper describes the logic model, goals, program implementation, and comprehensive plans for quantitative and qualitative evaluation.
Preliminary results of both quantitative and qualitative assessments of the New York BIB program indicated that positive change can take place on individual bases between youth and officers, with development of mutual trust and understanding, correction of prejudicial attitudes, and reduction of youth criminal behavior.
Early findings of the BIB program showed promise for additional success. The evaluation described here accounts for measurement and input regarding all of the BIB program goals. With input from advisors in many related fields, each component of the evaluation has been refined to capture both quantitative and qualitative elements for tracking and improvement toward greater success. The BIB program offers young people not only opportunities for mentors but also more positive police branding and the building of mutual trust. The program brings responsible adults into challenging neighborhoods, and evaluations are necessary to track progress and institute improvements.
•The evaluation described here accounts for measurement and input regarding the BIB program goals.•The BIB program offers young people opportunities for mentors and more positive police branding.•The program brings responsible adults into challenging neighborhoods.•Positive change can take place on individual bases between youth and officers.•The program leads to mutual trust, correction of prejudicial attitudes, and reduction of crime.
This preliminary evaluation study reports on the Changing Actions to Change Habits (CATCH) specialized docket in Franklin County, Columbus, Ohio. Founded in 2009 for human-trafficking victims, ...including victims of sexual exploitation, CATCH blends punitive sentences with a 2-year treatment-oriented nonadversarial program for participants with multiple services for physical and psychological problems. From 2009 to 2013, CATCH served 130 participants (12% graduation rate). In this mixed-method study, data were collected from court records, a participant survey, and participant focus group. The five quantitative goals and objectives were partially met. Program completers had fewer jail days, arrests, and recidivism and had improved employment/volunteer/educational status than noncompleters with statistically significant lower recidivism for completers. Qualitative analysis revealed one major theme regarding the program, "It Works!" and eight subthemes: Caring, Support, No Judgments, Growing Self-Esteem, Physical and Emotional Help, Improved Family Relationships, Hope: From Victim to Victor, and Life Saving. Correspondences were evident in the quantitative survey and qualitative findings. Recommendations for further research include more frequent and discrete court data collection, larger sample sizes, and additional individual in-depth interviews. The success of the CATCH program to date supports its use as a model for similar courts in Ohio and nationally.
In criminal justice programs, a major teaching objective is to expose students to the wide range of experiences and career paths available in criminal justice. Technological advances increase ...instructional strategies so that students may gain more realistic educational experience and correct erroneous perceptions about the criminal justice system. This paper describes one such strategy for online criminal justice students, a virtual prison tour, founded on the principles of social learning, experiential learning, and e-learning. In an upperclass course in juvenile delinquency, 43 students viewed a video of incarcerated juvenile offenders recounting their experiences of institutionalization, sentences, challenges, programming, and fears upon release. Student responses to seven quantitative questions and one qualitative question revealed that the video greatly impacted their attitudes, understanding, and perceptions of the juvenile justice system and provided pedagogical benefits. This strategy can be used to help criminal justice educators enhance student learning so that students experience a major aspect of the juvenile justice system.
Research has shown that current legal policies of transfer of juveniles to adult court, harsh sentences, and intimidating educational programs do not deter youthful crime. This study reports on a ...nonconfrontational pilot education program in the US juvenile justice system. In three urban high schools, an eight-week researcher-designed curriculum was delivered to three intervention classes totaling 125 at-risk students and three control classes totaling 100 at-risk students. Teachers in both groups administered pretest and posttest surveys. Descriptive statistics showed substantial knowledge gains for the intervention group, from 14.2 to 35.7% in all subdomains, and −7.2 to 21.4% gains for the control group. Chi-square analysis showed that the intervention group significantly increased knowledge and understanding of the US juvenile justice system in two of the six curriculum subdomains. The intervention group also significantly increased perceptions of fairness of the juvenile justice system. This program can serve as a model curriculum for at-risk high school youth.
Voices from Inside Miner-Romanoff, Karen
Journal of correctional education (1974),
05/2016, Letnik:
67, Številka:
1
Journal Article
Recenzirano
Few art programs for incarcerated juveniles exist; however, evaluation results indicate decreased recidivism and behavior problems. This paper reports on an ongoing study of a promising art program ...for incarcerated adolescents with community exhibits and charitable sale of their work. Voices from Inside, a partnership between Franklin University and the Ohio Department of Youth Services, sponsored three exhibits in 2012, 2013, and 2014. In 2013, youth exhibitor survey results (response rate 47%, 16 of 34) showed that 81% cited as benefits cooperation with others, task completion, and increased self-esteem from public recognition and art sales. Community attendee survey results (response rate 29.5%, 59 of 200) showed positive attitude changes toward juvenile offenders, from 40% to 53%. Qualitative responses were similarly positive. The 2014 youth exhibitor sample was larger (response rate 58%, 29 of 50) and showed that 93% cited positive benefits including increase in self-esteem, decrease in stress, pride, or recognition of the ability to reach a goal from completing, exhibiting, and selling their art to benefit a charity for at-risk youth. This year, the research was able to conduct ten one-on-one interviews inside of the youth facilities, and qualitative responses were even more positive with one youth explaining, “This art represents my joy, my tears, my pain and my hope.” Community attendee survey results (response rate 50%, 79 of 170) were transformative in that they indicated significant impression on attitudes toward juvenile offenders and their rehabilitative needs with one attendee stating that the event had an, “immense impact for me bringing into focus the humanity and value these youth still have for us and society.” Future research indicates a need for a correlation study to determine the extent to which these art programs reduce behavioral incidents inside of the facility and an increased framework toward secondary desistance theory. Generally, further study of juvenile offenders’ art for rehabilitation and restorative justice, the power of art to transform, and university-community partnerships implementing art programs for juvenile offenders should continue.
