Development Of Support Networks Research Articles

Early Childhood Education in Societal Context: Teachers in Three Countries Speak About Early Childhood Education

Building on the cross-cultural patterns and systems research as well as social constructivism, in-depth interviews were conducted with key informant early childhood teachers in three regions with similar characteristics in Sweden, Russia, and in the United States. Inductive analyses revealed differences in responses among Swedish, Russian and American informants related to the macro-, meso-, and micro-levels of societal system. United States teacher informants had a great number of separate topic comments and distributed them more evenly across all levels than did Russian and Swedish teacher informants who had more emphasis at the meso level. United States and Russian teacher informants discussed the lack of societal support for young children and their families, while Swedish teacher informants seemed to almost take this support for ranted. United States teacher informants suggested that early childhood programs were important in developing support networks among parents, while Russian teacher informants often gave information to parents and Swedish teachers spoke about mutually sharing information. United States teacher informants desired both strict rules with strong academic content and extension of the child's initiations through play; they emphasized activities and materials. Swedish teachers discussed a child- centered approach to social learning and creativity and desired to be with children rather than do activities with them. Russian teacher informants emphasized the importance of obedience, aesthetic education, and preparation for school and the labor of the larger society. These study outcomes deepen understanding about the multidemensional relationships between early childhood programs and societal contexts in which they are embedded, and they suggest alternative approaches to working with young children and their families.

Building a network organization to foster economic development

This article describes the process of building network organizations that support and foster broad-based economic and social development. Coverage includes phases in the development process, approaches to devising action steps, the nature of network organizations, and action research required to support network development.

Creating Networks for Rural Economic Development in Norway

Regional economic development is a social change process. This paper focuses on how the creation of social networks can support economic development. Action research methodology, the theoretical foundations of which are presented, was used to support network development. The paper describes and analyzes the social shaping of several types of new networks in coastal Norway over the 5-year period of 1986-1991. Networks linking entrepreneurs resulted in establishing several new enterprises. The shaping of networks for interorganizational cooperation promoted the survival and growth of existing economic activity. Networks that developed between the public and private sectors also promoted economic development and a new role for the public sector, network broker, emerged. This new role required public sector initiatives, provision of necessary resources, and active and equal participation among all parties involved in the development effort.

North of Market: Older Women's Alcohol Outreach Program.

The North of Market Older Women's Alcohol Program is an innovative outreach program designed to assist isolated and impoverished alcohol-dependent older women. The program utilized service components focused on "building up" the clientele and developing support networks rather than the traditional approach of first "breaking down" an alcoholic's defense barriers. Sobriety (complete abstinence) was attained by 60% of the women for a minimum of 3 months (not necessarily consecutive).

The Coping Skills Training Program for Parents of Children With Developmental Disabilities: An Experimental Evaluation

This pretest-posttest no-treatment control group study was undertaken to examine the effectiveness of a social work intervention called the Coping Skills Training Program (CSTP) in helping parents deal with the problems they face raising children with developmental disabilities. The CSTP involved training in problem solving, achieving personal goals, interpersonal skills training, and cognitive restructuring-all presented in a group treatment format. The positive results demonstrate the value of teaching parents to set realistic, behaviorally measurable goals and argue for increased attention to the development of support networks. Finally, they demonstrate that a behavioral approach to skills acquisition can make a significant contribution to parents who daily face situations for which they may be ill prepared.

Outcomes of the primary and early childhood science and technology education project at the university of Canberra

The aim of the Primary and Early Childhood Science and Technology Education Project (PECSTEP) is to improve teaching and learning in science and technology of by increasing the number of early childhood and primary teachers who are effective educators. PECSTEP is based on an interactive model of teaching and systematically links work on gender with the learning and teaching of science and technology. The project involves: a year-long inservice program which includes the development of a science curriculum unit by teachers in their schools; linking of the preservice and inservice programs; and the development of support networks for teachers. Each phase of PECSTEP has been researched by means of surveys, interviews and the use of diaries. Research questions have focussed particularly on changes in: teachers’ and student teachers’ attitudes to teaching science and technology; their perceptions of science and technology; their perceptions of their students’ responses and their understandings of how gender relates to these areas.

A Social Support Group for Depressed People

This study aimed to help depressed psychiatric patients develop support networks. A nine‐week programme was designed to develop participants' skills in communication, improve their feelings of self‐esteem and self‐worth, reduce their feelings of depression and develop supportive relationships. This developmental programme was implemented and evaluated by an occupational therapist and a social worker. The ten participants completed two questionnaires and a diary pre and post programme to evaluate changes in levels of depression, anxiety and social behaviour. There were statistically significant changes in the depression (p < .01) and anxiety (p < .05) levels, as measured on the Beck Depression Inventory and Spielberges Self Evaluation Questionnaire. Although there were no statistically significant changes in social behaviour, there were positive trends. Whilst these results were encouraging, there was no control group with which to compare the figures. Findings are discussed and several recommendations made for future programmes.