Occupational therapists consider community-centered practices such as community developmentessential practice domains. In some parts of the world, community development is strongly embeddedin occupational therapy practice, while in other places this approach is emerging and need strengthening.This chapter outlines the synergy between occupational therapy, community development, sustainabledevelopment, and critical citizenship. In doing so, it will consider the profession’s understanding of thevalue of an occupational perspective in critically addressing community issues and aiming for sustainabledevelopment. A module to prepare occupational therapy students for their potential role in communitydevelopment processes is associated with case studies from three different continents. These examplesgive a rich image of community development approaches within occupational therapy practice.
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This chapter discusses the efforts of community workers to obtain consent in local communities as a basis for taking action on issues that are affecting local people’s lives. Crucial here is that community workers resist the initial urge to settle for consensus and as a consequencelimit the possibilities for creativity, exploration and interpersonal development. Drawing on two case studies, one from Amsterdam (the Netherlands) and one from Chelsea (US), the requirements and process of acquiring consent are outlined. Consent in general refers to a form of permission to act or take action. In this chapter we consider it as a sense of approval by neighbourhood community members to engage in a collective course of action. Community workers often play a crucial part in the acquisition of community consent as they support the process of recognition of the diversity of interests, opinions and values that characterises local life. Consent is necessary for creatingsustainable local initiatives, incorporating, instead of eliminating, conflicting positions. This acknowledgement of diversity can be seen as an ethical requirement in community development practice, but also as a strategic issue for community workers. After all, without being able to obtain legitimacy for their engagement with local issues, effective community development work is impossible.This chapter focuses on neighbourhood-based community development work in geographical communities. However, similar principles apply in all forms of community development, including work with communities of interest and identity. We use the term‘community worker’ to refer to someone who takes on a facilitating and coordinating role with members of communities to build community capacity and/or bring about social change. Such workers may be paid and professionally qualified, or unpaid volunteers andactivists. They may live in the communities where they work/are active, or reside outside these areas. These circumstances influence the legitimacy of their interventions, as well as how consent is gained and consensus reached.
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This article draws on Robinson, McNeill and Maruna’s argument (2012) about the adaptability of community sanctions and measures, observed through four distinctive penal narratives, in order to shed light on the regional development of community service in Wroclaw, Poland. While the managerial adaptation of community sanctions is underpinned by an inter-agency cooperation to fulfil the goals of the system, the contemporary rehabilitation iteration has become a toolkit of measures predominantly phrased around risk management, the reparative discourse seeks various means to repair harm, and the punitive orientation represent the turn to desert-based and populist sentencing frameworks. In this article, the first three are reflected upon along with the emerging, restorative adaptation of community sanctions. The last one is added to expand on the findings of previous research, which suggests the viability of the restorative orientation for community service in Poland (Matczak, 2018). A brief discussion of how punishment, probation and restorative justice can be reconciled is followed by the introduction of Polish Probation and the role of probation officers in delivering community service in Poland. Although the penal narratives are visible in the Wrocław model to different degrees and in various combinations, more research is required to evaluate the viability of a progressive orientation to punishment during a gradual optimisation of community orders. Originally published: Anna Matczak, The penal narratives of community sentence and the role of probation: The case of the Wrocław model of community service, European journal of probation (Vol. 13 nr. 1) pp. 72-88. Copyright © 2021year (The Author). DOI: 10.1177/2066220320976105
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Objective: To predict mortality by disability in a sample of 479 Dutch community-dwelling people aged 75 years or older. Methods: A longitudinal study was carried out using a follow-up of seven years. The Groningen Activity Restriction Scale (GARS), a self-reported questionnaire with good psychometric properties, was used for data collection about total disability, disability in activities in daily living (ADL) and disability in instrumental activities in daily living (IADL). The mortality dates were provided by the municipality of Roosendaal (a city in the Netherlands). For analyses of survival, we used Kaplan–Meier analyses and Cox regression analyses to calculate hazard ratios (HR) with 95% confidence intervals (CI). Results: All three disability variables (total, ADL and IADL) predicted mortality, unadjusted and adjusted for age and gender. The unadjusted HRs for total, ADL and IADL disability were 1.054 (95%-CI: [1.039;1.069]), 1.091 (95%-CI: [1.062;1.121]) and 1.106 (95%-CI: [1.077;1.135]) with p-values <0.001, respectively. The AUCs were <0.7, ranging from 0.630 (ADL) to 0.668 (IADL). Multivariate analyses including all 18 disability items revealed that only “Do the shopping” predicted mortality. In addition, multivariate analyses focusing on 11 ADL items and 7 IADL items separately showed that only the ADL item “Get around in the house” and the IADL item “Do the shopping” significantly predicted mortality. Conclusion: Disability predicted mortality in a seven years follow-up among Dutch community-dwelling older people. It is important that healthcare professionals are aware of disability at early stages, so they can intervene swiftly, efficiently and effectively, to maintain or enhance the quality of life of older people.
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Academisch geschoolde leerkrachten kunnen in het primair onderwijs op allerlei manieren bijdragen. Scholen maken echter nog onvoldoende gebruik van hun kennis en kunde. Dit project richt zich op de ontwikkeling van een gemeenschap van studenten en opleiders met de focus op het vergroten van de onderzoekende cultuur binnen de opleidingsscholen en -instituten.
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Adaptive governance describes the purposeful collective actions to resist, adapt, or transform when faced with shocks. As governments are reluctant to intervene in informal settlements, community based organisations (CBOs) self-organize and take he lead. This study explores under what conditions CBOs in Mathare informal settlement, Nairobi initiate and sustain resilience activities during Covid-19. Study findings show that CBOs engage in multiple resilience activities, varying from maladaptive and unsustainable to adaptive, and transformative. Two conditions enable CBOs to initiate resilience activities: bonding within the community and coordination with other actors. To sustain these activities over 2.5 years of Covid-19, CBOs also require leadership, resources, organisational capacity, and network capacity. The same conditions appear to enable CBOs to engage in transformative activities. How-ever, CBOs cannot transform urban systems on their own. An additional condition, not met in Mathare, is that governments, NGOs, and donor agencies facilitate, support, and build community capacities. This is the peer reviewed version of the following article: Adaptive governance by community-based organisations: Community resilience initiatives during Covid‐19 in Mathare, Nairobi. which has been published in final form at doi/10.1002/sd.2682. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions
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Introduction:Community development approaches are increasingly used by occupational therapists in response to occupational justice theory, which posits that both individuals and community groups may be denied access to meaningful occupations through societal powers outside their control. Previous research has found that occupational therapists feel insufficiently prepared for a role in community development and tend to use their general skill set, sometimes in combination with generic community development approaches. This study explored whether the reflective framework for community development in occupational therapy is applicable and useful for occupational therapists in the United Kingdom.Methods:A mixed methods approach was used, combining an online questionnaire and focus groups with occupational therapists who already work in community development. Findings were compared with the framework.Findings:The participants recognised most aspects of the Framework in their own practice, but some key aspects such as collaboration with the community at every stage were less prominent. They found the framework applicable to the UK context, particularly for occupational therapists inexperienced in community development practice.Conclusion:This study has highlighted community development practice by occupational therapists in the United Kingdom and concluded that the framework would support them in fulfilling this role more effectively.
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This project builds upon a collaboration which has been established since 15 years in the field of social work between teachers and lecturers of Zuyd University, HU University and Elte University. Another network joining this project was CARe Europe, an NGO aimed at improving community care throughout Europe. Before the start of the project already HU University, Tallinn Mental Health Centre and Kwintes were participating in this network. In the course of several international meetings (e.g. CARe Europe conference in Prague in 2005, ENSACT conferences in Dubrovnik in 2009, and Brussels in April 2011, ESN conference in Brussels in March 2011), and many local meetings, it became clear that professionals in the social sector have difficulties to change current practices. There is a great need to develop new methods, which professionals can use to create community care.
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These are hard days for companies: they have to survive in a market that has been hit by a financial crisis. Many countries in Europe have severe problems trying to overcome this financial crisis. The main remedy applied by governments is to cut back on expenditure, but on the other hand it is said that it is important for a country, and especially for companies, to invest in innovation. These innovations should lead to innovative products that will lead to profitability turnovers for these companies and, as a consequence, improve the economic conditions in a country. Universities provide students with engineering competences, like develop innovation, with which they can show a higher degree of ability to answer complex questions such as how to become players in the market again. Teaching students to become more innovative engineers, Fontys University of Applied Sciences, Department of Engineering, has designed a curriculum in which students are educated in the competence innovation. An important element in the process of teaching innovation to students is the approach of inquiring into possibilities of patents. In the second semester of the first year, students can decide to join an innovative project called: ‘The invention project’. The basis of this project is that students are given the opportunity to create their own invention and with their previously acquired knowledge and skills they design, calculate, prototype and present their invention. In a research project, the experiences of students in this Invention Project have been analysed. The goal of this study was to understand what the success factors are for such a project. The basis of this inquiry is a questionnaire to identify the opinions of students. The research was carried out in the spring semester of 2012. In total 31 students were involved in this research. The results show that there was a high degree of student satisfaction about the Invention Project focused on innovation development. Success factors for this project in the first year of the curriculum were seen: 1 to work on own inventions, 2 development of student’s perception of the total product creation process and 3 to make students see the relevance of contacts with real professionals from industry and from the patent office in their own project. Improvements can be made by: 1 helping students more during the creativity stage in the project and 2 to coach them more on the aspect of engineering a successful invention of which they can be proud. This Invention project is a interesting with which collaborations with other universities can be set up.
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Over the last two decades, institutions for higher education such as universities and colleges have rapidly expanded and as a result have experienced profound changes in processes of research and organization. However, the rapid expansion and change has fuelled concerns about issues such as educators' technology professional development. Despite the educational value of emerging technologies in schools, the introduction has not yet enjoyed much success. Effective use of information and communication technologies requires a substantial change in pedagogical practice. Traditional training and learning approaches cannot cope with the rising demand on educators to make use of innovative technologies in their teaching. As a result, educational institutions as well as the public are more and more aware of the need for adequate technology professional development. The focus of this paper is to look at action research as a qualitative research methodology for studying technology professional development in HE in order to improve teaching and learning with ICTs at the tertiary level. The data discussed in this paper have been drawn from a cross institutional setting at Fontys University of Applied Sciences, The Netherlands. The data were collected and analysed according to a qualitative approach.
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