Previous research has suggested that professional youth work settings empower socially vulnerable youngsters, strengthening their personal development and social participation. It is expected that youth work can prevent personal and social problems of youngsters, which may have longer term positive social returns. How the underlying methodical way of acting of youth workers contributes to prevention-focused outcomes remains unclear. This article presents a four-wave longitudinal cohort study (16 months) that investigated longitudinal associations between 12 individual methodical principles that youth workers apply in interactions with youngsters and four prevention-focused outcomes: prosocial skills, self-mastery, social network and civic participation. The sample consisted of 1,597 Dutch youngsters with a mean age of 16.5 years (SD = 3.60). Findings: Linear mixed models analysis found that all individual methodical principles were longitudinally associated with one or more outcome. The strongest associations were observed with regard to prosocial skills and civic participation. Depending on the outcome measure, methodical principles seem to be more effective for boys, for youngsters who participate for 3 years or longer in youth work settings and for youngsters between 10 and 19 years old. With regard to the effect of methodical principles on improving self-mastery, 9 of the 12 principles appeared to play no positive role in increasing self-mastery of youngsters. Applications: This study provides youth workers with a better understanding of which methodical principles are positively associated with prevention-focused outcomes as well as reinforcing the evidence-based practice of professional youth work.
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BACKGROUND: In recent years, sustainable employability, rooted in the capability approach, has received substantial attention due to its associations with work and health-related outcomes. While previous studies have indicated that being able and enabled to achieve important work values (i.e., work capabilities) is positively associated with desirable work outcomes, most of these studies have primarily employed a cross-sectional design to explore these associations. This study aimed to examine the long-term relationships between work capabilities and work and wellbeing-related outcomes, including work ability, work engagement, task and creative performance, organizational citizenship behavior, organizational commitment, job and life satisfaction, turnover intention, and burnout symptoms.METHODS: Data were collected from 251 randomly selected Dutch employees through a two-wave survey conducted in 2021 and 2023 via the Longitudinal Internet Studies for the Social Sciences panel. Multiple linear regression analyses were performed to assess these associations while controlling for potential covariates.RESULTS: The results revealed that participants valued a diverse range of work capabilities but encountered challenges in realizing these valued capabilities. The capability set positively predicted desirable outcomes and was associated with reduced burnout over a two-year period.CONCLUSIONS: Supporting and enabling employees to realize their capabilities is essential for improving favorable work outcomes and diminishing burnout in today's volatile work environment. These findings further emphasize the importance of organizations improving conversion factors to bridge the gap between valued capabilities and their actualization.
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INTRODUCTION: The recent concept of sustainable employability (SE), which refers to being able and enabled to achieve valuable work goals, has lately attracted substantial attention in many developed countries. Although limited cross-sectional studies found that SE in the form of capability set was positively associated with work outcomes, why and through which mechanism SE is related to crucial work outcomes remains still unexplored. Therefore, the present three-wave study aimed to (1) investigate the SE-work outcomes linkage over time, and (2) uncover the psychological pathway between SE and two work outcomes (i.e., task performance and job satisfaction) by proposing work engagement as a mediator.METHODS: To test the mediation process, we approached CentERdata to collect data among a representative sample of 287 Dutch workers. We used a three-wave design with approximately a 2-month time lag.RESULTS: The results of bootstrap-based path modeling indicated that SE was a significant predictor of task performance but not job satisfaction over time. Work engagement mediated the relationships between SE and (a) task performance and (b) job satisfaction.DISCUSSION: These findings suggest that organizations may foster workers' task performance and job satisfaction by configuring a work context that fosters SE-allowing workers to be able and be enabled to achieve important work goals.
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Background: The use of patient-reported outcomes to improve burn care increases. Little is known on burn patients’ views on what outcomes are most important, and about preferences regarding online Patient Reported Outcome Measures (PROMs). Therefore, this study assessed what outcomes matter most to patients, and gained insights into patient preferences towards the use of online PROMs. Methods: Adult patients (≥18 years old), 3–36 months after injury completed a survey measuring importance of outcomes, separately for three time periods: during admission, short-term (< 6 months) and long-term (6–24 months) after burn injury. Both open and closed-ended questions were used. Furthermore, preferences regarding the use of patient-reported outcome measures in burn care were queried. Results: A total of 140 patients were included (response rate: 27%). ‘Not having pain’ and ‘good wound healing’ were identified as very important outcomes. Also, ‘physical functioning at pre-injury level’, ‘being independent’ and ‘taking care of yourself’ were considered very important outcomes. The top-ten of most important outcomes largely overlapped in all three time periods. Most patients (84%) had no problems with online questionnaires, and many (67%) indicated that it should take up to 15 minutes. Patients’ opinions differed widely on the preferred frequency of follow-up. Conclusions: Not having pain and good wound healing were considered very important during the whole recovery of burns; in addition, physical functioning at pre-injury level, being independent, and taking care of yourself were deemed very important in the short and long-term. These outcomes are recommended to be used in burn care and research, although careful selection of outcomes remains crucial as patients prefer online questionnaires up to 15 minutes.
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As youth workers increasingly offer support and guidance within digital environments, the question arises as to what impact this support has on the (online) lives of young people. This paper explores the contribution of youth work practice in the online lifeworld on young peoples’ development, building on previous studies concerning youth work outcomes and the developmental needs of young people. A qualitative research design was employed, including digital diaries of youth workers and semi-structured interviews with both young people (N = 37) and youth workers (N = 25). The findings highlight the role of youth work in helping young people navigate social media; develop new skills, talents, and social connections; and increase awareness of online risks. Youth workers also support young people in coping with negative online experiences, including loneliness and mental health challenges. The contribution of online youth work is less visible in certain aspects of developmental needs, namely online safety and privacy, self-image, and assessing online information. This paper concludes by emphasising the need for further research into the long-term impact of youth work in the online lifeworld, particularly in light of rapid technological developments, the growing influence of artificial intelligence, and the increasing involvement of youth in digital forms of crime. The findings described in this study can form a base for future research to better understand the impact of these emerging issues on youth development and youth work practice, as well as to develop appropriate interventions.
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This study investigated the association of fatigue and cognitive complaints among employees post-cancer diagnosis, with work-related outcomes, and moderation by cancer-related anxiety. A survey was carried out among workers 2–10 years after cancer diagnosis. Employees without cancer recurrence or metastases were selected (N = 566). Self-reported fatigue and cognitive complaints were classified into three groups. ANOVA’s and regression analyses were used, controlling for age. Group 1 (cognitive complaints, n = 25, 4.4%), group 2 (fatigue, n = 205, 36.2%), and group 3 (cognitive complaints and fatigue, n = 211, 37.3%) were associated with higher burnout complaints and lower work engagement, and group 2 and 3 with lower work ability. Cancer-related anxiety positively moderated the association of group 3 with higher burnout complaints. Employees with both fatigue and cognitive complaints report less favorable work functioning. Cancer-related anxiety needs attention in the context of burnout complaints.
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Symposium ESWRA - ECSWR 2016: empirical ethics in social work. Objective: ethical aspects of social work (esp. at home) Structure: cooperation of the research group of UAS Utrecht Netherlands with six regional welfare organizations Method: practice based ethics research Focus on professional practice: learning from moral experiences in frontline practice (cf. Van Doorn, 2008) Hybrid approach: combining theoretical resources and professional practice (cf. Banks & Gallagher, 2009) Mixed methods: desk research, interviews, best practice units (BPU), development of ethical tools
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Peer reviewed paper op SEFI Engineering Education congress 2009 In engineering programs an important part of the learning process takes place in practical assignments like capstone projects, internships and co-op assignments in industry. The assignments are very divers. Students have different roles, work in different environments and the learning outcomes are not uniform. So how can the individual learning outcomes or growth competencies of the assignments be determined? To cope with this question the authors developed and implemented a method to monitor and assess the individual learning outcomes of the assignments. The method can be used to match a student to his next assignment in such a way that he can build his individual learning track. The method defines three aspects of an assignment: the role of the engineer (i.e. project leader, designer, researcher), the domain(s) of the assignment (i.e. user interface, software engineering) and a general results matrix that describes results and the level required to produce them. To manage the process learning outcomes are defined as products so project management methods can be used to plan, monitor and assess learning outcomes. Key aspects of the method are: 1. A general results matrix for engineering assignments 2. Learning outcomes that are defined as results in the matrix and these results can be assessed. 3. The results have levels so the learning outcomes can grow during the programme. 4. The method can be used to match, monitor and assess students on one assignment. 5. The method can be used to match, monitor and assess students for the entire programme. 6. The tools that are developed are based on an industry standard for project management.
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The principal aim of this study is to explore the relations between work domains and the work-related learning of workers. The article is intended to provide insight into the learning experiences of Dutch police officers during the course of their daily work. Interviews regarding actual learning events and subsequent changes in knowledge, skills or attitudes were conducted with police officers from different parts of the country and in different stages of their careers. Interpretative analyses grounded in the notion of intentionality and developmental relatedness revealed how and in what kinds of work domains police officers appear to learn. HOMALS analysis showed work-related learning activities to vary with different kinds of work domains. The implications for training and development involve the role of colleagues in different hierarchical positions for learning and they also concern the utility of the conceptualisation of work-related learning presented here.
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This study meta-analytically examined the effect of treatment integrity on client outcomes of evidence-based interventions for juveniles with antisocial behavior. A total of 17 studies, from which 91 effect sizes could be retrieved, were included in the present 3-level meta-analysis. All included studies, to a certain level, adequately implemented procedures to establish, assess, evaluate and report the level of treatment integrity. A moderator analysis revealed that a medium-to-large effect of evidence-based interventions was found when the level of treatment integrity was high (d = 0.633, p < 0.001), whereas no significant effect was found when integrity was low (d = 0.143, ns). Treatment integrity was significantly associated with effect size even when adjusted for other significant moderators, indicating the specific contribution of high levels of treatment integrity to positive client outcomes. This implies that delivering interventions with high treatment integrity to youth with antisocial behavior is vital.
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