Knowledge of how professional youth work might prevent individual and social problems in socially vulnerable youngsters is poorly developed. This article presents a conceptual framework that clarifies the implicit methodical process used by professional youth workers and focuses on what stakeholders regard as the potential of professional youth work as a preventive service. A qualitative research synthesis approach was used to combine the findings of six practice-based studies conducted in six European countries. This synthesis revealed that professional youth workers employ a multi-methodic approach in their prevention efforts, strengthening the social skills and self-mastery of youngsters, reinforcing their social network, enhancing their civic participation and helping them find additional social or health services. Twelve methodic principles were identified as contributing to achieving these prevention efforts, shedding light on the process taking place between youngsters and youth workers. This conceptual framework provides essential information for future evaluation research.
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Background and purposeWithin Northwest European Welfare states, there is a growing need for all social work professions to substantiate their work with research. The earliest notions of social street work origins from the end of the18th century by the British Salavation Army (Mikkonen et al., 2007). In the Netherlands it’s introduced from the United States (1960s), as a response to individuals and groups hanging around. Social street work is a low threshold and professional form of being there, performed in surroundings and situations where the target group is. It focusses on contact-making and staying in contact with individuals and marginalised groups, who otherwise are hard to reach, have lost their connection with society and have multiple problems. It’s a high appreciated practice, but it lacks a method that is substantiated with research (Morse et all, 1996; Kirkpatrick, 2000). In this paper we will present conceptual model of the method of social street work, that’s substantiated with experiences from professionals and the target group.MethodThis paper is based on a combination of literature review, document analysis, Delphi Method and an online questionnaire among the target group. The research is conducted at Streetcornerwork in Amsterdam. Streetcornerwork is the only organization in the Netherlands that provides social street work, since WWII. They employ 175 professional social street workers and has 43 years of experience in social street work.First, a theoretical model of social street work is developed bases on literature review, analyses of documents of the establishment (1970-1990)of social street work (Netherlands) and different attempts to describe the method (1991-2017). Second, the explanation model is strengthened with data from the online questionnaire among 1600 clients of Streetcornerwork. Third, the Delphi Method is used to validate the model with the tacit knowledge of 24 professionals.ResultsThe result is a conceptual model of the method of social street work that is substantiated with experiences from professionals and the target group. Characteristic is that it’s an open approach in contact with the target group which is highly dependent on context and has unpredictable character (Metz, 2016 , Andersson, 2011).The method social street work consists of 14 methodic principles,. Social street work contributesto the development of self-insight and general life skills, the restoration of the social network and the improvement of living conditions and the well-being of the target group. We also gain insight in the experienced contribution of social street work from persons in the environment of the target group (client system, neighborhood and institutional environment). This experienced contribution of social street work at theenvironment is divided into the direct contribution and the implicated contribution through the target group.Conclusions and implicationsThis conceptual model of the method of social street work contributes to a body of knowledge. We made tacit knowledge explicit and we can legitimize the profession of social street work. Because research is done in close collaboration with street workers, it also contributes to the development of their work.
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Professional youth workers and their organizations pursue further improvement of quality and transparency in their work. Political developments require to demonstrate the added value of professional youth work to active citizenship. Due to the complex, dynamic and interactive nature of professional youth work, the body of knowledge has been poorly developed. In this paper, we will present a conceptual model for methodic acting of professional youth work. The conceptual model is based on a mixed method design of literature review, document analyses, observations, in depth interviews with youth workers (77), and questionnaires (259 with youth that participate within youth work and 270 control group). Data is collected in 8 different youth work organisations in Amsterdam, Utrecht and Zaandam in the Netherlands. The result is a conceptual model for methodic acting of professional youth work: a multi-methodic approach that consists of thirteen methodical principles. These principles guide the interactions of youth workers with young people. There are indications that the combined use of methods contributes to personal and social development of youth, social support, and youth participation. This conceptual model is a promising framework for professional youth work that allows to legitimize the profession. Because the model is based on the integration of different studies, it is needed to test this model. In the study Power of Youth Work started May 2017, we examine this model together with 100 youth workers, 1600 young people and 11 youth work providers.
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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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Business decisions and business logic are important organizational assets. As transparency is becoming an increasingly important aspect for organizations, business decisions and underlying business logic, i.e., their business rules, must be implemented, in information systems, in such a way that transparency is guaranteed as much as possible. Based on previous research, in this study, we aim to identify how current design principles for business rules management add value in terms of transparency. To do so, a recently published transparency framework is decomposed into criteria, which are evaluated against the current business rules management principles. This evaluation revealed that eight out of twenty-two design principles do not add value to transparency, which should be taken into account when the goal of an organization is to increase transparency. Future research should focus on how to implement the design principles that add to transparency.
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Purpose Generations Uniting through Sport (GUS) stimulates mutual understanding between youngsters and elderly people with sports activities. The project aims to promote intergenerational relations and increased physical activity by setting up an innovative and sustainable program. The concept for the GUS program is to identify, recruit, train and support a cohort of experienced practitioners. These professionals and volunteers will facilitate local-scale collaboration projects between youngsters and elderly people to increase their participation in physical activity and sport. The program will bring together young and old beneficiaries, through trained practitioners. The aim of the current research was to generate a state of the art overview of available evidence and practices that facilitate the development and implementation of intergenerational programs. Methods The literature search consists of two parts. One part focuses on identifying scientific literature on working principles within intergenerational programs. The search will be performed in Google Scholar, Pubmed and PROSPERO and is restricted to literature from the year 2000 onwards and languages used within the consortium. Main search terms are ‘adolescent’, ‘elderly’, ‘intergenerational’, ‘activity’/’program’ and synonyms of these terms. The second part of the search is performed within the project consortium and focuses on good practices from national and local settings. Searches will be performed in grey literature and through personal networks in France, Spain, Bulgaria, United Kingdom and Slovenia. Literature analysis focuses on activities, target groups, involved stakeholders, behavioral change models, barriers and outcomes/impact. Results The literature search results in a set of principles for programs and activities tailored towards generations uniting through sport/movement in Europe. More specific, it synthesizes behavioral change models incorporating methodologies that motivate youngsters and elderly people to exercise together and reduces some of the motivational and structural barriers to intergenerational programs. Conclusions The final results and conclusions will be presented at the conference.
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From the article: Abstract Since decision management is becoming an integrated part of business process management, more and more decision management implementations are realized. Therefore, organizations search for guidance to design such solutions. Principles are often applied to guide the design of information systems in general. A particular area of interest when designing decision management solutions is compliance. In an earlier published study (Zoet & Smit, 2016) we took a general perspective on principles regarding the design of decision management solutions. In this paper, we re-address our earlier work, yet from a different perspective, the compliance perspective. Thus, we analyzed how the principles can be utilized in the design of compliant decision management solutions. Therefore, the purpose of this paper is to specify, classify, and validate compliance principles. To identify relevant compliance principles, we conducted a three round focus group and three round Delphi Study which led to the identification of eleven compliance principles. These eleven principles can be clustered into four categories: 1) surface structure principles, 2) deep structure principles, 3) organizational structure principles, and 4) physical structure principles. The identified compliance principles provide a framework to take into account when designing information systems, taking into account the risk management and compliance perspective.
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Biomimicry education is grounded in a set of natural design principles common to every known lifeform on Earth. These Life’s Principles (LPs) (cc Biomimicry 3.8), provide guidelines for emulating sustainable strategies that are field-tested over nearly four billion years of evolution. This study evaluates an exercise for teaching LPs to interdisciplinary students at three universities, Arizona State University (ASU) in Phoenix, Arizona (USA), College of Charleston (CofC) in Charleston, South Carolina (USA) and The Hague University of Applied Sciences (THUAS) in The Hague (The Netherlands) during the spring 2021 semester. Students researched examples of both biological organisms and human designs exhibiting the LPs. We gauged the effectiveness of the exercise through a common rubric and a survey to discover ways to improve instruction and student understanding. Increased student success was found to be directly linked to introducing the LPs with illustrative examples, assigning an active search for examples as part of the exercise, and utilizing direct assessment feedback loops. Requiring students to highlight the specific terms of the LP sub-principles in each example is a suggested improvement to the instructions and rubric. An iterative, face-to-face, discussion-based teaching and learning approach helps overcome minor misunderstandings. Reiterating the LPs throughout the semester with opportunities for application will highlight the potential for incorporating LPs into students’ future sustainable design process. Stevens LL, Fehler M, Bidwell D, Singhal A, Baumeister D. Building from the Bottom Up: A Closer Look into the Teaching and Learning of Life’s Principles in Biomimicry Design Thinking Courses. Biomimetics. 2022; 7(1):25. https://doi.org/10.3390/biomimetics7010025
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Students who experience high well-being are better able to developthemselvesand performwithin their educational program. Personal resources can be developed with interventions and more developed personal resources can contribute to well-being. However, it is not yet sufficiently clear what theseinterventions should look like to be effective. Therefore, this study focuses on formulating design principles for interventions aimed at developing four personal resources of honorsstudents: self-efficacy, optimism, inquiry mindedness, and self-regulation. Data were collectedviafocus groups. Data showed that design principles for interventions to develop those four personal resources differsomewhat, but also have several aspects in common: they combine group and individual activities, students are taught basic skills to help them directing their own development, they have an ongoing character and consist of recurring activities. The design principles can be used to design interventions to enhancehonors students’personal resources. Further research is needed into the design and effects of these interventions and possible generalisationof the design principles to other contexts.
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