Managing people in an organization has a certain congruence with managing people with problems in living. In both cases, there is a requirement to get the personal preferences of the individuals involved compatible with a specific, defined set of assumptions which the manager believes will be beneficial to both the individual and the organization or society. And in both cases, the critical assumption underlying the need for change is that the learning environment [culture] has somehow created and maintained thoughts that are now considered to be incompatible with the desired culture. When managing educational, clinical, protective or correctional programs, a manager will need to overcome the resistance of many in the client population and in the staff. While staff people tend to be caring, they have blind spots when they believe clients are somehow personally disrespecting them. Management needs to define a goal and get everyone pulling in the same direction.
Is evidence-based a process that human services should use and what evidence should be collected. Evidence: Something that gives a sign or proof of the existence or truth of something or that helps somebody to come to a particular conclusion.
The working presumption of this endeavor is that people will feel better about themselves and about their work if they believe that they are successfully performing an important job at a high level of quality.
The following ‘white paper’ was developed as a guide to help solve the problems caused by government expenditures and the ineffective results. While written decades ago, the issues still remain relevant.
This paper was developed in response to the need to coordinate a single system for all children including the family, school and community into a cohesive response system.
Changing paradigms is not easy. But focusing on problems avoids focusing on solutions. The questions is ‘Who’s solutions shall we provide?’. LaZara has posed the question of problems from the perspective of business management. This article examines the implications for the helping professions administrators.
Background Walker and Bullis  have observed that school children must make two primary adjustments in school. One involves adjusting to the behavioral expectations and demands of the teachers in the classroom, and includes obedience to classroom rules, attending...
Almost everything we do involves either interacting with other persons or inhibiting interactions with other persons. If we fail to follow the often unspoken rules about these interactions, the consequences will be clear: others will judge us to be socially incompetent. Social competence and the resultant social affiliation have both an individual and a collective social impact. While public schools can certainly not take responsibility for the entire cultural capacity for social affiliation, they can and should take a responsibility for the social competence of those they teach. Administrators will need to determine whether a restructuring of the culture of the school is necessary to achieve socially competent children.
The school can and does influence the social sanctions that implicate our sociocultural behavior. Therefore it behooves us to begin to dissect those aspects of schools that enhance the ability of students not only to learn, but to become prosocial citizens.
If the human service system is really a system, what are its goals and outcome expectations and how are they measured? This examines some of the pitfalls of the traditional system of providing services to people with problems in living.
Changing a human service system is a process of developing clarity between beginning points and outcomes and developing new problem solving solutions to bridge the gap between the two. The intent here is not to develop all of the specific steps of that solution process, but rather to identify some of the salient components of a transformational system. The most single characteristic of a human service delivery system is the quality of its personnel.