Improving the Lives of Public Housing's Most Vulnerable Families

The CHA's ambitious Plan for Transformation necessitated relocating thousands of vulnerable families. Although the conditions residents were living in at the outset were deplorable, the relocation was involuntary and was a major disruption to theirlives.Many residents were extremely vulnerable, suffering from serious mental and physical health problems that could be exacerbated by major stress.The CHA had littleexperience in providing effective relocation services and even less in providing wraparound case management that could help stabilize residents' lives and help them move toward self-sufficiency. Given these circumstances, there were reasons for serious concern about how residents would fare and whether they might end up even worse off as a result of relocation.Our ten-yearstudy of CHA families shows that most residents are better off overall as a result of the Plan for Transformation; they live in higher-quality housing in neighborhoods that are generally safer and offer a bette rquality of life for them and their children. However, incorporating intensive supportive services for the most vulnerable public housing residents produces additional gains.Our findings indicate positive outcomes on a range of adult health and employment-related outcomes that are key to improving family stability

When employer brand image aids employee satisfaction and engagement

Purpose – The purpose of this paper is to test whether employee characteristics (age, gender, role and experience) influence the effects of employer brand image, for warmth and competence, on employee satisfaction and engagement. Design/methodology/approach – Members of the public were surveyed as to their satisfaction and engagement with their employer and their view of their employer brand image. Half were asked to evaluate their employer’s “warmth” and half its “competence”. The influence of employee characteristics was tested on a “base model” linking employer image to satisfaction and engagement using a mediated moderation model. Findings – The base model proved valid; satisfaction partially mediates the influence of employer brand image on engagement. Age, experience gender, and whether the role involved customer contact moderate both the influence of the employer brand image and of satisfaction on engagement. Practical implications – Engagement varies with employee characteristics, and both segmenting employees and promoting the employer brand image differentially to specific groups are ways to counter this effect. Originality/value – The contexts in which employer brand image can influence employees in general and specific groups of employees in particular are not well understood. This is the first empirical study of the influence of employer brand image on employee engagement and one of few that considers the application of employee segmentation

Data Driven Museums

SHARE Museums East, February 2023. Published under a CC BY-NC licence (https://creativecommons.org/licenses/bync/4.0/)

Part-time Work as a School Psychologist

U.S. News and World Report recently rated school psychology as one of the 25 best careers for 2007, highlighting a variety of factors converging to create a strong job market outlook for school psychologists. It emphasizes the generally positive working conditions experienced by those working in our field. One of the many perks to the profession of school psychology is the potential for flexibility in one’s work, such as through parttime positions. While numerous occupations do not lend themselves to part-time work, many school districts offer appealing parttime positions to school psychologists. This is not only a good option for families juggling professional work and parenting, but also for doctoral students; retirees; and school psychologists who want to pursue other opportunities, such as private practice, consulting, or college teaching

Review: \u27Living with Brain Injuries: Narrative, Community, and Women’s Renegotiation of Identity\u27 by J. E. Stewart

J. E. Stewart’s Living with Brain Injury: Narrative, Community, and Women’s Renegotiation of Identity provides an in-depth look at the experiences of ten women who sustained brain injuries at different points in their lives. Stewart’s qualitative research study highlights the unique and shared experiences of these women. Much of the current brain injury literature focuses on men, particularly combat veterans and athletes. Thus, a book focusing on personal struggles confronted by women with brain injury is both timely and needed. Stewart’s work acknowledges the lost art of listening that is evident in current research and practice. The result is a beautifully written, inspired piece of writing that prompts readers to think not only about women with brain injury, but about ourselves—the people who live with them, work with them, and are in community with them. While much of the writing, particularly at the beginning, is complex and academic, the book will be particularly beneficial for scholars and practitioners who require a better understanding of the human experience of their patients and clients. The author is to be commended for his thorough qualitative data analysis and emotional dedication to this project, which shines through on each page. J. Eric Stewart explored these ten women’s personal experiences with depth and sensitivity

Review of \u27Handbook of Multicultural Assessment: Clinical, Psychological, and Educational Applications\u27

The third edition of Suzuki and Ponterotto’s Handbook of Multicultural Assessment: Clinical, Psychological, and Educational Applications provides comprehensive reviews on a variety of topics related to culturally appropriate assessment. The text includes updated chapters from previous editions, along with several newly conceptualized chapters that reflect the most current research in the field. Some chapters from previous editions were consolidated, resulting in a streamlined volume which will be useful to professionals and trainees in psychology, education, and social service disciplines

Traumatic Brain Injury: Transition and Intervention

The Individuals with Disabilities in Education Act defines traumatic brain injury as an acquired in· jury to the brain caused by an external physical force. The injury results in total or partial functional disability or psychosocial impairment, or both, that adversely affects a child\u27s educational performance. The term applies to open or closed head injuries resulting in impairments in one or more areas, such as cognition; langnage; memory; attention; reasoning; abstract thinking; judgment; problem-solving; sensory, perceptual, and motor abilities; psychosocial behavior; physical functions; information processing; and speech. The term does not apply to brain injuries that are congenital or degenerative, or to brain injuries induced by birth trauma (IDEA, 2004). Ohio\u27s educational definition of traumatic brain injury is not restricted to injuries resulting from external trauma. Ohio\u27s definition includes conditions such as strokes, tumors. and injuries caused by surgeries. This expansion of the federal definition allows more children with brain injuries to be identified under the TBI category for the purpose of receiving special educational services. Because of advancements in medical technology, many children with severe brain injuries now survive and these survivors often experience significant neurobehavorial morbidity (Yeates, 2000). Thus. trauma survival requires the development of programs and interventions to meet the long-term needs of these individuals (Aetcher-Janzen & Kade, 2(07). However, despite the need for specialized service delivery, relatively few students with bead injuries are identified under the TBI label. Data from 2007 indicate only 23,805 students received special education services under the TBI category (IDEA, 2(07) although actual incident rates are much higher (National Trauma Registry). It is likely that more than 130,000 school-age children with TBI have functional limitations that are significant enough to warrant special education services (GIang, TYler, Pearson, Todis & Morivant, 2004). In Ohio, approximately 3,750 children sustain a TBI each year, 450-600 of which are moderate to severe. However, as of December of 2007, the Ohio Departnient of Education reported only 1166 children total served under the TBI category in Ohio\u27s schools. Clearly, children with TBI are under-identified in Ohio\u27s schools. Failure to appropriately identify and understand the unique needs of students with brain injuries may reduce the likelihood of their educational needs being met When children who have sustained brain injuries return to school, their teachers may not be aware of the child\u27s injuries and subsequent educational needs, particularly if there is a lack of communication between hospital rehabilitation, parents, and school. GIang and colleagues (2004) surveyed parents whose children have sustained a TBI and found that lack of school staff knowledge of TBI and its effects was the primary reason for dissatisfaction with their children\u27s instructional services