Child- and Family-Centered Practices in a Post-Bureaucratic Era: Inherent Conflicts Encountered by the New Child Welfare Professional

Veelen, J.S.M. van; Bunders, Arnout Ernst; Cesuroğlu, Tomris; Broerse, Jacqueline E W; Regeer, B.J.

doi:10.1080/15548732.2017.1392390

Cited by 10 publications

(16 citation statements)

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“…Also, systems are relatively resistant to change, as they reproduce themselves and the structures that constrain them [25]. From a system-innovation perspective, it is recommended to start where the energy is, with people who are willing to divert from the mainstream and dare to take risks [35]. Even when policies are not conducive, professionals can find the room to maneuvre and employ rule flexibility, for instance to adjust training programmes to the needs of the students with mental disabilities [35].…”

Section: Discussionmentioning

confidence: 99%

Challenges of inclusion: a qualitative study exploring barriers and pathways to inclusion of persons with mental disabilities in technical and vocational education and training programmes in East Africa

Ebuenyi

Rottenburg

Bunders

et al. 2018

Disability and Rehabilitation

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Purpose: To explore barriers and pathways to the inclusion of persons with mental and intellectual disabilities in technical and vocational education and training programmes in four East African countries, in order to pave the way to greater inclusion. Materials and methods: An explorative, qualitative study including 10 in-depth interviews and a group discussion was conducted with coordinators of different programmes in four East African countries. Two independent researchers coded the interviews inductively using Atlas.ti. The underlying framework used is the culture, structure, and practice model. Results: Barriers and pathways to inclusion were found in the three interrelated components of the model. They are mutually reinforcing and are thus not independent of one another. Barriers regarding culture include negative attitudes towards persons with mental illnesses, structural barriers relate to exclusion from primary school, rigid curricula and untrained teachers and unclear policies. Culture and structure hence severely hinder a practice of including persons with mental disabilities in technical and vocational education and training programmes. Pathways suggested are aiming for a clearer policy, more flexible curricula, improved teacher training and more inclusive attitudes. Conclusions: In order to overcome the identified complex barriers, systemic changes are necessary. Suggested pathways for programme coordinators serve as a starting point. ä IMPLICATIONS FOR REHABILITATION Clear and up-to-date information on mental disability is required to engender societal participation; especially that of stakeholders in technical and vocational education and training programmes. Affirmative action and policy implementations of national and international human rights legislations are required to address the challenges of enrolment in technical and vocational education and training programmes. Disability organisations and government should adopt a more open and strengths-based attitude, tailor-made curricula, specific teacher training as well as clearer policies to ensure better inclusion of persons with mental disabilities in technical and vocational education and training programmes. ARTICLE HISTORY

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Section: Discussionmentioning

confidence: 99%

Challenges of inclusion: a qualitative study exploring barriers and pathways to inclusion of persons with mental disabilities in technical and vocational education and training programmes in East Africa

Ebuenyi

Rottenburg

Bunders

et al. 2018

Disability and Rehabilitation

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“…It was also experiencing financial problems, and employees' job satisfaction was at a low point. In response to these challenges, management decided that, for the organization to survive, a radical organizational change was needed from a previously bureaucratic and procedural one to a more learning and network-based organization (Van Veelen et al, 2018;Van Veelen, Regeer, Broerse, Van De Poel, & Dinkgreve, 2017). Subsequently, the CYPSA shifted from a procedural work process to one that was phased and goal-oriented, with its mission formulated as "every child safe."…”

Section: Case Descriptionmentioning

confidence: 99%

“…With the changed work process, the structure and organizational culture was also pushed to change (Van Veelen et al, 2018. The organization was restructured to operate more horizontally.…”

Section: Case Descriptionmentioning

confidence: 99%

“…Finally, scholars have argued that in order to effectively deal with increased complexity, new ways of reflecting and learning together need to be introduced (see e.g. Lawler & Bilson, 2010;Van Veelen, Bunders, Cesuroglu, Broerse, & Regeer, 2018) and, similarly, organizations need to move away from too rigid (bureaucratic) forms of leadership (Sharma & Kirkman, 2015).…”

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confidence: 99%

“…Carmeli, Gelbard, & Reiter-Palmon, 2013). Van Veelen et al (2018), following Schon (1983) refer to this "new" role of professionals as "reflective practitioners," driven by purpose, rather than a set of rules. It uses "deep reflection" as a tool to reflect on learn from and adapt to complex new experiences (e.g.…”

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confidence: 99%

See 2 more Smart Citations

Leadership for Empowerment: Analyzing Leadership Practices in a Youth Care Organization Using Peer Video Reflection

Bunders¹,

Broerse²,

Regeer³

2021

Human Service Organizations: Management, Leadership & Gover

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In recent years, increased complexity and persistent challenges induced governmental organizations to transform their ways of operating. Inherent to such transformations are shifts in approaches to leadership and organizational learning. However, adopting strategies that empower staff to take complex context-appropriate decisions has shown to be difficult. This paper aims to gain insight into empowering and disempowering leadership practices in complex transformation processes. Team leaders of a governmental organization participated in observing videos of weekly team meetings, noting positive and negative interactions between the peerteam leader and team members. Their observations were analyzed using the four dimensions of psychological empowerment. All team leaders showed empowering and disempowering practices within one case discussion. The findings illustrate in which contexts these practices are triggered. Results help to theoretically elucidate academic debates about the relationships between empowerment and control, differences between empowerment and laissez-faire and between empowering and destructive leadership in human service organizations.

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Video-Based Action Learning and Research: Increased Transformative Capacity among Team Leaders of a Youth Care Protection Agency

Bunders

Wit

Dinkgreve

et al. 2022

Syst Pract Action Res

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Public organizations need to learn and evolve continuously to keep up with emerging complexities. This may require a transformational organizational change, including culture, strategy, structure and working methods for service delivery. The aim of the study is to understand how a video-based reflection method could support an action learning (AL) and action research (AR) process to enhance transformative capacity among a group of team leaders in a changing youth care organization. Sixteen team leaders participated in the video-reflection process. The steps were: (1) all leaders were filmed leading a team meeting; (2) each leader reflected on a peer’s video; and (3) reflections were analyzed, and themes were abstracted. (4) Related to these themes, video fragments were compiled to share with the leaders in Focus Group Discussions (FGDs), where the leaders discussed the videos and formulated key lessons. (5) Key lessons were summarized in a report. Data collection included: video-recordings, evaluation sheets and field notes acquired during the process of video-reflection and seven months later, interviews with team leaders (n = 11) about their learning experiences. This study shows greater transformative capacity in most of the team leaders. Awareness of their work practice, as well as the process of reflexive monitoring during the FGDs, contributed to widening the scope of their reflective reality, and thus their sense of agency in adapting their practices, such as moderating their occasionally controlling behavior, being able to structure the team meetings effectively, and understanding when to use specific leadership roles.

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Child- and Family-Centered Practices in a Post-Bureaucratic Era: Inherent Conflicts Encountered by the New Child Welfare Professional

Cited by 10 publications

References 47 publications

Challenges of inclusion: a qualitative study exploring barriers and pathways to inclusion of persons with mental disabilities in technical and vocational education and training programmes in East Africa

Challenges of inclusion: a qualitative study exploring barriers and pathways to inclusion of persons with mental disabilities in technical and vocational education and training programmes in East Africa

Leadership for Empowerment: Analyzing Leadership Practices in a Youth Care Organization Using Peer Video Reflection

Video-Based Action Learning and Research: Increased Transformative Capacity among Team Leaders of a Youth Care Protection Agency

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