Showing papers on "Empowerment published in 1995"

Psychological empowerment in the workplace: dimensions, measurement, and validation

Abstract: This research begins to develop and validate a multidimensional measure of psychological empowerment in the workplace Second-order confirmatory factor analyses were conducted with two complementary samples to demonstrate the convergent and discriminant validity of four dimensions of empowerment and their contributions to an overall construct of psychological empowerment Structural equations modeling was used to examine a nomological network of psychological empowerment in the workplace Tested hypotheses concerned key antecedents and consequences of the construct Initial support for the construct validity of psychological empowerment was found Directions for future research are discussed

Psychological empowerment: Issues and illustrations

Abstract: Discussed several issues related to psychological empowerment. The thesis of this paper is that the development of a universal and global measure of psychological empowerment may not be a feasible or appropriate goal. I begin by distinguishing between empowerment processes and outcomes. Underlying assumptions are discussed including the notion that empowerment differs across people, contexts, and times. A nomological network that includes intrapersonal, interactional, and behavioral components is also presented. Two examples of psychological empowerment for voluntary service organization members and members of a mutual help organization are described to help illustrate differences in the specific variables that may be used to measure psychological empowerment in different populations and settings.

Empowerment theory, research, and application

Abstract: This introduction to the special issue briefly reviews the meaning and significance of the empowerment concept and problems associated with the proliferation of interest in empowerment. We identify some of the topics not included in this issue and relate those to the many broad and diverse areas of psychological empowerment theory and community-based research and intervention that are covered. We present synopses of each article along with some of the themes and lessons cutting across the frameworks, studies, and applications. These include a wide diversity of settings, fairly representative of empowerment interventions, and, at the same time, improved clarity (if not unanimity) of definitions and measurement, which has been a problem in much empowerment research and intervention.

Empowering Service Employees

Abstract: The production-line approach to service is being challenged by an employee empowerment approach. Despite its growing popularity, many managers are till uncertain about empowerment's impact. The authors describe the returns a company can expect from empowering service employees, which include a number of favorable business results, but new management changes as well.

Empowerment meets narrative: listening to stories and creating settings.

Abstract: Comments on and summarizes some of the themes of a special issue on empowerment. Extends empowerment theory with the suggestion that both research and practice would benefit from a narrative approach that links process to practice and attends to the voices of the people of interest. Narrative theory and method tends to open the field to a more inclusive attitude as to what counts as data and to cross-disciplinary insights as well as citizen collaboration. Communal narratives are defined at various levels of analysis, including the community, the organizational, and the cultural. A definition of empowerment that includes a concern with resources calls attention to the fact that communal narratives and personal stories are resources. Implications for personal and social change are suggested.

Teaching responsibility through physical activity

Abstract: Part 1 Framework: teaching personal and social responsibility beginning strategies for teaching responsibilities empowerment strategies instructor-student interaction. Part 2 Implementation: public school programmes extended-day programme diversion and organized sport programmes.

Using empowerment theory in collaborative partnerships for community health and development

Abstract: Models of community empowerment help us understand the process of gaining influence over conditions that matter to people who share neighborhoods, workplaces, experiences, or concerns. Such frameworks can help improve collaborative partnerships for community health and development. First, we outline an interactive model of community empowerment that describes reciprocal influences between personal or group factors and environmental factors in an empowerment process. Second, we describe an iterative framework for the process of empowerment in community partnerships that includes collaborative planning, community action, community change, capacity building, and outcomes, and adaptation, renewal, and institutionalization. Third, we outline activities that are used by community leadership and support organizations to facilitate the process of community empowerment. Fourth, we present case stories of collaborative partnerships for prevention of substance abuse among adolescents to illustrate selected enabling activities. We conclude with a discussion of the challenges and opportunities of facilitating empowerment with collaborative partnerships for community health and development.

Community development: Creating community alternatives : vision, analysis, and practice

Abstract: *The Crisis in Human Services and the Need for Community The crisis in the welfare state Community-based services as an alternative The missing ingredient: community development The next steps *Foundations of Community Work: An Ecological Perspective Environmental crisis Environmental responses and green responses Themes within green analysis An ecological perspective: is it enough? *Foundations of Community Work: A Social Justice Perspective Structural disadvantage Empowerment Need Rights Peace and non-violence Participatory democracy *Ecology and Social Justice: A Vision for Community Development Ecology and social justice Emerging concepts Community Development An alternative vision: grounds for hope *Autonomy, Decentralisation, and Community Control Ideological foundations Autonomy Decentralisation Discretion Self-reliance Participation Co-operation Urban, suburban, and rural issues Community-based human services Getting there *Community Development: Social, economic and Political Integrated community development Social development Economic development Political development *Community Development: Cultural, environmental and Personal/Spiritual Cultural development Environmental development Personal and spiritual development Balanced development *Principles of Community Development The application of principles to practice The 22 principles Making connections *Community Work Roles The language of roles Facilitative roles Educational roles Representational roles Technical roles Two special cases: needs assessment and evaluation *Community Work Skills The problem with "cook books" Competencies Practice, theory, reflection and praxis Developing skills Demystifying skills Core community work skills Skill sharing *Practice Issues Practice frameworks Organisational context Values and ethics Professionalism Education and training The use and abuse of power Internal and external community work Long-term commitment Support Passion, vision, and hope

Organizational characteristics of empowering community settings: A multiple case study approach

Abstract: Although empowerment is often cited as a major guiding construct for community psychology, relatively little is known about the characteristics of empowering community settings. The current paper uses a multiple case study methodology to generate a number of key organizational characteristics of empowering community settings to guide future work in the area. In-depth, multilevel, longitudinal research was conducted on three empowering community settings: a religious fellowship, a mutual help organization for persons with severe mental illness, and an educational program for African American students. The organizational features found to characterize all three settings were (a) a belief system that inspires growth is strengths-based, and is focused beyond the self; (b) an opportunity role structure that is pervasive, highly accessible, and multifunctional (c) a support system that is encompassing, peer-based, and provides a sense of community; and (d) leadership that is inspiring, talented, shared, and committed to both setting and members. Limitations of the research are discussed, and directions for future research suggested.

Community organizing: An ecological route to empowerment and power

Abstract: An important contribution to empowerment theory and community psychology practice can be made by examining how the concept of social power is developed and manifested in the context of community organizing. Theory and practice may be further informed through an ecological analysis of organizing processes and interventions. Lessons from a national community organizing network highlight the relationship between empowerment and power through a set of organizing principles and a cycle of organizing activity. Perhaps most important is the understanding that a reciprocal relationship exists between development of power for community organizations and individual empowerment for organization members. Implications for empowerment theory in the community organizing domain are provided in a matrix adapted from Zimmerman's description of empowerment processes and outcomes at multiple levels of analysis.

Generalist Social Work Practice : An Empowering Approach

Abstract: Most chapters conclude with "Looking Forward." I. SOCIAL WORK PRACTICE PERSPECTIVES. 1. Generalist Social Work Practice. Social Work Values and Purpose. Generalist Social Work. Social Work Functions and Roles. 2. The Ecosystems Perspective. The Knowledge Base of Generalist Practice. Key Perspectives for Empowering Practice. The Ecosystems Perspective. Human Systems. Ecosystems: A Conceptual Framework for Practice. 3. Values and Multicultural Competence. Frames of Reference. Professional Values and Practice Principles. Personal Values and Resources. Multicultural Competence. A Generalist View of Cultural Competence. 4. Strengths and Empowerment. Strengths Perspective. Empowerment. Empowerment-Based Practice. 5. An Empowering Approach to Generalist Practice. Elements of an Empowering Generalist Approach. Phases and Processes of Empowering Practice. Processes in Action: Practice Examples. Maintaining Flexibility in Application. II. THE DIALOGUE PHASE: BUILDING RELATIONSHIPS AND DESCRIBING SITUATIONS. 6. Forming Partnerships. Collaboration and Partnership. Making Initial Contacts. Qualities of Professional Partnerships. Constructing Empowering Relationships. Respecting Confidentiality. 7. Articulating Situations. Empowering Dialogue. Proactive Responding. Exchanging Information. Assessing the Client's Perspective. Responding to Thoughts. Responding to Feelings. Special Issues in Responding. Responding to Larger Client Systems. 8. Defining Directions. Transforming Challenges into Directions. Considering Client Motivation. Collaborating with Clients Who Resist. Cooperating with Mandated Clients. Taking Priority Actions. III. THE DISCOVERY PHASE: ASSESSING RESOURCES AND PLANNING CHANGE. 9. Identifying Strengths. Infusing a Strengths Perspective. Highlighting Strengths in General Functioning. Solution-Focused Dialogue. Recognizing Cultural Strengths. Ethnic Group Strengths. Strengths in Cultural Group Memberships. Uncovering Strengths in Adversity. 10. Assessing Resource Capabilities. Exploring Resource Systems. Applying Theoretical Frameworks. Organizing Assessment: Applying Ecosystemic Questions. Using Assessment Tools. Adding Viewpoints. Assessing through Observation. Record-Keeping. 11. Framing Solutions. Collaborative Planning Processes. Goals and Objectives. Constructing Action Plans. Contracting. IV. THE DEVELOPMENT PHASE: IMPLEMENTING, EVALUATING, AND STABILIZING CHANGE. 12. Activating Resources. Applying Generalist Intervention Skills. Maintaining Progress in the Action Plan. Developing Power. Changing Perspectives. Managing Resources. Educating. 13. Creating Alliances. The Power of Alliances. Developing Alliances through Groups. Strengthening Natural Support Alliances. Case Management: Client-Service Alliances. Organizational Alliances for Service Delivery. Professional Support Networks. 14. Expanding Opportunities. Opportunities: Keys to Empowerment. Resource Expansion. Community Change. Policy Development. Social Activism and Social Advocacy. Legislative Advocacy. Resources for Professionals. 15. Recognizing Success. Social Work Evaluation and Research. Practice Evaluation. Research. Single-System Designs. Action Research. 16. Integrating Gains. Social Work Endings. Completing Contracts. Closing with Referral. Responding to Clients' Discontinuation of Services. When Clients Die. Resolving Relationships with Larger Systems. Endings Are Beginnings. Epilogue. Glossary. Appendix A: NASW Code of Ethics. References. Author Index. Subject Index.

An empirical test of a comprehensive model of intrapersonal empowerment in the workplace

Abstract: A comprehensive model of intrapersonal empowerment in the workplace posits that empowerment mediates the relationship between the social structural context and behavioral outcomes. The social structural context is operationalized as perceptions of role ambiguity, sociopolitical support, access to strategic information and resources, and work unit culture, whereas behavioral outcomes are operationalized as innovativeness and effectiveness. The model is examined on a sample of 324 middle managers from different units of a Fortune 50 organization. Survey data are examined using a series of regression analyses to assess the mediating effect of intrapersonal. Results suggest that intrapersonal empowerment mediates the relationship between some elements of workplace social structure and innovativeness, but not effectiveness. Although not a mediating mechanism for effectiveness, intrapersonal empowerment is nonetheless directly related to effectiveness (as assessed by the respondent's subordinates). Implications of the results are discussed as are study limitations and directions for future research.

The elusive agenda: mainstreaming women in development.

Abstract: The first part of this essay on mainstreaming women in development outlines the hard-won achievements of the womens movement in the past 20 years and acknowledges that the movement has failed to gain its fundamental objectives of transforming social and gender relations and creating a just and equal world. Considering the central question of why progress has been so elusive for women the essay notes that the agenda the movement articulated challenged male power and privilege and called for investment in women that would require reallocation of existing resources or finding additional sources of revenue. Because women are differentiated by class race and nation it is difficult to shape women into a powerful political constituency. Thus the womens movement should adopt an agenda-setting approach and take a consistent stand on a core agenda. The next part of the essay describes some of the changes that a shift from an integrationist to an agenda-setting approach will entail and notes that this approach will require: 1) women to play a proactive leadership role and to clearly articulate a core agenda 2) the strategic positioning of gender concerns in a period of change 3) strengthening womens groups and networks 4) using a new communication strategy to expand support 5) developing context-specific concepts and analytical tools and 6) building institutional capacities of aid recipients. The final section of essay notes that agenda-setting will raise awareness of the need to promote the equitable sharing of responsibilities in institutions such as families communities national governments and global institutions.

The Micropolitics of Educational Leadership: From Control to Empowerment

Abstract: This book looks at relationships involving teachers in schools and explores the political meanings they attribute to their everyday encounters with administrators (especially headteachers), other teachers, pupils and parents. Basing his findings on one long-term case study of one secondary school and several other qualitative studies, Joe Blase concentrates in particular on the teacher's perspective.

Leadership and Empowerment: A Social Exchange Perspective

Abstract: This paper proposes that the receipt of negotiating latitude and support for self-worth from superiors empowers subordinates by increasing their perceptions of control. Subordinates reciprocate by performing in accordance with supervisory preferences. Additionally, superiors who utilize empowering leadership practices are predicted to be viewed as fair by subordinates. The results from the analysis of data collected from 92 superior-subordinate dyads support these hypotheses. The implications of empowerment for management are discussed.

Empowerment: A matter of degree

Abstract: Executive Overview Without question empowerment is THE topic of the day. Articles, books, consultants, and seminars all offer the practicing manager ideas, techniques, methods and reasons to immediately put this new powerful employee motivation/productivity tool to work. Yet, there is still a fair amount of ignorance as to what exactly employee empowerment is, how it might be implemented, and exactly what can be gained through its implementation. In this article we attempt to define empowerment, lay out a process by which it can be assessed, and offer an implementation strategy for managers.

The process of empowerment in mothers of chronically ill children

Abstract: As a result of advances in scientific knowledge and technology, the number of children living with chronic illness is ever increasing. The burden of responsibility for the care of these children falls increasingly on the involved parents and, particularly, on mothers. In spite of the challenges that chronic childhood illness presents, many families are able to adapt to their situation and develop a sense of control over their lives. A sense of control has been associated with the notion of empowerment. Following a theoretical analysis, empowerment was conceptualized as a social process of recognizing, promoting and enhancing people's abilities to meet their own needs, solve their own problems, and mobilize the necessary resources in order to feel in control of their own lives. To understand the concept of empowerment from an empirical perspective, a fieldwork study was undertaken to describe the process of empowerment as it pertains to mothers of chronically ill children. This paper presents the process of empowerment that occurred in these mothers. Four components of the process of empowerment emerged: discovering reality, critical reflection, taking charge, and holding on. As a result of the study, empowerment was reconceptualized as largely a personal process in which individuals developed and employed the necessary knowledge, competence and confidence for making their voices heard. Participatory competence--the ability to be heard by those in power--was the outcome of this process. Although the unique finding in this study suggests that the process of empowerment was largely intrapersonal, there was a relational element in the process. Clearly, the intrapersonal and interpersonal processes of empowerment are intertwined.

Women and Empowerment: Participation and Decision Making

Abstract: Paths to empowerment participation in politics and public life women in workers' liberation and democracy movements organization and mobilization of women international mobilization of women participation in development programmes tools for participation and empowerment

Community empowerment : a reader in participation and development

Abstract: Community, participation and empowerment - the human face of structural adjustment of tools for democratic transformation?, Marjorie Mayo and Gary Craig counter-development - possibilities and constraints, Benno Galjart participatory development - toward liberation and co-optation?, Muhammad Anisur Rahman disability - emancipation, community participation and disabled people, Colin Barnes and Geof Mercer empowerment and ageing - toward honoured places for crones and sages, Jenny Onyx and Pam Benton the voluntary sector challenge to fortress Europe, Pauline Conroy the university and empowerment - the European union, university adult education and community economic development with "excluded groups", Peadar Shanahan and John Ward self-organization and older people in Eastern Germany, Prue Chamberlayne Community work and the state - the changing context of UK practice, Marilyn Taylor community action in the United States, S.M. Miller, et al community development organizational capacity and US urban policy - lessons from the Chicago experience 1983-1993, Wim Wiewel and Doug Gills activism, service provision and the states' intellectuals - community work in Australia, Helen Meekosha and Martin Mowbray community organizing in the Philippines - the experience of development NGOs, Karen Constantino-David social reconstruction and community development in the transition to democracy in South Africa, Vivienne Taylor participation, empowerment and sexual health in Africa, Gill Gordon the Nicaraguan community movement - in defence of life, Hazel Plunkett Brazilian community development - changes and challenges, Frances O'Connor.

The Impact of Empowerment on Service Employees

Abstract: Employee empowerment programs are rapidly being implemented in organizations across the spectrum of industries. Within the hospitality industry, Guest Quarters Suite Hotels, Westin Hotels and Resorts, and Omni Hotels have each adopted empowerment philosophies. In addition, Hampton Inns and Homewood Suites have recently unveiled "service guarantee programs" which include a component on the empowerment of employees who are in direct contact with guests. Many service organizations believe that empowering their employees will ultimately lead to increased profitability, while directly enhancing customer satisfaction (Brymer, 1991; Sternberg, 1992). In the service sector, what satisfies the customer is not only the product, but also the delivery of quality service. And it is the employees who have a tremendous impact on the customers' perceptions of the quality of both the product and the service. So, in essence, the employee is the key ingredient to increased service delivery and subsequent profitability. Organizations desiring increased profitability through implementation of an employee empowerment program are trying to influence the attitudes and behaviors (e.g., job satisfaction and performance) of these employees. The purpose of this article is to assess the effects of perceived empowerment on the attitudes of employees in several service based organizations. Empowerment has been touted as having beneficial effects on employee satisfaction, employee turnover, and customer service (Bower and Lawler, 1992). However, no empirical evidence currently exists to support these claims. In this article, results from an empirical study of thirty independent private clubs will be presented. EMPOWERMENT DEFINED All too often, empowerment is conceived as the delegation of some of management's responsibilities to subordinates. This usually manifests itself with the employee having additional tasks to perform on the job as a result of the organization removing some layers of management. Where this conceptualization falls short is that it stresses organizational redesign and doesn't consider the psychological needs of employees. Several authors (e.g., Ashforth, 1989, Block, 1993; Greenberger and Strasser, 1986; Mainiero, 1986; Pfeffer, 1994) have stressed that individuals seek control over their environments, including the work setting. In fact, Greenberger and Strasser (1986) indicate that workers so strongly desire control in the workplace that they will continually attempt to increase their level of perceived influence--even when the organization places barriers in their way. Conger and Kanungo (1988), relying on the work of Deci (1975) and Bandura (198u), describe empowerment as an "enabling" process, whereby individuals feel that their behavior is self-determined and they believe they can adequately perform a given task. Thomas and Velthouse (1990) go one step further. In addition to the aforementioned, they also include the belief that individuals need to feet as if they are performing meaningful tasks. Combining these components, our conceptualization of empowerment stresses the individual's perceptions of meaning, influence, and mastery. Employees express empowerment when they view their jobs as having meaning, see opportunities to influence the way work is done, and feel competent in the job itself. Recently, Spreitzer (1992) attempted to develop an operational definition of empowerment and validate the construct. She reviewed the interdisciplinary literature on empowerment and identified 150 themes. Then, she asked two independent caters to sort the themes into content categories. This resulted in four categories or dimensions of empowerment: meaning, self-efficacy, self-determination, and personal control. The Spreitzer scale has been evaluated for its psychometric properties in a manufacturing context, the results of which support the four dimensions of empowerment as follows. Meaning refers to the congruence between one's value system and the goals or objectives of the activity in which one is engaged at work. …

Citizen participation and emprowerment: The case of local environmental hazards

Abstract: Local environmental hazards place millions of citizens at risk of physical, emotional, and financial harm. While the discovery of such hazards can be fundamentally disempowering for individuals and communities, few scholars have examined the dynamics of empowerment in this context. We explore the relationships among forms of empowerment, citizen participation, and local environmental hazards, and offer a model of the processes of empowerment and disempowerment appropriate to a broad range of citizen issues. On the basis of this analysis we recommend a partnership approach to community decision making that is designed both to reduce the likelihood that local environmental hazards will develop and to minimize the disempowering impact of any threats that do occur.

Empowerment as a multi-level construct: perceived control at the individual, organizational and community levels

Abstract: There has been increasing interest in the development of a conceptual framework and operationalization of empowerment that explores the relationships among different levels of analysis: individual, organizational and community. In this article we discuss a multi-level conceptualization of empowerment, examine empirical suppcjrt for linking the different levels of analysis, and describe a measurement instrument developed to assess perceived control at the individual, organizational and community levels. We then present results of a series of multiple regression analyses which examine correlates of perceived control, a partial measure of empowerment, at these three levels. Participation in organizations which attempt to influence public policy, taking an active or leadership role in a voluntary organization, and belief that taking action is an effective means to influence community decisions are important predictors of perceived control at the organizational and community levels. Limitations of the study and implications for practice are discussed. Introduction An empowerment perspective is grounded in the belief that increasing power and control over individual and community events is an important means to improve the life situations of powerless individuals and groups. The concept of empowerment has been explored in a variety of disciplines, including adult education (Freire, 1970), social work (Gutierrez, 1988% 1988b, 1989), AfricanAmerican studies (Solomon, 1970; Hani£f, 1989), feminist studies (Collins, 1990; Bookman and Morgen, 1988), psychology (Bandura, 1982; Maier and Seligman, 1976; Zimmerman and Rappaport, 1988; Zimmerman, 1990a, 1990b; Kieffer, 1984), and health education (Israel, Checkoway, Schulz and Zimmerman, 1992; Wallerstein, 1992). Different conceptualizations of empowerment have ranged from empowerment at the individual level as an increased sense of control or power over personal life events, to political empowerment with its emphasis on increased control over the distribution of social and economic resources. Increasingly, there has been interest in the development of a conceptual framework which explores the relationships among different levels of empowerment: how participation in voluntary organizations or community concerns can enhance individual empowerment and vice versa (see for example, Gutierrez, 1988a, 1988b). In addition, there has been interest in the development of accurate measures of the changes which can occur at these multiple levels as individuals work within organizations and communities to create social change (Wallerstein, 1992). The work described in the following pages contributes to this discussion. A conceptual model of empowerment which incorporates individual, organizational and community levels of analysis is outlined. Next we discuss the development of a series of scales which focus on perceptions of individual, organizational and community control. Finally, we explore the relationship of these scales to behavioral and perceptual measures related to empowerment. The two primary research questions that we address are: 1) what is the relationship of organizational membership to perceived control at the individual and community levels of analysis?; and 2) what are the predictors or correlates of perceived control at the different levels of analysis among individuals who are members of at least one voluntary organization? Conceptual Framework and Empirical Evidence: Empowerment as a Multilevel Construct ... empowement is.. a social action process that promotes participation of people, organizations and communities towarc& the go& of increased individual and community control, olitical efficacy, hproved quality of C community life, and social justice ( allerstein, 1992, p. 198). The conceptual framework which forms the basis for this study focuses on empowerment and empowering processes at the individual, organizational and community levels (Schulz and Israel, 1990). The framework examines empowerment at the three levels of analysis, as well as the linkages and interactions between individual and collective or political power (for a more in-depth examination of this conceptual framework, see Israel, Checkoway, Schulz and Zimrnerman, in press). Individual empowerment and psychological empowerment Perceived control at the individual level has been explored in research on self-efficacy and learned helplessness (Bandura, 1982; Maier and Seligman, 1976). Bandura's conception of self-efficacy involves beliefs about one's ability to \"produce and regulate events in life\" (Bandura, 1982, p. 122). An explicit co~ec t ion is not made between individual perceptions of power and objective social or economic conditions which may facilitate or circumscribe individual control over life events. Learned helplessness focuses on the consequences of a lack of control over life events, linking apathy and passive behavior to repeated failed attempts to exert

Action-oriented research : models and methods

Abstract: In recent years there has been a growing interest in research approaches that can better inform policy and practice and lead to social action This article describes four models of action-oriented research: action, participatory, empowerment, and feminist research The historical roots, epistemological assumptions, agendas, and methodological strategies of each are discussed Common features and distinguishing characteristics are examined The article concludes by discussing implications derived from action-oriented research for family researchers and other social scientists interested in making their work more relevant to practice, policy, and social action In recent years there has been a growing interest in research approaches that can better inform policy and practice and lead to social action This trend has occurred in response to such factors as a growing frustration among practitioners and policy makers with the lack of relevance of traditional research findings and an increasing desire among many social scientists to conduct research that has greater social relevance A number of research approaches from different social science traditions have evolved independently in response to common frustrations with the inability of traditional positivistic social science methods to inform questions of practice or social action and in response to the emergence of postpositivist epistemological paradigms While these approaches have developed many similar principles of inquiry, the lack of contact among them has delayed recognition of their common themes There are a number of contemporary research approaches that are directly concerned with informing practice and social change Family scholars are probably most familiar with feminist methods (eg, Allen & Baber, 1992; Reinharz, 1992; Thompson, 1992) Other "action-oriented" models include action research, empowerment research, and participatory research These research approaches advocate remarkably similar agendas and share a core of epistemological assumptions and methodological strategies This article describes these four action-oriented forms of research and examines the epistemological assumptions, moral/ethical values, and methodological strategies that characterize each of them The article focuses on commonalties among the four approaches, including their implications for family researchers Examination of the characteristics that distinguish them from conventional, social science research is also included In this article, the term conventional social science research refers to the positivistic scientific paradigm that has dominated the social sciences for the past century Drawing on methods and logic first used in the physical sciences, this approach subsumes notions of causality, objectivity, and quantification with the goal of predicting and controlling human behavior (Prus, 1992) FOUR MODELS OF ACTION-ORIENTED RESEARCH What follows is an examination of the distinguishing characteristics of each of four action-oriented research traditions: action research, participatory research, empowerment research, and feminist research Each approach is introduced by a discussion of its historical origins This is followed by an examination of three aspects germane to any research model: (a) agenda (What are the primary goals of the research? Which research questions are most worth asking? Who are the principal beneficiaries of the research findings?); (b) epistemology (What forms of knowledge are considered scientific? What role do values and ethics play in the research enterprise? Can social science be objective?); and (c) methodology (What are the most commonly used data collection strategies? How are they determined? What role do research subjects and other nonresearchers play in the research process?) These three dimensions of the research process have been selected for heuristic purposes, but they are not mutually exclusive …

Changing the way we talk with elders: promoting health using the communication enhancement model.

Abstract: Good communication is an essential component of optimal delivery of health care and health promotion efforts. In this article, we address the communication predicament faced by older adults when their opportunities for optimal care are limited by inappropriate communication with formal care providers. We then introduce the Communication Enhancement Model which promotes health in old age by stressing recognition of individualized cues, modification of communication to suit individual needs and situations, appropriate assessment of the health/social problems, and empowerment of both elders and providers. Applications of the Communication Enhancement Model are discussed for two high-risk groups (elders from ethnocultural communities and elders with dementia) to show how it can function as a guide for the development and evaluation of educational interventions with health and social professionals working with elders.

Feminism/ Postmodernism/ Development

Abstract: In a world where global restructuring is leading to both integration and fragmentation, the meaning and practice of development are increasingly contested. New voices from the South are challenging Northern control over development. Feminism/Postmodernism/Development is a comprehensive study of this power struggle. It examines new issues, "voices", and dilemmas in development theory and practice. Drawing on the experiences of women from Africa, Latin America, and Asia, as well as women of colour, this collection questions established development practices and suggests the need to incorporate issues such as identity, representation, indigenous knowledge, and political action. Feminism/Postmodernism/Development acknowledges the importance of Third World and minority women's experiences. It acknowledges their importance for development and suggests that postmodernist insights can enhance their quest for empowerment.