Exploring competency development: it’s the helping part

Restorative justice is an operating philosophy that, while used in other countries for many years, began being implemented in the United States in the early and mid 1990s. This paper takes a look at one part of the restorative justice philosophy, attempts to instill conceptual clarity, and examines one state’s process of implementing competency development programs and the effects that state has seen. In addition, five domains of competency development are explored as well as practical means of attaining the goals of each domain. The paper concludes with specific ways of measuring the outcomes of competency development, along with the progress that one commonwealth’s juvenile justice system has made.     

Enhancing Family Competence Through Literacy Activities

SUMMARY

The present paper describes the range of positive family outcomes found when the parents of low-income preschoolers engage in literacy activities with their children. One hundred parents attended a series of family literacy workshops designed to instruct parents on the use of effective book sharing techniques to use with their children. The goal of the program was to increase the children's school readiness and emergent literacy skills by training parents to be more effective and self-confident “first teachers” of the type of literacy skills necessary for early school success. Parents reported that both the amount of parent-child book sharing increased and the time spent reading was more interesting and enjoyable. Children's language skills as well as their interest in books and learning increased. Personal benefits to the parent included enhanced self-esteem and self confidence, increased knowledge of normative child development and sense of efficacy as a parent, heightened understanding of the importance of parental involvement, increased feeling of literacy competence and interest in improving their own education, and sense of increased social support. Other family members (spouses and siblings) also increased their literacy activities. Family relationships, communication, and feelings of togetherness were also enhanced. Implications for individual and family competency enhancing interventions are discussed.     

Reforming security industry training standards: an Australian case study

ABSTRACT

This article critiques recent developments in training in the Australian security industry. Regulation of the industry is state- and territory-based, with eight jurisdictions enacting purpose-built legislation. Training was a key area of reform in the 1990s and early 2000s, but standards remained fragmented until 2008 when the Committee of Australian Governments agreed on a national competency framework to be implemented by 2010. However, despite the adoption of a common curriculum for core security tasks, the project derailed spectacularly in terms of consistency of standards, as revealed by a number of major inquiries and associated sources. This article analyses the reasons for this situation and recommends an alternative model to optimise competency standards in security work that includes much greater specificity in hours of instruction and in teaching and assessment methods. The lessons from this study have wider application given that deficits in security training appear to be a common problem internationally.     

A GUIDE TO EFFECTIVE CHILD PROTECTION MEDIATION: LESSONS FROM 25 YEARS OF PRACTICE

What are the essential elements of a successful child protection mediation program? What outcomes are we seeking? How do we define success? How do these inform or direct program development so that it supports these outcomes? How do we know if it is working? And, how do we start out on the right foot? We are in the enviable position now, after 25 or so years, to benefit from lessons learned from the experiences of many programs. This article provides a 25‐year perspective on key elements that have contributed to the success of child protection mediation programs.     

Competency for Chinese Handwriting and Signature Examination

Chinese characters had their root some 4000 years ago and, with the growth in population, are used by over 1.3 billion people worldwide today; it is inevitable that document examiners would encounter cases involving the examination of Chinese handwriting regardless of their location. Although there are extensive studies on the examination of English handwriting in the literature, similar studies on Chinese handwriting are relatively limited. We are seeking to explore the obstacles and challenges for a document examiner who is unfamiliar with Chinese characters to apply the principles of identification and elimination of authorship described in the literature to examine Chinese handwriting, and how can these document examiners demonstrate their competency for conducting Chinese handwriting examination. This study provides a review of the literature, compares the methodology and key features in English and Chinese handwriting examination, and describes various workshops and proficiency testing programs organized to assist document examiners seeking development in Chinese handwriting and signature examination.     

The Balanced Approach [Revisited]

The authors of the original Balanced Approach, Dennis Maloney, Dennis Romig, and Troy Armstrong, outlined a philosophy of balanced attention to the principles of community protection/public safety, youth accountability, and competency development through individualized assessment and treatment and holding the system accountable to the community and the youth served. A majority of states’ juvenile code purpose clauses reflect this approach, later known as Balanced and Restorative Justice (BARJ). Presented here are excerpts from the 1988 Juvenile & Family Court Journal issue 39 (3) that first presented the Balanced Approach and a brief overview of key features of juvenile justice at the time to lay a foundation for the other articles in this special issue.     

IV-E or not IV-E,that is the question: comparisons of BSW Child Welfare Scholars and matched trainee confidence and retention

ABSTRACT

Our longitudinal study examined the effectiveness of BSW IVE Scholar training (n = 52) compared with a matched cohort (n = 57) of traditionally trained employees. The BSW IV-E Scholars felt significantly more prepared than their traditionally-trained coworkers. BSW IV-E Scholars were significantly more likely to be retained in the first five years of employment than the matched cohort trainees. The study lends strong support for the retention and preparation advantages of BSW Title IV-E training over traditional employee training. This is important given the significant investment of training dollars for IV-E at the Federal, state, and local levels.     

Organizing a Proficiency Testing Program on Stamp Impressions Examination in Accordance with ISO/IEC 17043 Requirements

Stamps and stamp impressions examinations are based on matching defects and design details on the questioned and control samples. These examinations are routinely carried out by document examiners around the world. International proficiency tests for questioned documents examination have been available for decades while similar programs specifically focusing on stamp impressions examination are rare. This study reported a recent proficiency testing program on stamp impressions examination organized by an accredited provider in accordance with ISO/IEC 17043 requirements. Twenty‐four forensic laboratories registered for the program. Apart from giving details on the design and operation of the program, this study also aimed to provide the limitations and difficulties encountered in sample preparations, homogeneity, and stability tests of the testing materials. Various comments and feedbacks received from the participants, particularly in respect of examination approaches, challenges faced by the participants in forming conclusions and their suggestions for further improvement would be evaluated.     

Investigating the leaders' state of readiness in the Department of Telecommunications and Postal Services in South Africa to develop policy for the fourth industrial revolution

The study investigated the state of leadership readiness in the Department of Telecommunications and Postal Services (DTPS) to develop policy for the fourth industrial revolution (4IR). The DTPS is the lead Department in terms of 4IR within the Public Service and there are specific skills that are required within the DTPS to effectively lead in this regard. This study investigated the perceived gap between current skills and required skills in DTPS. The study adopted a qualitative method to obtain leaders' views and opinions by conducting structured and semi-structured interviews. The nature of the study is exploratory. A total of 10 DTPS employees, both female and male on a 50/50 basis were interviewed on the skills of the leaders' state of readiness in developing policy for 4IR. The study findings identified an absence of problem-solving, analytical, creative, technical, conflict management, collaboration and artificial intelligence, innovation and change management skills. It recommends that these competencies be included in the current Public Service Competency Assessment Framework that ensures that leaders are ready for policy development for 4IR.     

Designing deploying competency building-up of in-house lifelong learning： Communication-culture convergence requirements

This paper discusses ways to build up in-house lifelong learning （ILL） competency with reference to the principles of communication-culture convergence （CCC）. Successful CCC, in general, requires meeting three conditions： Securing diverse but appropriate learning technologies, enhancing the value of effectiveness and coordinating interests among stake holders. It, to be specific, necessitates theory-workplace-balanced implementation of five elements： Diagnosing lifelong learning needs, formulating learning goals, identifying appropriate human material resources, choosing goal strategies, and evaluating learning outputs. Lastly, CCC-driven ILL-focused figure and tables are shown to exemplify a successful interconnection between ILL convergence principles and competency requirements. Then, five South Korean cases are briefly summarized to show a discrepancy between the ILL competency guide and a real world of ILL practice. Significance and suggestions are drawn.