M.A. / South Africa has a critical shortage of helping professionals e.g. the Council for Social and Associated Workers (1987) has 6 124 social workers on its registers, in comparison with a 1985 census population of 35 million. In order to improve the quality of life of citizens in this country, the services of social service agencies have to be expanded and extended into communities ...

Direct social service workers face a variety of difficulties including low pay, limited upward mobility, role ambiguity, and emotional exhaustion. This study adds to the understanding of the complexities of front-line service work with an analysis of the storytelling of case managers working with Big Brothers Big Sisters. Interview participants describe a problem of “volunteer expectations,” which they define as related to the organizational storytelling of the program: the images that entice people to volunteer do not match actual volunteer experiences. I argue that glamorized storytelling through marketing and recruitment tactics creates unintended, negative consequences for volunteers and case managers. This project contributes to the understanding of social services, emotion work, and the American “helping” culture.

While researchers have explored various aspects of the family volunteer presence in the classroom, little is known pertaining to the perceptions of teachers regarding this phenomenon, specifically as it relates to fifth grade student reading comprehension. The purpose of this study was to explore teachers' perceptions of family volunteers' presence and its influence on fifth grade student reading comprehension. The works of Patton and of Epstein informed this study. The research questions explored teachers' perception of benefits and challenges of the family volunteers' presence. Data were collected via interviews with 8 experienced fifth grade teachers who have worked with a family volunteers in the classroom for at least 1 school year. Interpretive phenomenological analysis of these data revealed that despite some challenges teachers perceived the family volunteer presence positively. Teachers indicated they wanted additional professional development regarding family volunteers and how to enhance relationships with them. Teachers expressed interest in orientations with family volunteers and suggested targeting older members of the families, perhaps grandparents, because these members were more available to be in the classrooms. They recommended more preparation for new teachers about working with classroom volunteers. These findings are relevant to positive social change as they can inform better practices and decisions regarding the use of family volunteers in the classroom to support student reading comprehension goals.

The subject of this thesis focuses on the early development of Volunteers in Portland Schools. Commonly referred to as VIPS, this program was designed to coordinate and optimize the use of volunteers throughout the school district. VIPS is jointly sponsored by the Portland Public Schools and the Portland Council, P.T.A . and is funded by the Portland Public Schools. The VIPS concept was conceived by the author of this thesis in August 1968. A proposal for a cooperative school volunteer progrcnn was written in the fall of that year with the endorsement of the School Board and the assistance of school district personnel. This proposal was approved and adopted by the Board February 1969 and the author was directed to coordinate a VIPS pilot project in the Cleveland High School area from February until June 1969. In June the School Board expanded the program citywide and hired a part-time director. The author continued in the role of section coordinator for the Cleveland High School area during the school year 1969-1970. T'he discussion of the VIPS program in this thesis is essentially historical and is based on the direct experiences of the author.

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After relocation to the United States, refugees are often assisted by community volunteers in the process of resettlement, which frequently includes navigating the financial and social aspects of life in the US. However, the medical and health aspects of resettlement, and particularly how volunteers are involved in those aspects, have gone unexplored, leading to tensions within volunteer-led resettlement groups as they attempt to negotiate the limits of volunteer involvement. To investigate how volunteers understand a process of health resettlement, their role(s) within the process, and how they rhetorically position their relationship with resettling clients, this study uses interview data from a local, volunteer-run community resettlement organization to provide a rhetorical examination of health resettlement. An analysis finds that in both contrast and response to a rhetoric of self-sufficiency established by state and federal policy, resettlement volunteers understand health resettlement through a rhetoric of responsibility. This rhetorical framework constitutes volunteers' role as proxy agents in the process of health resettlement. Additionally, volunteers use a gathered ethos approach within this framework, drawing from community networks in order to facilitate persuasion of resettling clients toward desired health outcomes. Ultimately, recommendations are made for community sponsorship and volunteer approaches to health resettlement for refugees in the United States. / Doctor of Philosophy / After relocation to the United States, refugees are often assisted by community volunteers in the process of resettlement, which frequently includes navigating the financial and social aspects of life in the US. However, the medical and health aspects of refugee resettlement, and particularly how volunteers are involved in those aspects, have gone unexplored. This study uses interviews with resettlement volunteers to understand how volunteers perceive their role within the health resettlement process, how they position themselves in relation to resettling refugees, and how they expect refugees to navigate health communication scenarios. It finds that volunteers feel a tension between a rhetoric of self-sufficiency that is established by policy and a rhetoric of responsibility that is established by humanitarian narratives. This tension motivates volunteers to act as communication intermediaries, performing health communication tasks on behalf of refugee clients while also attempting to persuade clients toward particular healthcare decisions. Recommendations are made for community sponsorship and volunteer approaches to health resettlement for refugees in the United States.

The goal of this research project was to determine if introducing intergenerational interactions would supplement or detract from the use of horticulture as a therapeutic tool when working with elderly adults and preschool children. The program was set up to compare independent group activities with intergenerational activities. A group of elderly adults in the University Adult Day Service and a group of preschool children in the University Child Development Laboratory School took part in both separate age group and intergenerational activities. There were three sessions each week: one for the children's group, a second one for the elderly adults' group, and a third one that combined both groups. The same activity was done during all three sessions each week, with modifications to make the activity appropriate for each age group and to make it more interactive for the intergenerational group. These activities took place in the campus building where the day care centers are located. Four volunteers assisted with the activities. Two worked with the children's group both during separate and intergenerational activities, and two volunteers similarly assisted with the elderly adult group. Video cameras were used to record each session. These videos were viewed and evaluated after the 10-week horticulture therapy program was completed to score attendance and participation during separate age group activities, and attendance, participation, and interaction between the two groups during intergenerational activities. This data was used to determine if introducing intergenerational interactions affected the individual's attendance or participation, and to determine if the interactions between the two groups showed any change over time. Several variables were shown to affect the outcome of research. The first variable discussed is the effect of the staff, volunteers, or administration on the participants and the activities. Staff and volunteers can greatly affect intergenerational interactions by: 1) failing to encourage participation from participants of all ages, 2) lacking experience or having discomfort in working with special populations, 3) failure to establish adequate communication with the researcher or with each other, or 4) demonstrating a negative attitude towards the project. The second variable in research is the limitation introduced by data analysis using video. While video recording is useful in evaluating data, it can cause problems due to a limited viewing area, limited viewing angles, blocked screens, or unfamiliarity with recording equipment. Videos were used to assess participation and interaction. Participation scores include three categories: "no participation" for present but inactive participation, and "working with direct assistance" or "independent participation" for active participation. Participation was affected by the horticulture activities' set up, difficulty level, and availability of assistance from volunteers. Children's participation during separate group activities was affected mainly by the difficulty level and set up of activities. Elderly adult's participation during separate age group activities was affected mainly by each individual's abilities and availability of assistance. Children's intergenerational participation scores show an increase in the category of "working with direct assistance", while elderly adults' intergenerational scores show an increase in the categories of "no participation" and "independent participation". In part, the change in intergenerational participation was due to a decrease in the assistance available from volunteers for each individual. Lastly, the percentage of total interaction time between the generations during activities increased over time. However, the introduction of intergenerational interactions detracted from the use of horticulture as a therapeutic tool for elderly adults and preschool children. It is recommended that intergenerational programming may not be useful to fulfill specific horticulture therapy goals for these groups. At the same time, the intergenerational activities involving horticulture plant-based activities were more successful at increasing interactions than the craft-type activities. Therefore horticulture may be a useful activity for intergenerational programs with a goal of increased interaction and relationship development. / Master of Science