How identifying a theory of change can help you measure the success of your programs (and organization as a whole) and obtain funding to create social change.
An overview of 10 distinguishing ideas of social marketing for social change. These ideas are drawn from the book, "Social marketing and social change: Strategies and tools for improving health, well-being and the environment." It includes excerpts from the book as well as references for further reading. It begins with re-conceptualizing social problems from being those that require top-down prescriptions to being wicked puzzles that require searches for solutions with the people they are intended to serve. The international consensus definition of social marketing is presented, followed by 10 principles:
1. A marketing orientation
2. Theory and evidence-based
3. Segmentation
4. Research to inform program development
5. Designing products, services and behaviors that fit people's reality
6. Positioning behavior change
7. Realigning incentives and costs for products, services and behavior change
8. Creating equitable opportunities and access
9. Communicating change in linguistically, culturally relevant and ubiquitous ways
10. Program monitoring
NOTE: Downloads of this presentation include talking points for each slide.
Reviews of the book:
“This is it -- the comprehensive, brainy road map for tackling wicked social problems. It’s all right here: how to create and innovate, build and implement, manage and measure, scale up and sustain programs that go well beyond influencing individual behaviors, all the way to broad social change in a world that needs the help.”—Bill Novelli, Professor, McDonough School of Business, Georgetown University, former CEO, AARP and founder, Porter Novelli and the Campaign for Tobacco-Free Kids
“I’m unaware of a more substantive treatise on social marketing and social change. Theoretically based; pedagogically focused; transdisciplinary; innovative; and action oriented: this book is right for our time, our purpose, and our future thinking and action.”—Robert Gold, MS, PhD, Professor of Public Health and Former Dean of the School of Public Health at the University of Maryland, College Park
“This book -- like its author -- is innovative and forward-looking, yet also well-grounded in the full range of important social marketing fundamentals.”—Edward Maibach, MPH, PhD, University Professor and Director, Center for Climate Change Communication, George Mason University
Overview Our team has been immersed in ‘whole .docxgertrudebellgrove
Overview
Our team has been immersed in ‘whole system change’ for the past few years
in Ontario, Canada; California; Australia and New Zealand; and elsewhere. Our main
mode of learning is to go from practice to theory, and then back and forth to obtain
more specific insights about how to lead and participate in transformative change in
schools and school systems.
In this workshop we take the best of these insights from our most recent
publications: Stratosphere, The Professional Capital of Teachers, The Principal,
Freedom to Change, and Coherence and integrate the ideas into a single set of
learnings.
The specific objectives for participants are:
1. To learn to take initiative on what we call 'Freedom to Change’.
2. To Understand and be able to use the ‘Coherence Framework’.
3. To analyze your current situation and to identify action strategies fro making
improvements.
4. Overall to gain insights into ‘leadership in a digital age’.
We have organized this session around six modules:
Module I Freedom From Change 1-4
Module II Focusing Direction 5-10
Module III Cultivating Collaborative Cultures 11-14
Module IV Deepening Learning 15-22
Module V Securing Accountability 23-30
Module VI Freedom To Change 31-32
References 33
Please feel free to reproduce and use the
material in this booklet with your staff and others.
2015
Freedom From Change
1
Shifting to
the Right Drivers
Right Wrong
§ Capacity building
§ Collaborative work
§ Pedagogy
§ Systemness
§ Accountability
§ Individual teacher and
leadership quality
§ Technology
§ Fragmented strategies
Freedom:
If you could make one
change in your school or
system what would it be?
What obstacles stand in
your way?
What would you change? What are the obstacles?
Trio Talk:
§ Meet up with two colleagues.
§ Share your choice and rationale.
§ What were the similarities and differences in the choices?
Module 1
2
The Concepts of Freedom § Freedom to is getting rid of the constraints.
§ Freedom from is figuring
out what to do when you
become more liberated.
Seeking Coherence § Within your table read the seven quotes from Coherence and circle
the one you like the best.
§ Go around the table and see who selected which quotes.
§ As a group discuss what ‘coherence’ means.
Coherence: The Right Drivers in Action for Schools, Districts, and Systems
Fullan, M., & Quinn, J. ( 2015). Corwin & Ontario Principals’ Council.
# Quote
1. There is only one way to achieve greater coherence, and that is through purposeful action and interaction,
working on capacity, clarity, precision of practice, transparency, monitoring of progress, and continuous
correction. All of this requires the right mixture of “pressure and support”: the press for progress within
supportive and focused cultures. p. 2
2. Coher ...
How identifying a theory of change can help you measure the success of your programs (and organization as a whole) and obtain funding to create social change.
An overview of 10 distinguishing ideas of social marketing for social change. These ideas are drawn from the book, "Social marketing and social change: Strategies and tools for improving health, well-being and the environment." It includes excerpts from the book as well as references for further reading. It begins with re-conceptualizing social problems from being those that require top-down prescriptions to being wicked puzzles that require searches for solutions with the people they are intended to serve. The international consensus definition of social marketing is presented, followed by 10 principles:
1. A marketing orientation
2. Theory and evidence-based
3. Segmentation
4. Research to inform program development
5. Designing products, services and behaviors that fit people's reality
6. Positioning behavior change
7. Realigning incentives and costs for products, services and behavior change
8. Creating equitable opportunities and access
9. Communicating change in linguistically, culturally relevant and ubiquitous ways
10. Program monitoring
NOTE: Downloads of this presentation include talking points for each slide.
Reviews of the book:
“This is it -- the comprehensive, brainy road map for tackling wicked social problems. It’s all right here: how to create and innovate, build and implement, manage and measure, scale up and sustain programs that go well beyond influencing individual behaviors, all the way to broad social change in a world that needs the help.”—Bill Novelli, Professor, McDonough School of Business, Georgetown University, former CEO, AARP and founder, Porter Novelli and the Campaign for Tobacco-Free Kids
“I’m unaware of a more substantive treatise on social marketing and social change. Theoretically based; pedagogically focused; transdisciplinary; innovative; and action oriented: this book is right for our time, our purpose, and our future thinking and action.”—Robert Gold, MS, PhD, Professor of Public Health and Former Dean of the School of Public Health at the University of Maryland, College Park
“This book -- like its author -- is innovative and forward-looking, yet also well-grounded in the full range of important social marketing fundamentals.”—Edward Maibach, MPH, PhD, University Professor and Director, Center for Climate Change Communication, George Mason University
Overview Our team has been immersed in ‘whole .docxgertrudebellgrove
Overview
Our team has been immersed in ‘whole system change’ for the past few years
in Ontario, Canada; California; Australia and New Zealand; and elsewhere. Our main
mode of learning is to go from practice to theory, and then back and forth to obtain
more specific insights about how to lead and participate in transformative change in
schools and school systems.
In this workshop we take the best of these insights from our most recent
publications: Stratosphere, The Professional Capital of Teachers, The Principal,
Freedom to Change, and Coherence and integrate the ideas into a single set of
learnings.
The specific objectives for participants are:
1. To learn to take initiative on what we call 'Freedom to Change’.
2. To Understand and be able to use the ‘Coherence Framework’.
3. To analyze your current situation and to identify action strategies fro making
improvements.
4. Overall to gain insights into ‘leadership in a digital age’.
We have organized this session around six modules:
Module I Freedom From Change 1-4
Module II Focusing Direction 5-10
Module III Cultivating Collaborative Cultures 11-14
Module IV Deepening Learning 15-22
Module V Securing Accountability 23-30
Module VI Freedom To Change 31-32
References 33
Please feel free to reproduce and use the
material in this booklet with your staff and others.
2015
Freedom From Change
1
Shifting to
the Right Drivers
Right Wrong
§ Capacity building
§ Collaborative work
§ Pedagogy
§ Systemness
§ Accountability
§ Individual teacher and
leadership quality
§ Technology
§ Fragmented strategies
Freedom:
If you could make one
change in your school or
system what would it be?
What obstacles stand in
your way?
What would you change? What are the obstacles?
Trio Talk:
§ Meet up with two colleagues.
§ Share your choice and rationale.
§ What were the similarities and differences in the choices?
Module 1
2
The Concepts of Freedom § Freedom to is getting rid of the constraints.
§ Freedom from is figuring
out what to do when you
become more liberated.
Seeking Coherence § Within your table read the seven quotes from Coherence and circle
the one you like the best.
§ Go around the table and see who selected which quotes.
§ As a group discuss what ‘coherence’ means.
Coherence: The Right Drivers in Action for Schools, Districts, and Systems
Fullan, M., & Quinn, J. ( 2015). Corwin & Ontario Principals’ Council.
# Quote
1. There is only one way to achieve greater coherence, and that is through purposeful action and interaction,
working on capacity, clarity, precision of practice, transparency, monitoring of progress, and continuous
correction. All of this requires the right mixture of “pressure and support”: the press for progress within
supportive and focused cultures. p. 2
2. Coher ...
SOCW 6311 wk 8 peer responses Respond to at least two collea.docxsamuel699872
SOCW 6311 wk 8 peer responses
Respond to at least two colleagues by doing all of the following:
Name first and references after every person
Indicate strengths of their needs assessment plan that will enable the needs assessments to yield support for the program that they want to develop.
Offer suggestions to improve the needs assessment plan in areas such as:
Defining the extent and scope of the need
Obtaining important information about the target population
Identifying issues that might affect the target population’s ability to access the program or services
Instructor wants lay out like this:
Respond to at least two colleagues ( 2 peers posts are provided) by doing all of the following:
Identify strengths of your colleagues’ analyses and areas in which the analyses could be improved.
Your response
Address his or her evaluation of the efficacy and applicability of the evidence-based practice,
Your response
[Evaluate] his or her identification of factors that could support or hinder the implementation of the evidence-based practice,
Your response
And [evaluate] his or her solution for mitigating those factors.
Your response
Offer additional insight to your colleagues by either identifying additional factors that may support or limit implementation of the evidence-based practice or an alternative solution for mitigating one of the limitations that your colleagues identified.
Your response
References
Your response
Peer 1: McKenna Bull
RE: Discussion - Week 8
COLLAPSE
Top of Form
Needs assessments are a form of research conducted to gather information about the needs of a population or a group in a community (Tutty & Rothery, 2010, p. 149). One purpose of a needs assessment is to explore in more depth whether a new program within an organization or agency is needed (Dudley, 2014, p. 117). Key questions of this type of needs assessment may revolve around: (1) whether there are enough prospective clients to warrant this type of program, (2) the different activities or programs that the respondents would be interested in using, priorities for some activities over others, (3) importance of the activities, and (4) times in which this program would be desired and used (Dudley, 2014, p. 117). Potential barriers for the implementation of a new program should also be assessed to ensure the best possible outcome. Some barriers to services could include factors such as: location, costs, potential need for fees, and possible psychological issues related to such things. The following is an assessment of an intensive outpatient program for youth, and a potential need that is currently being unmet.
Post a needs assessment plan for a potential program of your choice that meets a currently unmet need. Describe the unmet need and how current information supports your position that a needs assessment is warranted.
The intensive outpatient program (IOP) at Provo Canyon Behavioral H.
Community Engagement of Sexual & Gender Minority PopulationsCHICommunications
This session, tailored for intermediate learners, offers a deep dive into patient and community engagement in health research, specifically focusing on its pivotal role in driving policy change. Learners will emerge equipped with:
🟠 A comprehensive understanding of the benefits of patient and community engagement in health research.
🟠 The ability to articulate the principles of authentic patient and community engagement.
🟠 A clear definition of intersectionality and practical insights into incorporating its principles into their patient and community engagement strategies.
🟠 An appreciation for the pivotal role of advocacy and the development of public- and stakeholder-facing materials in research programs aimed at influencing health policy.
Whole systems change across a neighbourhood
How can we collaborate with people to help them build their resilience? Get under the skin of the culture and the lives people live. Identify people’s feelings and experiences of community and understand what people think is shaped by different values and by the environment and infrastructure around them. The future of collaboration could bring many opportunities but people find it more difficult to live and act together than before. How can we help people…and communities build their resilience? Understand people’s different situations and capabilities to develop pathways that help them build resilient relationships. Help people experience and practice change together. Help people grow everyday practices into sustainable projects. Turn people’s everyday motivations into design principles. Support infrastructure that connects different cultures of collaboration. Build relationships with people designing in collaboration for the future…now.
Evaluation of Settings and Whole Systems Approacheshealthycampuses
This session was led as a Pre-Summit Workshop at the Healthy Minds | Healthy Campuses Summit 2016. Ben Pollard explored the question, "how do you know that your campus initiatives are making a difference?"
How to-lead-collective-impact-working-groups-1Mr Nyak
ROLES OF WORKING GROUP CO-CHAIRS
Working Groups typically have 2 to 3 co-chairs, ideally one of whom also serves on
the Steering Committee, playing the following roles:
• Contributing to the development of the agenda and content for each Working
Group meeting—including serving as thought partners to Backbone staff and helping
contribute content expertise
• Facilitating discussions and decision making in meetings—including speaking up
if conversation gets stuck, encouraging multiple perspectives, and reporting out on
smaller group discussions
• Contributing to Working Group member management—including addressing
member concerns outside of meetings or learning more about members’ roles and
experiences to help inform strategies
• Nurturing relationships among Working Group members—including ensuring
each member’s unique assets and contributions are supported and valued
• Cultivating a focus on equity—including seeking diverse membership, fostering
conditions for everyone to be included, engaging in community, and using data to
understand disparities and develop strategies
• Serving as a bridge for the initiative’s work in the community—including seeking
input from key stakeholders, speaking at community events, and updating community
members on progress
1. Identify important problems that can be solved.
2. Look for connections among problems.
3. Experiment with innovative solutions.
4. Take decisive action to deal with crises.
SOCW 6311 wk 8 peer responses Respond to at least two collea.docxsamuel699872
SOCW 6311 wk 8 peer responses
Respond to at least two colleagues by doing all of the following:
Name first and references after every person
Indicate strengths of their needs assessment plan that will enable the needs assessments to yield support for the program that they want to develop.
Offer suggestions to improve the needs assessment plan in areas such as:
Defining the extent and scope of the need
Obtaining important information about the target population
Identifying issues that might affect the target population’s ability to access the program or services
Instructor wants lay out like this:
Respond to at least two colleagues ( 2 peers posts are provided) by doing all of the following:
Identify strengths of your colleagues’ analyses and areas in which the analyses could be improved.
Your response
Address his or her evaluation of the efficacy and applicability of the evidence-based practice,
Your response
[Evaluate] his or her identification of factors that could support or hinder the implementation of the evidence-based practice,
Your response
And [evaluate] his or her solution for mitigating those factors.
Your response
Offer additional insight to your colleagues by either identifying additional factors that may support or limit implementation of the evidence-based practice or an alternative solution for mitigating one of the limitations that your colleagues identified.
Your response
References
Your response
Peer 1: McKenna Bull
RE: Discussion - Week 8
COLLAPSE
Top of Form
Needs assessments are a form of research conducted to gather information about the needs of a population or a group in a community (Tutty & Rothery, 2010, p. 149). One purpose of a needs assessment is to explore in more depth whether a new program within an organization or agency is needed (Dudley, 2014, p. 117). Key questions of this type of needs assessment may revolve around: (1) whether there are enough prospective clients to warrant this type of program, (2) the different activities or programs that the respondents would be interested in using, priorities for some activities over others, (3) importance of the activities, and (4) times in which this program would be desired and used (Dudley, 2014, p. 117). Potential barriers for the implementation of a new program should also be assessed to ensure the best possible outcome. Some barriers to services could include factors such as: location, costs, potential need for fees, and possible psychological issues related to such things. The following is an assessment of an intensive outpatient program for youth, and a potential need that is currently being unmet.
Post a needs assessment plan for a potential program of your choice that meets a currently unmet need. Describe the unmet need and how current information supports your position that a needs assessment is warranted.
The intensive outpatient program (IOP) at Provo Canyon Behavioral H.
Community Engagement of Sexual & Gender Minority PopulationsCHICommunications
This session, tailored for intermediate learners, offers a deep dive into patient and community engagement in health research, specifically focusing on its pivotal role in driving policy change. Learners will emerge equipped with:
🟠 A comprehensive understanding of the benefits of patient and community engagement in health research.
🟠 The ability to articulate the principles of authentic patient and community engagement.
🟠 A clear definition of intersectionality and practical insights into incorporating its principles into their patient and community engagement strategies.
🟠 An appreciation for the pivotal role of advocacy and the development of public- and stakeholder-facing materials in research programs aimed at influencing health policy.
Whole systems change across a neighbourhood
How can we collaborate with people to help them build their resilience? Get under the skin of the culture and the lives people live. Identify people’s feelings and experiences of community and understand what people think is shaped by different values and by the environment and infrastructure around them. The future of collaboration could bring many opportunities but people find it more difficult to live and act together than before. How can we help people…and communities build their resilience? Understand people’s different situations and capabilities to develop pathways that help them build resilient relationships. Help people experience and practice change together. Help people grow everyday practices into sustainable projects. Turn people’s everyday motivations into design principles. Support infrastructure that connects different cultures of collaboration. Build relationships with people designing in collaboration for the future…now.
Evaluation of Settings and Whole Systems Approacheshealthycampuses
This session was led as a Pre-Summit Workshop at the Healthy Minds | Healthy Campuses Summit 2016. Ben Pollard explored the question, "how do you know that your campus initiatives are making a difference?"
How to-lead-collective-impact-working-groups-1Mr Nyak
ROLES OF WORKING GROUP CO-CHAIRS
Working Groups typically have 2 to 3 co-chairs, ideally one of whom also serves on
the Steering Committee, playing the following roles:
• Contributing to the development of the agenda and content for each Working
Group meeting—including serving as thought partners to Backbone staff and helping
contribute content expertise
• Facilitating discussions and decision making in meetings—including speaking up
if conversation gets stuck, encouraging multiple perspectives, and reporting out on
smaller group discussions
• Contributing to Working Group member management—including addressing
member concerns outside of meetings or learning more about members’ roles and
experiences to help inform strategies
• Nurturing relationships among Working Group members—including ensuring
each member’s unique assets and contributions are supported and valued
• Cultivating a focus on equity—including seeking diverse membership, fostering
conditions for everyone to be included, engaging in community, and using data to
understand disparities and develop strategies
• Serving as a bridge for the initiative’s work in the community—including seeking
input from key stakeholders, speaking at community events, and updating community
members on progress
1. Identify important problems that can be solved.
2. Look for connections among problems.
3. Experiment with innovative solutions.
4. Take decisive action to deal with crises.
Modern Database Management 12th Global Edition by Hoffer solution manual.docxssuserf63bd7
https://qidiantiku.com/solution-manual-for-modern-database-management-12th-global-edition-by-hoffer.shtml
name:Solution manual for Modern Database Management 12th Global Edition by Hoffer
Edition:12th Global Edition
author:by Hoffer
ISBN:ISBN 10: 0133544613 / ISBN 13: 9780133544619
type:solution manual
format:word/zip
All chapter include
Focusing on what leading database practitioners say are the most important aspects to database development, Modern Database Management presents sound pedagogy, and topics that are critical for the practical success of database professionals. The 12th Edition further facilitates learning with illustrations that clarify important concepts and new media resources that make some of the more challenging material more engaging. Also included are general updates and expanded material in the areas undergoing rapid change due to improved managerial practices, database design tools and methodologies, and database technology.
Artificial intelligence (AI) offers new opportunities to radically reinvent the way we do business. This study explores how CEOs and top decision makers around the world are responding to the transformative potential of AI.
Oprah Winfrey: A Leader in Media, Philanthropy, and Empowerment | CIO Women M...CIOWomenMagazine
This person is none other than Oprah Winfrey, a highly influential figure whose impact extends beyond television. This article will delve into the remarkable life and lasting legacy of Oprah. Her story serves as a reminder of the importance of perseverance, compassion, and firm determination.
The Team Member and Guest Experience - Lead and Take Care of your restaurant team. They are the people closest to and delivering Hospitality to your paying Guests!
Make the call, and we can assist you.
408-784-7371
Foodservice Consulting + Design
2. Content
Introduction
Framework
5 Frameworks for Social Work Practice
What is Strength Based Practice
7 Principles of Strength Based Practice
6 Standards of Strength Based Practice
Bottom Up Approach
7 Straregies
Conclusion
Reference
3. Introduction
“Creating Frameworks for Social Work Practice:
Strength Based and Bottom up Approaches”.
There is increasing interest in identifying and building
on the strengths and capacities of those supported by
services, as a means to help them resolve problems and
deliver their own solutions.
Thus it is an approach to Social Work Practice
4. Framework?
…is a conceptual lens through which one views human
behavior and social structures and which, at the same
time, guides the selection of intervention strategies.
…can focus or magnify a particular feature while
placing other features in the background.
5. Frameworks For Social Work
Practice
There are many frame works for social work practice like:
Systems And Ecological Perspectives
Problem-solving Approach
Strengths Perspective
Feminist Approach
Structural Approach
6. What is Strengths-Based
Practice?
Strengths-based practice is a collaborative process
between the person supported by services and those
supporting them, allowing them to work together to
determine an outcome that draws on the person’s strengths
and assets. As such, it concerns itself principally with the
quality of the relationship that develops between those
providing and being supported, as well as the elements that
the person seeking support brings to the process (Duncan
and Hubble, 2000). Working in a collaborative way
promotes the opportunity for individuals to be co-
producers of services and support rather than solely
consumers of those services (Morgan and Ziglio, 2007).
Cont…
7. What is Strengths-Based Practice?
Strengths-based approaches concentrate on the
inherent strengths of individuals, families, groups and
organizations
To focus on health and well-being is to embrace an
asset-based approach where the goal is to promote the
positive.
Deploying personal strengths to aid recovery and
empowerment.
Cont…
8. What is Strengths-Based Practice?
Focusing on strengths does not mean ignoring
challenges, or spinning struggles into strengths.
Practitioners working in this way have to work in
collaboration - helping people to do things for
themselves. In this way, people can become co-
producers of support, not passive consumers of
support.
The evidence for strengths-based approaches is
difficult to synthesize because of the different
populations and problem areas that are examined in
the literature.
Cont…
9. The strengths approach to practice has broad
applicability across a number of practice settings and a
wide range of populations.
There is some evidence to suggest that strengths-
based approaches can improve retention in treatment
programs for those who misuse substances.
There is also evidence that use of a strengths-based
approach can improve social networks and enhance
well-being.
What is Strengths-Based Practice?
10. Seven Important Principles Of
The Strengths Perspective
People are recognized as having many strengths and have
the capacity to continue to learn, grow and change.
The focus of intervention is on the strengths and
aspirations of the people we work with.
Communities and social environments are seen as being
full of resources.
Service providers collaborate with the people they work
with.
Interventions are based on self-determination.
There is a commitment to empowerment.
Problems are seen as the result of interactions between
individuals, organizations or structures rather than deficits
within individuals, organizations or structures.
11. Rapp, Saleebey and Sullivan
(2008)
Six standards for judging what constitutes a strengths-
based approach.
1. Goal orientation
2. Strengths assessment
3. Resources from the environment
4. Explicit methods are used for identifying client and
environmental strengths for goal attainment
5. The relationship is hope-inducing
6. Meaningful choice
12. Bottom Up Approach
The approach was started in UK in 1980s.
It is a client centered approach.
Social development theory is considered the conceptual scheme
underpinning the bottom-up model (Rubin & Babbie, 1993; Midgley,
1993; David, 1993; Billups,1990).
The authoritative mode of intervention is considered as top down
approach while the negotiated mode of intervention is considered as
bottom up approach.
Bottom up approach allows the local community and local players to
express their views and to help define the development course for
their area in line with their own views, expectations and plans.
The bottom-up approach means that local actors participate in
decision-making about the strategy and in the selection of the
priorities to be pursued in their local area.
13. Bottom Up Approach
People do not need programs to improve their lives. Programs
are an artificial construct developed in the dance between grantors
and grantees to help nonprofits re-package themselves to ensure
continued funding. What people need are an increasing number
of positive relationships and activities to help them become
producers of their own and their community’s well-being. The
best work nonprofits can do is to help the people they serve build
relationships, especially in the neighborhood or community were
they live and work to remove barriers so the people they serve have a
real opportunity to become producers and not just program
recipients. We need everyone’s gifts to build strong communities not
more programs (Duncan .D)
14. Bottom Up Approach
It provides a platform to introduce key
issues, and widens the scope for
participants and practitioners to discuss
issues with open mind. It helps identify
local problems, and chalks out local
innovative strategies and methods to
mitigate these. This approach taps the
indigenous knowledge bases and local
expertise. It synthesizes and systematizes
the lessons learned and disseminates
15. Seven strategies outlined by the US
economist Blanchard (1988)
Comprehensive community
participation.
Motivating local communities.
Expanding learning opportunities.
Improving local resource
management.
Replicating human development.
Increasing communication and
16. Conclusion
The concepts described earlier also underlie what has been
termed the strengths-based perspective. “the strengths
perspective looks to the power of people to overcome and
surmount adversity (Rapp, 1998; Saleebey, 1999).” The
Bottom-up approach provides a platform to introduce key
issues, and widens the scope for participants and
practitioners to discuss issues with open mind. It helps
identify local problems, and chalks out local innovative
strategies and methods to mitigate these. This approach taps
the indigenous knowledge bases and local expertise. It
synthesizes and systematizes the lessons learned and
disseminates those among the masses. (Panda B. 2010)
17. Reference
Saleeby, D. (2006), The Strengths Perspective in Social Work Practice
(4th ed.), New York.
http://www.academia.edu/8034618/- 25/10/2015
https://sustainingcommunity.wordpress.com/2012/05/30/what-is-the-
strengths-perspective/-25/10/2015
http://www.iriss.org.uk/resources/strengths-based-approaches-
working-individuals- 25/10/2015
O’Connor. I, Hughes. M, Turney.D, Wilson. J & Setterlund. D (2006),
Social Work and Welfare Practice. 5th ed., London: Sage Publications.
Larrison R. C.(1999), A Comparison of Top-down and Bottom-up
Community Development Interventions in Rural Mexico: Practical and
Theoretical Implications for Community Development Programs,