IDENTIFY THEMES EMERGING FROM DATA

The major themes that resulted from the inductive analyses of the data sources included : 1) respecting the need for confidentiality, 2) using personal and professional histories as vehicles for understanding current work issues more deeply, 3) developing genuine networking connections with professionals serving children and families from different community agencies, 4) understanding the multiple levels of complexity in advocating for families in the contexts of their communities, 5) gaining new skills in using technology. These themes crossed the data sources outlined in Collect Data.

*Respecting the Need for Confidentiality

Confidentiality is an important aspect of all professional ethical codes of conduct. When developing cases stemming from personal experiences, the issues around confidentiality are significant. One student commented: "It's hard for me to figure out how to change the case in order to protect family privacy...." Faculty members decided to exclude the use of primary sources in the cases as they might further compromise the confidentiality of the people.

Representative comments across data sources related to confidentiality are available.

*Using Personal and Professional Histories as Vehicles for Understanding Current Work Issues More Deeply

Varieties of connections between personal life history and professional work were made during the class. Class members connected their own experiences with family and community to case situations. They struggled with boundary issues and self renewal as well as moral and ethical values. One student commented, "Remember how we talked about cases and their meaning to where we are in our own lives...We need to consider boundaries--we cannot be there for other people's families if we are not there for our own family." One faculty member commented, "I was amazed at the depth of connection I felt with my parents and grandparents in the free writing--other people in my small group also experienced this."

Representative comments across data sources related to personal histories are available.

*Develping Genuine Networking Connections across Various Human Service Professional Fields

Much discussion occurs today about the importance of networking. Because of time pressures and other factors, the networking can remain at a superficial level. In the Integrated Distance Education Model, caring across professionals in different agencies--early childhood home visitor to social worker to county extension personnel--arose through the interactions established. There was a desire for more information about different work situations as well as appreciation for new perspectives. One student commented: "Meeting all of the people good people in the classes also makes me realize how so many of us deal with the same issues no matter where we work..we all have the same struggles." In class planning e-mail's, faculty made decisions like the following: "Let's have people from different locations and different professional roles be paired together..."

Representative comments across data sources related to networking are available.

*Understanding the Levels of Complexity in Advocating for Families in Context

Complexity permeated the discussions of the already written cases as well the development and writing of new cases. Multi-levels and layers lead to many levels of issues related to children and families. One student commented: "You included many levels of issues in your cases--empowerment vs. pushing and doing for, interagency conflict of goals vs. parents goals...." In developing guiding questions, faculty members included questions related to complexity and context.

Representative comments across data sources related to complexity are available.

*Gaining New Skills in Using Technology

Various technologies were used in the Integrated Distance Education Model, including e-mail, interactive television, synchronous chats, and fax. All were interwoven in building a community of learners. As one student said, "I was very pleased with how well things progressed and how fast everyone in class became more comfortable communicating through the various means of technology. I think this class seemed to communicate more than any of the my other ITV classes. I didn't have that feeling of a 'distance gap' as in other ITV courses. In the past I have felt as though something has been missing (personal interaction, identities, etc.)" As one faculty member emphasized in a reflective rhyme, part of which is excerpted here: "After forty e-mails and meetings galore, Miranda created our room with a floor. 'School' it was called with password protection; This was one vehicle for much interaction.....Moments of laugher, moments of tears, moments of joy, moments of jeers; All were a part of our high-tech community, Where a supportive feeling established our unity...."

Representative comments are available across data sources describing new skills gained in using technology.

Return to the EFFECTS

Return to the INTEGRATED DISTANCE EDUCATION MODEL