In their Backgrounder on Harm Reduction, Robertson and Poole (1999) say:
… much of our work is related to helping our clients reduce harm in their lives on issues which are directly and indirectly related to their substance use. We discuss: planning to stay as safe as possible with women who are living with violent partners; choices for managing depression … practicing safer sex with partners, etc. It has prompted us to think further about how the policies and practices of our services increase of reduce harm in clients' lives.” (page 1, my emphasis)
This comment serves as a challenge to practitioners who may become complacent about the extent to which they are really helping learners or clients to move forward in their lives, in their own way, in their own time. As the writers say, we need to constantly question our work to make sure we are on the right track.
But what practices are most helpful? In this section, I review literature that describes literacy programs with client groups that seem to be particularly applicable to our research questions: homeless people, women in conflict with the law and women living with violence. The structure of this section is different from the previous ones: With one exception, all of the documents are curriculum documents or handbooks written for practitioners, and so each one is reviewed separately to highlight the literacy-related issues and practices they describe. At the end of this section, I identify some common philosophies and approaches.
As you read this, hundreds of social workers, drop-in, and shelter workers and peers are having literacy moments without even knowing it, as they are asked to assist with literacy tasks that are very specific and need to be completed immediately:
Read a letter.
Find a number in the phone book.
Help me find where to go.
I need a resume for tomorrow.
Show me how to use the photocopier.
I need to send a fax.
I want to respond to this Hostel Incident Report.
(Trumpener, 1997: 2)