PSPC2023 Speakers
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Can cash transfers really be transformative?
​A literature review of the sustainability of their impacts after program end

Social cash transfer programs (CT) have traditionally been conceptualized as short-term social assistance interventions, mainly targeted at temporarily alleviating monetary poverty. However, it is by now known that CTs tend to yield positive effects on a variety of other outcomes (e.g., labour, savings and investments, women’s empowerment). Even though positive impacts on similar dimensions could turn into generalized long-term benefits, no source has yet summarized the (relatively scarce) evidence around the actual persistence of CT effects, on any outcome, after the end of exposure to programs (i.e., sustainability). This draws an important research gap, especially given that recent debates around social protection do extend its role beyond mere monetary poverty alleviation, to more structural and ‘transformative’ aims. In this context, through a (quasi-)systematic literature review, this paper reviewed the available proofs on the sustainability of CT impacts, differentiating them by the length of the timeframe elapsed after lastly receiving the transfer, and by program features. For instance, particular attention was given to the so-called ‘graduation’ projects, which integrate cash with complementary grants, grounding on the traditional assumption that CTs would be inadequate at building sustainable and resilient livelihoods in the long run.
I am a young researcher with a primary interest in social cash transfers and Universal Basic Income (UBI), fueled by an innate passion for human development. My present research mainly draws from the (short-, medium- and long-term) impact evaluation of universal unconditional mobile cash transfers handed out in rural Western Uganda, with a focus on social capital, agency, collective action and climate resilience.

Health literacy and improved outcomes for the poor

Health literacy is the personal ability to understand and process health information in order to make healthcare related decisions including the implications and ramifications of such decisions (Institute of Medicine, 2004). Efforts to improve health literacy in the population include individual and group teaching and outreach by an interdisciplinary team so the patients can develop the skills necessary to improve their own health literacy. Education to improve reading, writing, and communication skills as well as numeracy and critical thinking is needed to ensure proper decision-making involved in health decisions for oneself or a family member. These efforts must be paired with a deep understanding from the healthcare teams of the deficiencies present. Beyond understanding the ability chasm, the healthcare teams must improve their own communication skills to meet the patients where they are. Healthcare providers must also receive training in communication, patience, and compassion. Specific curricula has been shown to reduce blaming among social work students (Delavega et al., 2017) and shows promise for all healthcare providers. Health literacy education for patients, and health communication education for practitioners are both aspects of comprehensive health literacy to promote better outcomes. Health literacy is crucial to improve the lives of the poor.
Elena Delavega, PhD, MSW is Professor of Social Work at the University of Memphis, where she teaches and researches poverty and social welfare policy. Dr. Delavega has created a body of work consisting of over 30 peer-reviewed publications; over 100 reports, newspaper/magazine articles, book chapters, fact sheets, and translations; close to 200 presentations, including international presentations, keynote addresses, and a TEDx Talk focused on the Blame Index. She has produced the Memphis Poverty Factsheet, updated yearly, since 2012. She has also given close to 200 media interviews locally, nationally, and worldwide. Additionally, she serves on the board of JustCity, Inc., the Memphis Coalition for the Homeless, as an advisor for Slingshot Memphis, Inc., she served as Associate Director of the Benjamin L. Hooks Institute for Social Change at the University of Memphis from 2015 to 2019 and continues as research collaborator.

www.memphis.edu/socialwork/research/poverty_fact_sheets.php
Dr. Leech earned a Bachelor degree in Biology from the University of St. Thomas in Houston and then a Master degree in Biology from the University of Houston. She then graduated from the University of Texas Health Science Center McGovern Medical school with a Doctorate in Medicine. She trained in family medicine followed by a fellowship in palliative medicine. She is an associate professor and the medical director for palliative medicine at her alma matter, McGovern Medicine in Houston.