The importance of schools and teachers in child welfare

The article begins by challenging what is considered to be the relative neglect by child and family social work of the importance for children of school and teachers. Key roles of school in children's lives are conceptualized. School is argued to have potential as an ally for children, a guarantor of basic protection, a capacity builder, a secure base from which to explore the self and the world, an integrator into community and culture, a gateway to adult opportunities and a resource for parents and communities. It is suggested that school can have a special supportive value for children experiencing adversity, including those in state care or under supervision, those whose parents have divorced, and those recovering from abuse or neglect. The implications of the central importance of schools and teachers for child and family social work are discussed with reference to the child as client, work with teachers, work with the wider school and community, and policies in social work agencies and in education and training programmes for social workers and teachers.     

“I Am So Glad That I Am a Group Worker”

This article explores the ominous consequences of the profession of social work and its schools’ gradual drift away from a long tradition of valuing practice and education that is community based and addresses private troubles and public issues. A series of pointed questions are offered that suggest what needs to happen to reverse course, in schools of social work, against the currents of corporatism and crude individualism infecting our politics, economy, social relations, and broad culture. The article concludes with a “modest proposal for the free school of social work.”     

Social work programmes in the social democratic welfare regime

In this article we examine the emergence of social worker training in the Nordic countries and discuss the possible effects that the social democratic welfare regime has had on such training. We also discuss the development in recent decades of the academisation of the training and the establishment of social work as a subject of research and teaching. The early history of social worker education is based on archival material, national inquiries and secondary sources. Our presentation of the recent history of social work education is based on the responses to a questionnaire sent to teachers of social work in 33 Nordic social work programmes, and on a survey of course syllabi and prospectuses. It is also based on the reading lists for the social work courses in these programmes.     

Social work programmes in the social democratic welfare regime

In this article we examine the emergence of social worker training in the Nordic countries and discuss the possible effects that the social democratic welfare regime has had on such training. We also discuss the development in recent decades of the academisation of the training and the establishment of social work as a subject of research and teaching. The early history of social worker education is based on archival material, national inquiries and secondary sources. Our presentation of the recent history of social work education is based on the responses to a questionnaire sent to teachers of social work in 33 Nordic social work programmes, and on a survey of course syllabi and prospectuses. It is also based on the reading lists for the social work courses in these programmes.     

学校社会工作的本土化研究

在西方国家以及我国港台地区,教育界和社会福利部门均要求政府加强学校社会工作的服务,学校社会工作已在预防、补救和遏止青少年问题上起到了不可替代的作用。而在内地,学校社会工作的实务及研究尚处于开拓阶段,迫切需要探讨出一种切合实际的本土化的发展模式。     

Reaching Inner-City Children

One of the obstacles faced by community social service agencies is difficulty in attracting adolescents to the services offered them. Adoldscents typically do not walk in or keep appointments at outpatient clinics and can be difficult to engage even for outreach programs. One solution to this dilemma is to go where the children are: the public schools. One of the biggest problems in the Boston public school system is that many students and their families have pressing social, emotional, and physical needs that are not being met outside the school and that adversely affect their education. The schools are educational institutions, not human service agencies, and they are ill prepared to deal with many of the problems and needs of their students' lives. In 1984, an independent board composed of representatives from the Boston Public Schools, state, city, and private social service agencies, parents and students, secured funding and formed the Boston Student Human Services Collaborative. The mission of the Collaborative was to supplement and expand support services to the schools. The hope was that such services would free up both children and teachers to invest in each other, thereby increasing learning. This paper describes the group work component of a Collaborative program at an inner-city school. After a brief look at the inner-city context, the group work program model is presented as a case study, including specific types of groups that have worked well and details of recruitment, composition, goals, activities, and leadership roles. Following this is a discussion of race, color, and ethnicity, and then a list of guiding principles for working with middle school adolescents in groups.     

学校社会工作在高校学生工作中的介入探析

随着社会的进步和高校改革的进一步深入,大学生群体出现了许多新情况新问题,传统的学生工作系统不能及时对此做出回应,很难满足大学生的个别化的需要。社会工作在我国已经有了20余年的发展,已经积累了相关的研究和实践,在高校学生工作中引入学校社会工作的时机日渐成熟。     

青少年社区教育的探索——以“小天使行动”为例

家庭、学校和社区对于青少年的成长都有重要的作用,其中前两者的作用往往被人们所重视,但是社区这个层面的作用并没受到充分重视。针对青少年社区教育服务的缺失,本文以广州市仁爱社会服务中心主办,粤港社工系师生策划和实施的一个社会实践课程为案例,探讨青少年社区教育的方法。     

高师德育应突出师范性

德育是学校教育的灵魂,高等师范院校的德育教育必须突出师范性,这是由高师的培养目标和我国的国情决定的.高师德育必须以培养造就道德主体为根本原则.其基本内容和实现的途径主要有理想信念教育和课堂理论教学;社会公德教育和学生自我管理;职业道德教育和社会活动的参与;言行礼仪教育和校园文化生活.     

教育期望中的班级效应分析

班级是中国基础教育领域重要的组织设置。利用“中国教育追踪调查”（CEPS）数据，应用分层线性模型，本研究关注班级设置，包括班级组织结构和班级氛围，对初中生教育期望的影响。研究结果表明，在多个组织结构变量中，班主任的受教育程度和教龄对学生教育期望影响显著，但任课老师的资历影响不显著；在多个班级氛围变量中，学生的教育期望既受到班级客观学业水平的影响，亦受到师生之间互动关系的影响。此外，在控制了班级氛围变量后，师资配置对学生教育期望的影响不再显著。总之，在以往研究重点关注个体、家庭和学校影响的基础上，本研究将对教育期望的研究进一步拓展到学校内部的班级环境，并发现师生之间建立的紧密互动关系及良好的班级氛围对学生的教育期望发挥着最重要的影响。     

Historical development and characteristics of social work in today's China

Social work education has experienced three stages since its introduction to China in the 1920s: introduction, abolishment and reinstatement. Theoretically, there are four types of social work in China: official–educational, official–practical, voluntary–educational and voluntary–practical. In practice, all four types of social work have not necessarily been embodied in each developmental stage, and the order of their historical development is not the same as the order of their logical development; i.e. some types are lacking in some of the stages. Each type of social work has its own characteristics, which are integrated into each development stage. Today, Chinese social work faces two major interrelated tasks: the professionalisation and the institutionalisation of social work. The former refers to the development of standardisation in Chinese social work; the latter has to do with the development of the social welfare institution in general and the development of institutional welfare in particular. In general, the dramatic development in Chinese social work largely depends on the accomplishment of the two tasks.     

高师教学方式的改革与创新

当今世界各国之间的竞争,越来越表现为科学技术和人才的竞争,教育事业将面临知识经济的挑战.而高等师范院校,肩负着为中国基础教育培养师资的重任,因此注重教学方式的创新,直接关系到中小学生的创新意识和创新能力的培养,进而影响中华民族的振兴.     

学校社会工作介入农民工子弟学校的价值分析

农民工子弟学校是城市化流动加速背景下产生的特殊教育机构。学校社会工作介入农民工子弟学校不仅对于农民工子弟学校，而且对于拓展社会工作都具有重要的现实意义。其具体价值体现为：优化心理素质，促进学生正常心理的健康发展；增强学生对城市的认同感，促进其亲社会行为的发展；密切联系家庭，改善家庭教育效果；提高学生的学习动机与学习积极性；影响教师的教育理念，加强教师与学生的沟通；实现教育公平、构建和谐社会；促进社会工作的社会认可度。     

The redistributive effect of public and private social programmes: A cross‐country empirical analysis

A function of many national social protection systems is to substantially redistribute income. However, the size and nature of social protection programmes are changing. In a number of countries there has been a shift from public towards private social protection arrangements, with the latter substituting for, or complementing, public programmes. Developing earlier work, this present article analyses the redistributive impact on income of public versus private social protection programmes. Using recent data from the Organisation for Economic Co‐operation and Development, we find a strong positive relationship between public social expenditures and income redistribution across countries. For private social expenditures, we find a weak, but statistically significant, negative relationship with the level of redistribution. In countries where a larger share of total social expenditure is accorded to private arrangements there is less income redistribution. We conclude that the choice between the relative weight of public and private provision of social protection affects the redistributive impact of the welfare state.     

社会工作专业人才培养规划研究——以河南省为例(2007～2020年)

"建设宏大的社会工作人才队伍"向河南省提出了对社会工作专业人才培养进行合理规划的重任。为此,2007～2020年,河南省社会工作专业人才培养需从大教育的理念出发,形成公立学校和民办学校通力合办,普通高校和职业院校等多元介入,专科教育、本科教育、研究生教育等专业教育和在岗培训等职业培训多层次组合的人才培养格局,不断强化社会工作专业人才的培养力度,提升社会工作专业人才的培养质量,有计划、有步骤地向社会输送急需的不同层次的社会工作专业人才,以更好地服务于和谐社会的建构。     

A revisit of ‘moral and character education’ subject in junior-high school in China

Moral education is a practice to promote the moral competence of adolescents, particularly in nurturing their moral judgement and moral behaviour. In China, under the rapid development of social work practice at schools, moral education could serve as a collaborative point between teachers, school counsellors, social workers and policymakers to promote the moral, holistic and healthy development of students. However, moral education is not as yet widely and systematically evaluated? particularly the details of relevant policy, curriculum, textbooks, teaching and learning approach, examination and evaluation. This paper takes an initiative to conduct a comprehensive literature review and theoretical discussion on the subject ‘Moral and Character Education’ (Sixiangpinde思想品德) which is a mandatory moral education subject for Grade 7–9 students in junior high schools in China. It also provides reflections and suggestions on how the subject and moral education could be promoted under the contexts of promotion of adolescent holistic development and involvement of social work practice.     

Longevity insurance annuities: China adopts a benefit innovation from the past

Longevity insurance annuities are deferred annuities that begin payment at advanced older ages, such as at age 80. Such annuities would benefit some older retirees who have drawn down their savings, but the private sector has problems in providing them. Originally, social insurance old‐age benefits programmes in some countries were structured as longevity insurance programmes, with 50 per cent or less of those entering the workforce surviving to receive the benefits. Over time, however, as life expectancy has improved, the benefits these programmes provide have slowly transformed into benefits that most people entering the workforce ultimately receive. This article argues that the reintroduction of longevity insurance benefits as part of social insurance old‐age benefit programmes could be an important policy innovation, in particular because this benefit is generally not provided by the private sector. China has introduced longevity insurance benefits as part of its social insurance system, offering a model for other countries, particularly those providing modest social insurance old‐age benefits.     

Constructions of pupil absence in the British education service

'Truants' and 'truancy' have been construed as 'problems' in schools and the British education system since the introduction of compulsory schooling in the late 19th century. A review of the literature about 'truancy' reveals four principal perspectives which construe the 'problem' of absence as an outcome of: individual 'pathology'; 'defective' parenting; a failure to identify and meet the 'needs' of a child; and, nonhuman factors within the process of schooling (e.g. the National Curriculum). Findings are presented from a research project into the work of an education welfare service (EWS), which explored the social careers of pupils referred to the service. On the basis of these findings it is argued that particular 'regimes' and 'myths' in the education service provide a context within which decisions are made about children who do not attend school regularly. It is suggested that these 'myths' constrain the services which it is legitimate for agencies to provide for some of the most marginalised and vulnerable children, and families in British society; and legitimise a morally based, selective operational masking of the complex, multilayered factors from which a child's surface 'deviance' originates.     

Social work and parent support in reaction to children's antisocial behaviour: constructions and effects

This article focuses on STOP4-7, an ecological early intervention programme for children with serious behavioural problems in Belgium, which includes social skills training for children, management training for parents and classroom management training for teachers. We argue how this type of social work benefits from empirical research on its effects on children and parents. Yet social work research that addresses these questions needs to extend its focus to overt and covert inclusion and exclusion mechanisms that operate through social work. Finally, we argue that, in the case of STOP4-7, social work is embedded in the process of social and political framing of the problems it is supposed to solve. By extending the focus of social work research to the very construction of social problems, we show how social workers may perform their agency as reflective practitioners, rather than being objects of interventions.     

社会工作课程理论教学与实践教学的整合优化研究

21世纪我国社会工作教育已经进入新的发展时期。社会工作教育的发展,说明它在协调社会关系、防止社会冲突、解决社会问题方面显示出重要作用。但是,通过对社会工作专业学生、教师以及机构社工进行调查,本文认为,在社会工作教育发展中存在两大主要问题:教学中的"重实践、轻理论"和实践中的"重书本、轻操作",针对此情况,进一步提出从加强社会工作专业的理论意识和建立社会工作专业实践教学的操作平台两方面着手解决,为后社会工作专业的教育教学提供较为客观和现实的指导和建议。