临床象限——21世纪一种新的学校社会工作实务模式简介

本文介绍了21世纪一种新的学校社会工作实务模式:临床象限。它是一种更综融的临床学校社会工作模式,它提供了一个广范围的多水平的干预,使得学校社会工作者区别于学校其他的专业人员,成为学校改革中的重要角色。     

加拿大的学校社会工作

学校社会工作在加拿大很多地方被看作是复杂的学生服务工作的一部分。其原则和价值观遵循加拿大社会工作协会工作守则中的责任和义务，并且根据每个省学校公共管理条倒，遵守当地的政策及规定。加拿大绝大多数条例中规定学校社会工作者必须具有社会工作学士学位，并且在省级认证机构进行过注册，以确认他们能够胜任该工作并具备道德操守。部分省要求学校社工具有省教育部颁发的特定资质许可。     

灾后学校社会工作运作机制的实践性探索

汶川大地震后，灾区许多校舍遭到破坏，学校不能正常上课，学生也出现自卑心理、安全感缺失、适应性障碍及学习效率低等问题。政府与教育部门在恢复正常教学秩序、改善教学环境、提高灾后教学质量方面付出了艰辛的努力。社工机构、社会工作者作为一支民间力量进驻灾区学校也为学生成长作出了应有的贡献，     

学校社会工作实务模式与专业发展初探

学校社会工作实务最早在美国萌芽与建立,经历了传统临床模式、学校变迁模式、社区学校模式、社会互动模式。20世纪90年代以来学校社会工作的发展呈现新趋势。这也是学校社会工作从一种助人的方法发展成独立专业的历程。专业角色经历了友好访问员、访问教师和学校社会工作者的根本转变。     

北京打工子弟学校的困境及学校社会工作的介入——以北京石景山HA打工子弟小学为例

随着越来越多的农民工子女进入了城市的打工子弟学校,关注打工子弟学校发展存在的困境及解决措施是有必要的。本文论述了打工子弟学校的缘起及其存在的内外困境,然后结合学校社会工作的理论和笔者参与的实务工作说明学校社会工作者的介入对于打工子弟学校的作用,从而探讨学校社会工作介入的模式和方法。     

新时期学校社会工作开展的必要性研究——与学校心理咨询相比较

经济社会的剧烈变化使学校教育面临前所未有的冲击，原有的学生工作和学校心理咨询工作虽然在一定程度上发挥了功用，但也暴露了诸多弊端。对我国而言，学校社会工作是一个全新的领域，且由于其在工作性质、工作原则及某些工作方法上与学校心理咨询存在相似性，因而使其在学校领域的介入和发展受到一定的质疑。全文以新时期学生发展的需求为基础，以与学校心理咨询相比较为重点，总结出学校社会工作的特质，从而论证了新时期开展学校社会工作的必要性和紧迫性。     

论小学学校管理如何突出人本性原则

在小学学校管理中突出人本性原则，不仅有利于教师与学生的良好发展，而且能够不断提高学校管理效率，促进学生实现更加稳定的发展。因此管理者必须要加强对突出人本性原则的重视，并将其渗透到管理的每一个环节中，建立完善的管理体系，营造良好的校园文化氛围，并尊重学生的发展，使教师与学生可以感受到来自管理者的尊重与关怀，进而提高自身的教学热情与学习积极性，为学校的良好发展贡献自己的力量。     

学校社会工作与学校心理健康教育之比较研究

现今社会,心理健康问题凸显,人们对学生心理健康的重视程度也不断加深,学校心理健康教育在维持学生心理健康方面发挥着重要的作用,但其存在的问题也越来越明显。而此时,随着学校社会工作的兴起,越来越多的心理健康教育者开始重视学校社会工作在学生心理健康工作中作用。本文则以此为研究点,探讨学校社会工作与学校心理健康教育在目的、对象和方法上存在的异同,以便更好阐述学校社会工作和心理健康教育二者的地位和作用。     

“人性化”的学校管理理念的若干思考

教育事业的深化改革要求学校管理理念的革新。“人性化”的管理理念将成为学校管理创新的突破口和提高管理效能的新生长点。笔者试从人性化管理理念的内涵出发,通过对学校管理理念发展的客观要求、教师和学生的需要等方面的原因分析,从而提出在学校管理中实施“人性化”管理理念的策略。     

灾后民族地区学校生命教育的介入——以薛城中学生命教育小组为例

汶川大地震后，社会工作者的专业价值得到充分的体现，尤其是学校社会工作的介入。学校社会工作者根据理县灾区民族地区青少年的优势、兴趣、能力、知识与技能，运用社会工作介入理论、理念和技巧，以及生命教育课程内容服务灾区青少年，为灾区青少年探求生存和发展的资源，提高他们面对灾难、抵御灾难、不怕困难的能力，逐渐恢复正常的生活秩序。     

Exploring the Impact of School Discipline on Racial Disproportion in the Juvenile Justice System*

It is widely recognized that African‐American youth are significantly overrepresented in many juvenile justice systems relative to their population percentages. Research has also determined that similar disproportion exists in school discipline and speculated about a “school‐to‐prison pipeline” for minority youth. Objective. This study explores empirically the degree to which disciplinary decisions made in schools can help to explain observed rates of disproportionate minority contact with juvenile courts. Methods. It does so in an assessment of education and justice system data from a sample of counties in Missouri. Results. The findings suggest that racial disproportion in out‐of‐school suspensions, which cannot be explained solely by differences in delinquent behavior, is strongly associated with similar levels of disproportion in juvenile court referrals. The association between disproportionate patterns of school discipline and court referrals persists after controlling for poverty, urbanization, and other relevant factors. Conclusions. The implication is that school‐based programs that offer alternatives to suspension and expulsion and promote disciplinary equity may help alleviate racial disproportion in the juvenile justice system.     

The Interplay Between Social and Cultural Determinants of School Effort and Success: An Investigation of Chinese‐Immigrant and Second‐Generation Chinese Students' Perceptions Toward School*

Objective. Educational research suggests that close‐knit, supportive immigrant communities can encourage students' school success; however, less agreement exists about why students outside of those communities—particularly in urban areas—do not always do as well in school, even when those students perceive themselves to be working as hard as their higher‐performing immigrant peers. This article explores the relationship between Chinese‐immigrant and second‐generation Chinese students' perceptions and social/cultural factors that influence their lives in a large urban school. Methods. Longitudinal interviews with students, as well as observations at the school, took place from September 2000 to May 2001. Results. Chinese immigrants in this study are motivated to work hard and value demanding teachers, difficult curriculum, and discipline more than their second‐generation Chinese peers; the second‐generation students talk of wanting more entertaining, knowledgeable teachers while not being willing or able to work as hard for school success. Conclusions. These findings indicate that differences in students' perceptions of their own effort and success in school may depend greatly on the social environment in which students find themselves, as well as the culturally‐driven actions available within those environments.     

Towards Establishing School Social Work in Malaysia

This paper calls for the introduction of school social work in Malaysia. Many industrialized countries have introduced school social work, partly because teachers are not able to tackle students' personal and social problems. Teachers are burdened with teaching tasks and are not trained to handle social problems. The introduction of school social work in these developed countries was an admission that there was only so much teachers could do in addressing the problems of school children. Even with school counselors, the problems have not decreased. Many parents in Malaysia perceive schools to be incapable of providing sufficient education to excel in the major exams. The existence of many private tuition institutions and private teachers is a testimony to that perception. If society has already deemed these teachers to be incapable of providing quality education, to expect them to look after students' social problems is presumptuous on society's part. The need for school personnel who understand the social ills of the community is urgently needed, and it is the contention of this paper that school social workers are best equipped for that responsibility.     

普通高中家庭经济困难学生资助问题探析

高中教育处于义务教育与大学教育的中间阶段,既不属于法定的义务教育,也不属于国家大力扶持的高等教育。当前,高中生既无法免交学杂费,又没能享受各项助学优惠政策,对一些困难家庭而言,供孩子上高中仍是一项无力承受的负担。造成普通高中家庭经济困难学生资助乏力的原因主要有政府救助缺位,资助的责任主体界定不合理,社会关注度低等,解决这些问题需要政府、家庭、社会的共同努力。     

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。     

Constructive and Destructive Marital Conflict,Parenting, and Children's School and Social Adjustment

This study addresses the links between destructive and constructive marital conflict and mothers' and fathers' parenting to understand associations with children's social and school adjustment. Multi‐method, longitudinal assessments of 235 mothers, fathers, and children (129 girls) were collected across kindergarten, first, and second grades (ages 5–7 at time 1; ages 7–9 at time 3). Whereas constructive marital conflict was related to both mothers' and fathers' warm parenting, destructive marital conflict was only linked to fathers' use of inconsistent discipline. In turn, both mothers' and fathers' use of psychological control was related to children's school adjustment, and mothers' warmth was related to children's social adjustment. Reciprocal links between constructs were also explored, supporting associations between destructive marital conflict and mothers' and fathers' inconsistent discipline. The merit of examining marital conflict and parenting as multidimensional constructs is discussed in relation to understanding the processes and pathways within families that affect children's functioning.     

农民工居住形态的城市社会学解读

作为“日常生活一部分”的居住所形成的有意义的社会空间,对农民工的城市生活及城市化有着重要的影响。文章通过分析农民工居住的特点,指出农民工与市民之间存在着居住隔离与居住差异,并从城市社会学的角度对这种差异与隔离做了分析,指出居住形态的差异与隔离是造成农民工与城市之间的疏离的重要原因,而改善农民工的居住条件与居住环境是促进农民工市民化的重要环节。     

对我国高校社会工作专业人才培养的思考

2011年11月,中组部等18个部门和组织联合发布《关于加强社会工作专业人才队伍建设的意见》,充分说明国家对社会工作专业人才的高度重视,同时也进一步体现经济社会发展对社会工作专业人才的迫切需求。因此,高质量社会工作专业人才的培养已经成为高等学校的重大课题,本文从人才培养目标定位、服务面向、培养模式构建等三个重要方面切入,提出对我国高校社会工作专业人才培养的思考。     

An Investigation of Adolescents' Attitudes to Aspects of Their School Life

The attitudes of 4,585 pupils in 27 New South Wales secondary schools to four aspects of school life (school in general, choice of subjects, discipline, and uniforms) were examined in relation to sex, form, and type of school. Marked sex differences in attitudes were obtained, with the girls generally showing more favourable attitudes to school than the boys. Differences in attitudes between forms were found which suggested that pupils tend to reject school values with increased age. Differences between types of schools classified on the basis of geographical location and whether single sex or coeducational did not show clear cut trends. Possible reasons for the findings are discussed as well as the educational implications of the direction and level of pupil opinion about the topics investigated.     

家庭背景、班级情境与青少年的跨群体交往

通过分析“中国教育追踪调查”（CEPS）数据,本文考察了家庭背景和班级情境对流动儿童和本地儿童跨群体交往的影响。研究发现,家庭社会经济地位对流动儿童的跨群体交往具有积极作用,但本地儿童的家庭社会经济地位越高,跨群体朋友数量反而越少。总体而言,班级异质性与学生的跨群体朋友数量之间呈倒“U”型关系,但随着班级异质性的上升,流动儿童的跨群体朋友数量呈下降趋势,本地儿童则正好相反。所属群体跨群体社会交往越多,学生拥有的跨群体朋友数量越多,并且这种积极作用对本地儿童的影响更大。而外部群体的封闭性越强,学生跨群体朋友数量就越少,并且这种消极作用对流动儿童更强。最后还发现,上述班级情境影响效应的群体性差异主要存在于本地儿童数量占优势的班级。