Material hardship and depression among low‐income households in South Korea: Differences by household type

With the recent trend of growing poverty in South Korea, low‐income households, particularly elderly‐ and single‐headed households, are at high risk of experiencing material hardship and depression. However, less is known about the association between material hardship and depression by household type in Korea. Using data (N = 2,913) from the Korean Welfare Panel Study and employing several methodological approaches to address the omitted variables bias, this study examined: (i) the association between material hardship and depression among low‐income households, and (ii) whether the association differed by household type. We found that experiencing material hardship was associated with a higher likelihood of being depressed. In addition, we also found that the association between material hardship and depression differed by household type. The magnitude of the association was most pronounced in single‐ and elderly‐headed households. Policy implications to improve well‐being among low‐income households were discussed.     

Re B‐S: a glass half full? An exploration of the implications of the Re B‐S judgment on practice in the family courts

The family courts in England and Wales are being significantly reformed in line with the coalition government's aim to speed up the process and increase the numbers of children being adopted from care. In September 2013, the Court of Appeal handed down a judgment, Re B‐S (Children) [2013] EWCA Civ 1146, that has wide‐ranging implications for professional practice and decision making in care proceedings. The judgment challenges the policy direction and provides guidance about what is required before courts can make orders separating children from their birth families, particularly in cases of non‐consensual adoption. In this paper, we outline the changes occurring in the family justice system, some key elements of Re B‐S, and examine the challenges for implementing practice consistent with the requirements of Re B‐S. It is argued that the standards set by Re B‐S are unlikely to be fully implemented without much further attention to the complexities posed by the policy and practice context of social work with children and their families involved in care proceedings.     

The experience of gender dysphoria for pre‐pubescent children and their families: a review of the literature

In recent years, the experience of gender dysphoria has gained public prominence through an explosion of sensationalized interest in the popular media. However, childhood gender dysphoria remains poorly understood and both parents and children often find themselves having to educate professionals around them. This not only creates a sense of disconnect between family and professionals, but also means that social workers can often be unaware of the myriad of competing perspectives that seek to explain gender variance. This review of the literature seeks to provide interested social workers with an overview of gender dysphoria, current research in the field and theoretical paradigms, with a view to promoting understanding and better practice with families in this little understood field.     

Is there still such a thing as the ‘European social model'?

This article presents a definition and characterisation of the ‘European social model’ (ESM), admitting the existence of variants and increasing heterogeneity in institutional and social contexts within the EU in the wake of successive enlargements. The constituent parts of the ESM are compared with data observed in the different countries, in search of empirical evidence of the ESM‘s position as a distinctive model of development, characteristic of Western Europe as opposed to the paths taken by other non‐European developed OECD countries.     

Competency‐based Education: Evidence from Social Work Postgraduates from Five Universities in China

Social work education in China has undergone rapid development during last two decades. However, methods to define, measure, and evaluate social work students' competency remain largely unexplored. In this study, we evaluated competency in graduate social work students in China and examined factors that impacted competency, based on learning theory. Findings indicated that knowledge and skills learned in class, field placement, and social context all have effects on competency. How students think about individual development and the social work profession has the most significant effect. These findings carry implications for social work education in the Chinese context. The rapid development of social work education in China requires the effective measurement and evaluation of students' core competencies.