民族地区社会管理创新中的社会工作介入研究

对于文化、经济多处于相对滞后的少数民族地区,社会管理显得尤为重要,少数民族多处于我国边疆地区,因而边疆地区的安定和谐是国家稳定发展的重要前提条件之一。社会管理作为政府职能的一项重要组成部分,其在社会和谐、安定以及经济社会发展中的作用是无法忽视的。在社会管理创新体制当中,社会工作成为社会管理创新的一个关键变革力量。社会工作通过专业的服务理念、服务过程及服务方式介入社会管理创新之中,使社会管理更加符合经济社会发展的需求,在促进社会和谐稳定的同时,也为其自身的发展和本土化进程起到了至关重要的推动作用。     

民族问题、民族工作与民族社会工作探析

民族问题是一个国家正常发展的主要问题之一,民族问题具有长期性、重要性、国际性、复杂性、普遍性的特点。解决民族问题的方法很多种,其中民族社会工作是有效的方法之一。民族地区现存的社会问题主要是贫困问题、生态环境问题、性别不平等问题。民族社会工作的应对措施包括大力发展少数民族地区社会工作、建立并完善管理机构、强化民间组织的主体地位,弱化政府的行政力量、实现民族地区社会工作的创新。     

社会工作在民族地区社会治理方面的作用浅析——以新疆维吾尔自治区为例

随着社会的发展其间并发许多问题,问题的解决促就了相关专业的兴起,社会工作作为为社会排难、维稳的新兴专业,这几年在我国的发展迅速。政府治理手段的进步使得国家管理模式由社会管理趋向于社会治理。民族地区的稳定快速发展一直是我们党在民族地区的工作主题,在新的国家管理模式下,社会工作依靠其专业特性、与社会治理契合性的优势,在民族地区建设上必然发挥巨大作用。本文即是对社会工作在民族地区社会治理方面的作用的浅析。     

中国民族社会社会工作研究综述

近年来我国社会工作的发展到了政府的大力支持,民族社会工作的研究也逐渐呈现出一股上升的趋势。本文通过国内相关文献的梳理,阐述国内民族社会工作的涵义、价值理念等,探讨民族社会工作开展实务时的发展路径。这些理论成果对未来我国民族社会工作的发展具有指导意义。     

玉树，呼唤民族社会工作

“4·14”青海玉树地震牵动了国人的心,我们也开始思考灾后玉树与汶川的共同点和不同点。不久前,笔者带着社会工作视角到玉树考察了五天,所见所闻令人深思。     

西部地区社会工作发展问题的思考

本文主要简单介绍了社会工作的基本内容,对西部地区社会工作的发展优势进行了分析,通过对现阶段西部地区社会工作发展中存在的问题进行研究,来探讨促进西部地区社会工作发展的有效措施,以保障西部地区社会工作的质量。据此,有利于促进我国社会工作效率的提高,推动我国西部地区的快速发展,以提升西部地区人民的生活质量,带动西部地区经济的发展,从而为我国社会主义和谐社会建设贡献出一份力量。     

民族地区特色经济发展与特色人力资源开发研究——以武陵民族地区为例

特色经济发展是民族地区经济社会发展的必然选择，而特色人力资源开发是特色经济发展的有效途径。因此，民族地区应坚持以特色经济为平台，通过强化特色入力资源开发规划、优化区域教育结构、依托特色产业项目实现人才聚集、建立科学合理的人才保障机制等建立特色入力资源开发的新机制。     

民族地区基层社会治理的困境与出路

民族地区独特的经济条件、政策与制度条件和社会结构条件决定了其社会治理相对于我国其他地区而言具有复杂性、不平衡性、独特的民族宗教因素、文化多样性等特征,因此,民族地区基层社会治理必须从上述特征出发,寻求有效的治理之道。     

发展高原特色农业,增强云南民族地区经济实力

云南民族地区＂三农＂问题比较复杂,农业问题成为民族地区热点问题。民族地区农业资源丰富,拥有良好的发展潜力。因而,发展高原特色农业,是云南民族地区农业发展的捷径。高原特色农业发展之路不仅有利于丰富云南民族地区农业经济发展理论与方法,也有利于确保西南民族地区稳定与繁荣,切实贯彻中央关于云南发展实施的桥头堡战略。本文研究目的是希望通过高原特色农业之路,挖掘资源,彰显品牌,凸显特色;改善农民生活水平、促进农村发展、实现农业产业结构调整,带动地区可持续发展;发展民族地区经济,完善落实民族工作,增强民族团结与实现共同繁荣。     

用专业社会工作推进农村社会管理创新

江西是一个农业省份,也是经济欠发达地区。进入新世纪以来,随着农村产业结构的调整和大量青壮年到城市务工,家庭关系、子女教育、老人赡养以及农村空心化、社会道德滑坡等问题给社会管理创新提出了新的挑战。2007年以来,我们抓住推进农村社会工作专业人才队伍建设的契机,不断将社会工作服务的理念、方法,与新农村建设相结合,嵌入农村社会管理创新的过程,使农村经济社会的面貌发生了较大变化,社会工作的独特魅力进一步彰显。     

Enhancing Social Work Practice with Ethnic Minority Youth

Social workers have the task of addressing issues that are unique to ethnic minority youth in clinical practice; however, they may be ill equipped to begin practice with these youth due to a lack of specificity within generalist curricula. Using African-American youth as an example, the paper provides evidence that there are critical areas of development and functioning that diverge from the generalist perspective. Social workers are provided with strategies to fill gaps in their knowledge of ethnic-minority youth to enhance their direct practice with this population.     

Social Work Field Education as Social Development

SUMMARY

This article will discuss social development models and their application to the establishment of social work field education in Lithuania. A model of field education as social development is presented and discussed, with reference to promoting core social work knowledge, values and skills, establishing relationships between educational and social welfare institutions, and identifying the impact of field education programs on community well-being. Examples from the authors' experience in educational program development and implementation are presented, along with implications for international social work education.     

Ethnic Sensitive Social Work Practice: Back to the Future

SUMMARY

In this paper we examine the history and future directions of ethnic sensitive social work practice. We highlight the context within which the approach was developed and current sociodemographic trends. The various rights movements of the sixties and seventies pointed to the need to refocus on social class and ethnicity. The new demographic landscape, largely a function policies, reinforces the importance of concepts such as the ethnic reality and other aspects of our work.     

The Path to Social Work: Contextual Determinants of Career Choice among Racial/Ethnic Minority Students

While the importance of multiculturalism to social work education and practice have been extensively theorized in the social work literature, very little empirical attention has been paid to the concrete experiences of social work students with instruction on multiculturalism. The experience of students within the multicultural classroom is one aspect of the professionalization process that must be considered in addressing issues of diversity and inclusion in graduate education programs. This article addresses this gap by describing and analyzing the narratives of 15 minority graduate social work students. It examines their perception and experiences with the graduate multicultural curriculum and the meaning they assign to these experiences. Their narratives illuminate the myriad ways that the curriculum excludes minority students and reproduces social inequality. Social work education has a responsibility to eliminate racism and inequality from the content of its courses and in its teaching methodologies. The identification of these negative socializing messages may assist educators in structuring curricular and pedagogical practices that are compatible with the multiethnic groups that both serve and are served by the profession.     

Ethnic Minority Curriculum in Baccalaureate Social Work Programs

A survey of 87 accredited baccalaureate social work programs assessed ethnic minority content in the curriculum. Respondents described specialized courses, those with a "primary focus" (75-100% of course time) on ethnic minority curriculum, in three major topical areas: (1) curriculum content, (2) resources (e.g., textbooks, guest speakers, case studies), and (3) future implications. The majority of respondents (68%) participate in programs with these specialized courses, and indicate that curriculum content is broad in scope. They perceive resources as being readily available, current program curricula as adequate, and a strong momentum for future growth.     

DSM-IV and Social Work Professionals

Abstract

This six-hour group training was designed to gather information in regard to the role of social workers using the Diagnostic and Statistical Manual for Mental Health Disorders (DSM-IV). The intention of the group training was to explore social workers' knowledge and comfort in using the DSM-IV as well as assessing the continuing education experience provided. In total, 132 surveys were circulated during two training groups. All participants were asked to give general information and perceptions of use of the DSM, and were pre and posttested for current levels of understanding and comfort regarding diagnostic usage. Significant relationships were noted between several study variables as well as between pretest and posttest scores. Overall, pre and posttest results yielded a significant positive correlation between comfort levels in utilization of the DSM-IV and formulating a diagnostic impression as a means of identifying certain mental health conditions. Furthermore, the results of this study support that attending this group training increased the comfort and knowledge level of social workers in regard to DSM-IV and 98% of the participants felt that training in this area should be man datory for all social work professionals. Suggestions for future research and education are presented.     

The Social Work and Politics Initiative

Abstract

Social work is becoming a more politically oriented profession. In addition, social work education is including politics as a greater part of the curriculum. Still, much more can be done to increase the amount of political content in social work education. This paper describes a model for involving students in political social work without drastically altering current arrangements. The model consists of two parts: a class on politics and social work and field practica in state legislators' district offices. Following a discussion of the literature on education for political social work, we look closely at the Social Work and Politics Initiative. We also examine problems encountered with the program.     

Response to Greene 2001, Redefining Social Work

ABSTRACT

This article is in response to the article titled Redefining Social Work for the New Millennium: Setting a Context, by Dr. Roberta Greene. I have come to view social work as a profession that seeks to enable others not just the poor and undeserved, the opportunity to better understand and navigate any situation that causes them stress or presents some type of barrier to their health and well-being.     

Toward a Radical Model of Social Work in Rural Communities

“Rural” areas as distinct from “urban” continue to be defined by greater personal interactions and less emphasis on formal systems of support. This reality rests in contradiction to the overwhelming majority of social work scholarship and theory development which takes place in an urban context. As such the present-day act of being a “social worker” in a rural community can, in many ways, feel like a bad fit, back-applying the model of an urban generalist into an environment whose organic community ties the social work model itself was originally designed to substitute for. In recognition of this, it is necessary to develop a “combined” model of practice for social work with rural communities and peoples. The fundamental distinction to be made is that rural social work, in its most radical form, is less concerned with adapting persons to the Gesellschaft than it is with strengthening the capacity of the Gemeinschaft to provide the kind of support capacity it historically has, taking into account changes and challenges resulting from factors such as globalization, urban sprawl, and cultural change.