Reconceptualizing the generation in a digital(izing) modernity: digital media,social networking sites,and the flattening of generations

As digitalization binds society to an apparently perpetual acceleration, questions about the nature of time and speed have gained new urgency in the social sciences. Yet, theorizations of these issues have neglected their implications for social life and generations. Linking these lacunae, this article articulates how digital media and social networking sites (SNS) shape social life through cultural transformations in the generation. This article rationalizes predominant patterns of SNS user behaviors in the context of social theoretical and philosophical frameworks informed by Mannheim, Simmel, Adorno, Benjamin, Arendt, social presence, action, and acceleration theories to offer a relational reconceptualization of the generation as a set of social relations and processes for visualizing changing conceptions of time and speed in a digital (izing) modernity. This article introduces the concept of general and local generationing processes to articulate the processual nature of the generation and to assert that trends in SNS use and content production are underwritten by grammatical logics that collectively “flatten” separate traditional generations to form a cross-demographic and cross-temporal digital generation.     

Access to social services as a rite of integration: Power,rights, and identity

Access to social services is a multifaceted and multifactorial process, involving social policy lines, services organization, and professional front line practices. It appears to have a crucial role in how personal social services work: depending on the way the process is handled, access to social services could provide a bridge to an inclusive and solidarizing community or worsen discrimination and marginalization. Many underline how studying the actual encounters between citizens and practitioners can provide a privileged site to highlight the interconnections between the abovementioned factors. This is the focus of our research that explored access in a specific Italian region using a case study strategy. After a pilot study, the main points of access to social services were identified, and three units were selected as best examples of different approaches. The three units were explored using mainly qualitative methods inspired by ethnography. We were able to gain in depth understanding of three cultural approaches to access, defined as the “ethical duty,” the “good organization,” and the “professional approach” and reach an in‐depth understanding of their impact on access. There is a vast literature on the power of street‐level bureaucrats, seen as similar to gatekeepers. However, our research suggests that specific organizational cultures also play an important part: different organizational cultures may impact the implementation of local social policy, the organizational procedures, and social workers' practices.     

Reconstruction of social work education in China through transformative partnership: Case study of the 30 years’ partnership between The Hong Kong Polytechnic University and Peking University

ABSTRACT

Social work education, first introduced to the Chinese mainland in the 1920s, was eliminated from all universities in the early 1950s, but was restored to higher education institutions to respond to the growing demand for social workers in the end of 1980s to resolve escalating social problems triggered by the open-door economic policy. In this paper, the authors will present the concept of transformative partnership and discuss the evolvement of the partnership relationship between The Hong Kong Polytechnic University and Peking University during the past thirty years in fostering the reconstruction of social work education in Mainland China from 1988 to 2018 and beyond. The authors will illustrate the gradual deepening of our partnership from one which was transactional to one that is transformative in nature. The authors believe that our partnership has not only transformed the traditional paradigm of professional education in China but has also transformed all the key stakeholders involved, particularly the educators, students and service-users through the partnership process.     

The nature and culture of social work with children and families in long‐term casework: Findings from a qualitative longitudinal study

Social work in the United Kingdom is preoccupied with what social workers cannot do due to having limited time to spend with service users. Yet remarkably little research has examined what social workers actually do, especially in long‐term relationships. This paper draws from an ethnographic study of two social work departments in England that spent 15 months observing practice and organizational life. Our findings show that social work some of the time has a significant amount of involvement with some service users and the dominant view that relationship‐based practice is rarely achieved is in need of some revision. However, families at one research site received a much more substantial, reliable overall service due to the additional input of family support workers and having a stable workforce who had their own desks and were co‐located with managers in small team offices. This generated a much more supportive, reflective culture for social workers and service users than at the second site, a large open plan “hot‐desking” office. Drawing on relational, systemic, and complexity theories, the paper shows how the nature of what social workers do and culture of practice are shaped by the interaction between available services, office designs, and practitioners', managers', and service users' experiences of relating together.     

Making sense of social pretense: The effect of the dyad,sex, and language ability in a large observational study of children’s behaviors in a social pretend play context

Pretend play with peers is purportedly an important driver of social development in the preschool period; however, fundamental questions regarding the features of children's pretend play with a peer, and the effect of the dyad for pretend play, have been overlooked. The current study undertook detailed behavioral coding of social pretend play in 134 pairs of 5‐year‐old children (54% boys) in order to address three main aims: (a) describe the duration and proportion of children engaging in key social pretend play behaviors, namely calls for attention, negotiation (comprising role assignment and joint proposals) and enactment of pretend play, (b) examine the effect of the dyad in influencing the occurrence of different social pretend play behaviors, and (c) assess the independent and combined effect of individual child characteristics (i.e., language ability and sex) that may influence social pretend play behaviors beyond the influence of the dyad. Results demonstrated the overwhelming effect of the dyad in shaping children's social pretend play behaviors, with language ability and sex explaining relatively little of the total variability in play behaviors. Results are discussed considering the contribution that this type of study can make to theories of associations between children's social development and social pretend play.     

和谐社区构建：公共服务、社会融合与居民表达——来自宁波、大连和北京的案例研究

通过对宁波、大连和北京的三个案例研究,探讨和谐社区建设中的公共服务、社会融合及居民表达的途径和具体做法。宁波案例描述了政府主导下的社区公共服务网络的起源、规模和服务效果;大连案例描述了社区主导下的促进弱势群体社会融合的社区自治组织的诞生、发展和功能;北京案例描述了居民表达主导下的社区发展评估的价值取向、方法和建设性的经验。     

Perceived social support,perception of competence,and hope among Chinese children with attention deficit hyperactivity disorder in a Chinese context: Children's perspective

This paper reports on the results of a study (n = 113 children with attention deficit hyperactivity disorder) that examined the effects of the children's perception of the social support (PSS) they receive from their mothers, fathers, teachers, and friends on their sense of competence and hope. PSS explained 13% of the children's overall sense of competence and 4% of their sense of hope. In the perspective of children with attention deficit hyperactivity disorder, the amount of maternal support, both in terms of importance and availability, was higher than that of their paternal support. However, the results of a multiple regression analysis have shown that paternal support accounted for 3% of the variance in the children's overall sense of competence and 5% in the variance of their physical competence. PSS from teachers had significantly explained 5%, 4%, and 4% of the variance in the children's overall, social, and physical competence, respectively. The PSS from friends significantly explained 7% of the variance in the children's cognitive competence and 4% of the variance in hope. Theoretical and clinical implications of the study are discussed.     

Job‐related stress,social support,and work–family conflict among Mexican workers in a multinational company: A case study of a Korean‐owned,US‐branded former “sweatshop” in Mexico

Due to globalization and outsourcing of commodity production, an estimated 60 million workers are employed in the garment industry by multinational corporations, yet relatively little is known about the work–family tensions experienced by these workers. Building on role stress and job demands–resources theories, this study employed mixed methods to examine job stressors, support, and work–family conflict (WFC) in a sample of 168 Mexican workers in a multinational factory, a rarely studied and underserved population. As hypothesized, results of hierarchical regression analyses indicated that workers experienced high job stress and WFC. Social support from spouses, family, and friends increased the positive association between job stress and WFC, suggesting that culturally relevant obligations increased WFC. This study highlights the need for multinational corporations to implement culturally adaptive, family‐friendly policies. Implications for social workers in multinational work organizations and for future research are discussed.