Combating Poverty and Social Exclusion: Implications for Social Work Education

This article considers the importance of understanding poverty for social workers and the ways it is delivered on social work programmes. It reviews the context in which poverty is experienced by service users and social workers. It then goes on to consider the ways in which teaching about poverty has been approached in social work education. Drawing on the experiences of the authors of designing and delivering a module on social work, poverty and social exclusion on a postgraduate DipSW programme it considers an approach to developing poverty aware social work practice for social workers in training. Finally it discusses ways in which the new three year qualification for social work training might develop this subject more fully in ways that seek to combat poverty and social exclusion amongst social work service users.     

Comparing Conceptualizations of Social Capital

Social work is ideally suited to use social capital to understand societal ills and to conduct a more holistic exploration of power, privilege, and oppression that affects marginalized individuals and groups. To that end, we review how prominent theorists discuss social capital and offer guidance for community practitioners based on these conceptualizations. In opposition to purely micro-level theories of human behavior in the social environment that inadvertently separate micro and macro-level social work, social capital is particularly well suited to be employed at individual, family, community, and societal levels. Our position on the importance of social capital for social work practice is in congruence with social work perspective on the person-in-environment. Although we do not offer a social capital framework for community practice, we hope that our article informs community practitioners' understanding of the place and importance of social capital for communities.     

论青年发展社会空间的挤压与再构

当前,青年发展从社会空间的视阈进行系统研究还几近空白。从当代青年发展的现状来看,其社会空间挤压已经成为值得高度重视的现实困境。青年发展研究向社会空间视阈转向,研究青年发展社会空间挤压的生成逻辑和主要特征,重新审视青年群体社会空间和整个社会空间的结构关系,再构青年发展社会空间的新秩序是青年研究和实践领域的重大课题。因此,要不断探索和建构促进青年群体科学发展的社会空间形态和空间结构,保障青年发展社会空间的安全有序。     

Minimal manipulability: anonymity and unanimity

This paper is concerned with the minimal number of profiles at which a unanimous and anonymous social choice function for three alternatives is manipulable. The lower bound is derived and examples of social choice functions attaining the lower bound are given. It is conjectured that these social choice functions are in fact all minimally manipulable social choice functions. Since some of these social choice functions are Pareto optimal, it follows that the lower bound also holds for Pareto optimal and anonymous social choice functions. Some of the minimally manipulable Pareto optimal and anonymous social choice functions can be interpreted as status quo voting.     

Theory in social work—some reflections on understanding and explaining interventions Teori i socialt arbete—några reflektioner om att förstå och förklara interventioner

This article reflects on theory in social work. With a starting point in the contemporary discussion of evidence-based social work, we raise questions about the role of theory. To understand empirical data, we need theory. The arena of social work is an open field for many academic disciplines, and theories used for understanding social work are mostly imported from general social science. Theory has to be built on an empirical base, and in order to be regarded as a social work theory this empirical base should come from social interventions. Therefore, the challenge for social work is to develop theories of its own. Theory development in social work could be in contrast to existing non-theoretical research and conceptual models without a base in social facts, as well as to prevailing perspectives in social work practice, such as reflective social work. In this article we sketch a model of the field of knowledge in social work and elucidate the multifaceted aspects that exist in social work. Finally, we argue for an awareness of the levels, or social domains, in social work practice on the one hand and the scientific explanations on the other hand.     

Social Protection,Gender, and Poverty: Application of Social Protection Index

Literature on social protection, inequality, and poverty suggest that social protection programs are the policy tool for the eradication of poverty and inequality. The exact targeting of beneficiaries is the most important pillar behind the success of every social protection schemes. Asian Development Bank introduced Revised Social Protection Index in 2010, which is used by several studies for the evaluation of social protection schemes. The current study estimates the revised social protection index of Pakistan for the years 2011 and 2013. During 2011, the average per capita expenditure on social protection was 5.1% of the poverty line expenditure, whereas during 2013, average per capita expenditure on social protection was 5.3% of the poverty line expenditure. The disaggregated form of social protection index indicates that the coverage of social protection programs are low in Pakistan. The expenditures on social protection programs are high for the non-poor and very low for poor. The gender-based disaggregated form of social protection index shows that women have a lower value of social protection index than do males.     

The social capital and mental health of long-term social assistance recipients in Norway

Previous findings have generally demonstrated the positive mental health benefits of social capital. However, the mental health benefits of social capital for social assistance recipients have not been fully demonstrated. This study analyses the mental health benefits of individual-level bonding and individual-level bridging social capital for 551 Norwegian longer-term social assistance recipients. The findings demonstrate that bonding social capital, i.e. contacts with friends and access to social resources, are positively associated with mental health. Of the variables in the study that relate to bridging social capital, social trust and trust towards the social worker particularly show significant associations for mental health. Consequently, it is important that the mental health benefits of various forms of bonding and bridging social capital are acknowledged within social work practices and that social work practitioners actively aim to increase social trust in longer-term social assistance recipients.     

青年运动:概念、情境与前景

青年运动是青年人的事业,是青年全面、深入参与、干预、介入民族国家和社会事务,乃至国际事务、全球化事务的基本形式和途径,是青年的社会历史舞台。近现代以来青年的发展史即是一部生动而复杂的青年运动史,在这一历史过程中,青年展示出其无限的可能性。青年运动作为社会运动的一种特殊形式,在现代社会生活中仍具有旺盛的生命力、创造力和想象力。青年运动,既是青年群体的社会行动方式,也是研究青年的一种视角、理论和方法。国内近些年来的青年研究有将青年运动历史化的倾向,这种倾向无论对于研究本身还是对青年的社会实践,以至社会对于青年的认识和理解都是不利的。     

Social Citizenship Guarantee for Minorities in Japan: Present and Future

In recent years, the presence of minorities and their ways of life have become the subject of public interest in Japan. These minorities have experienced misrecognition and denial of their rights, and have been forced to live without benefiting from social redistribution. However, the lack of acceptance of minorities or their ways of life by majorities is being challenged. These aspects of recognition and redistribution are matters of universal human dignity. They are indispensable when considering issues of security in the lives of minorities. To achieve this security it is necessary to consider social citizenship. It described the way we are treated in society. In this article I examine the current state of social citizenship for minorities in Japan. An analysis of the contents and characteristics of social policy and social security systems in which social citizenship is embodied suggests that social citizenship in Japan is still strongly based on traditional social standards. This traditional orientation constitutes an obstacle to guaranteeing social citizenship for minorities. Moreover, the more serious inherent problem is that neither the concept of citizenship nor that of rights has been adequately accepted by the people. Given these points, it is unsurprising that the majority perceives minorities as deviant, and this situation has made guarantees of social citizenship for minorities much more difficult. A full guarantee of social citizenship for minorities requires further efforts to be made in human rights education and citizenship education.     

Making space for ‘the social’: connecting sociology and professional practices in urban lighting design

Lighting is increasingly recognized as a significant social intervention by both lighting professionals and academic social scientists. However, what counts as ‘the social’ is diverse and contested, with consequences for what kind of ‘social’ is performed or invented. Based on a long‐term research programme, we argue that collaboration between sociologists and lighting professionals requires negotiating discourses and practices of ‘the social’. This paper explores the quality and kinds of spaces made for ‘the social’ in professional practices and academic collaborations, focusing on two case studies of urban lighting that demonstrate how the space of ‘the social’ is constrained and impoverished by an institutionalized division between technical and aesthetic lighting. We consider the potential role of sociologists in making more productive spaces for ‘the social’ in urban design, as part of the central sociological task of ‘inventing the social’ (Marres, Guggenheim and Wilkie 2018) in the process of studying it.     

Policy-practice in social work and social work education in Israel

Policy-practice is a form of social work intervention that is intended to influence social policy. It is linked to an understanding of the role of social workers which places the struggle for social justice at the forefront of social work activity. However, this form of social work intervention has remained on the sidelines of social work practice and education in most welfare states. This paper seeks to understand the role that policy-practice and social policy play, and have played, in social work and social work education in Israel. The findings indicate that, despite a growth in interest in the political role of social workers in Israel during the 1970s, policy-practice has remained a mode of practice adopted by a minority of members of the profession in Israel. An empirical study of the curriculums of the schools of social work in Israel indicates that this is the case for the study program in most of the schools. The reasons for this can be linked primarily to the overwhelming influence of American social work upon the development of the Israeli profession and to the process of liberalization and privatization of the Israeli welfare state in the last two decades.     

Advancing social inclusion in the neighbourhood for people with an intellectual disability: an exploration of the literature

The shift from segregated facilities to community settings did not automatically lead to social inclusion for people with an intellectual disability (ID). Policies are increasingly decentralized but little is known about the factors that are important to realize social inclusion in the neighbourhood. This literature study identifies five domains barriers and facilitators for social inclusion in the neighbourhood: individual characteristics, informal network, professional care, neighbourhood characteristics, and government policies. The findings suggest that social inclusion in the neighbourhood is a dynamic process that shows a series of complex interactions between environmental factors and personal characteristics to provide opportunities for people with an ID. It is recommended to include the perspectives of people with an ID and other neighbourhood residents in future research on social inclusion. Specific attention is needed for the role of neighbourhood social capital in achieving social inclusion in the neighbourhood.     

Gate‐keeping for professional social work practice

The profession of social work has difficulty terminating students for non‐academic reasons because of an inability to define suitability for the profession and to formulate concrete criteria. Although discerning who is, or is not, personally suitable to practice social work is bound to be challenging, there is a growing realization that this task must be undertaken. This study was undertaken in response to this challenge, and seeks to increase our knowledge base about the personal and professional dimensions of social work, which result in suitable and unsuitable practices among social work students and practicing professional social workers. This article examines data gathered on the subject of professional suitability from a focus group and a series of individual interviews with social work field instructors. The authors attempt to broaden our understanding of personal suitability for the practice of social work and to achieve greater operational specificity to guide decision making for social work educators, as social work educators ultimately must make the critical decision about who should be admitted to the social work profession. It is hoped that this study can serve as a building block for further research. It seems clear that the choices to be explored must meet our obligation to society in general, to social work employers, and especially to clients.     

‘It's About People and Their Environment’: Student Social Workers' Definitions of Social Work Research

This article considers constructions of social work research from the perspectives of student social workers in New Zealand. There have been many academic discussions of the unique epistemology that can be called social work research but little is known of students and/or practitioner views. Are they interested in social work research? Do they even care about debates on epistemology? Forty-three student social workers considered two questions while attending a social work research methods course: ‘What is social work research?’ and ‘What kind of social work researcher might I be?’. A subset of 18 distance students explored a third question: ‘Should social work research be part of everyday practice or not?’. To answer these questions students provided comments in a short survey, material from their written student assignments and comments from online discussion board activities. The results suggest that student social workers have a preference for social work research that is compatible with their clearly articulated social work value base, and that social work research primarily should benefit the client group with which a social worker is closely linked. Student social workers also recognise the importance of research for their everyday practice, yet at the same time feel there are organisational constraints to this happening.     

Social networks and support in social work

Following the recommendations of the Barclay Report for a move on the part of social work towards supporting helping networks in the community, it is necessary to look more closely at the components of ‘social support’ and to be clearer about which social networks social workers are being asked to support. It is suggested that sociology, although criticised for its remoteness from the daily experience of the social worker, could offer through social network analysis some useful measures of the support networks of social work clients.     

Does it get better? LGBTQ social work students and experiences with harmful discourse

Although the field of social work is grounded in social justice, the social work educational experience, including classrooms, may not live up to this value, especially for lesbian, gay, bisexual, transgender, and queer (LGBTQ) students. Using a qualitative phenomenological approach, this study examined the experiences of harmful discourse in social work classrooms for LGBTQ students. Findings indicate that students experienced being misgendered, tokenized, and erased through cis-/heteronormative language and classroom teachings. Although social work is guided by frameworks of social justice, microaggressions and discrimination may be vaguely glossed over, if addressed at all. This study highlights the gap between the values social work teaches and how social work education is delivered.     

Social Work and Social Justice: What Are We Fighting For?

Abstract

A cardinal value of social work practice is social justice. Social justice ranks as the second of five values that underpin the Code of Ethics of the Australian Association of Social Workers (AASW. However, although social work's commitment to promoting social justice is laudable and, indeed, may even be a distinguishing feature of the profession, precisely what kind of social justice does social work espouse? The answer to this question remains unclear. Views about the nature and scope of social justice stem from broader conceptions of justice that not only differ from, but may also conflict with, each other. Therefore, it is important not only for social work to be clear about the type of social justice that it currently advocates, but also to ensure that it is one that the profession seeks to defend and maximise. It is argued that the choice must be as egalitarian as possible. Indeed, it must be radically so. Otherwise, what is social work fighting for?     

Social Workers as Boundary Spanners: Reframing our Professional Identity for Interprofessional Practice

One of the more difficult tasks for social work educators is socializing students into a professional identity. Social identity theory provides a lens to consider what is needed for a social work identity that will continue to be salient for students as they move into practice. Framing social workers as boundary spanners might offer students a professional identity that is congruent with core values, reflects what social workers do and places less emphasis on old debates about the profession. It also positions students well for work in the increasingly interprofessional realms of health and social care. I consider how social workers are well equipped to meet the demand created by ‘joined-up working’ for people with boundary-spanning expertise. Seeing ourselves as boundary spanners is one way to reconcile our professional and interprofessional identities, thereby increasing the chances that our students will continue to identify as social workers when they move into interprofessional practice.     

French and Swedish teachers' social representations of social workers

Collaboration on children at risk is essential, but our knowledge about inter-professional collaboration between social workers and educators is limited. The aim of this study is twofold: (1) to describe French and Swedish teachers' social representation of social workers; and (2) to compare these social representations. The French sample group is composed of 77 secondary school teachers (of students from 11 to 18 years old), and the Swedish sample group is composed of 94. The method used was a ‘free association task’, commonly used to access the semantic content of social representation. Two different social representations of social workers were revealed, one for the French and one for the Swedish teachers. The French representation is characterised by highly positive aspects such as support, listening and competence. Swedish teachers' social representation of social workers is completely different: negative associations were common (44%), and among these, professional secrecy and law and regulations dominated. One plausible explanation is the difference of French and Swedish teachers' roles regarding collaboration with social workers.     

A case for psychodynamic social work

Abstract

Psychodynamic casework is not as popular in social work theory and practice as it once was. It is considered by some to be impractical, unscientific, and not suitable for those customarily receiving a social work service. Task-centred casework, behavioural approaches, the newer psychotherapies, and family therapy have all taken over as major paradigms of social work method. This is especially so, I think, for the social worker working in a psychiatric setting, where many clients stay only for a short time and where emphasis is placed on assessment and short-term intervention.

In this paper I shall argue that a psychodynamic approach in social work is still relevant; that it is important for its humanizing qualities, for understanding and working with people with severe problems and for, perhaps, helping us to locate the position of social work vis-a-vis other mental health professions. I shall do this by focusing on a particular case I had as a social work student on placement in a psychiatric day hospital.