浅析新时代易地扶贫搬迁执行困境——以山西省M乡为例

易地扶贫搬迁是我国打赢脱贫攻坚战的一项关键举措,是精准扶贫中从根本上解决一方水土养不起一方人的专项扶贫工程。截至目前,我国的扶贫搬迁工作已经取得了阶段性的进展。但新时代易地扶贫搬迁依然面临安置成本变高、自筹能力不足、目标搬迁农户认识不到位、意识落后、干群协调困难等问题。     

土地政策支持扶贫开发及易地扶贫搬迁培训班在巴中开班

5月16至17日,国土资源部在四川巴中举办"土地政策支持扶贫开发及易地扶贫搬迁培训班".国土资源部部长、党组书记、国家土地总督察姜大明在开班仪式上强调,在扶贫开发特别是易地扶贫搬迁中,要用中央脱贫攻坚决策部署统一思想指导行动,切实用好用活用足国土资源部出台的有针对性的支持保障政策,确保国土资源各项扶贫政策落地生根、开花结果.     

少数民族搬迁移民儿童社会融入何以可能——基于优势视角的融入机制与支持网络构建

在后扶阶段,影响我国少数民族搬迁移民儿童社会融合的主要因素已经由政府政策、资金等外部宏观因素转变为家庭、学校及社区等微观因素。研究少数民族移民儿童社会融合的关注点要由聚焦于政策、制度等宏观领域转至家庭、学校等微观场域,研究视角也理应由聚焦制度排斥的问题视角转向关注社会融入的优势视角。由此,根据优势视角理论及布朗芬·布伦纳的个体发展模型,在正视移民儿童社会融入问题和困难的前提下,剖析促进搬迁移民少数民族儿童社会融入的动力机制,挖掘移民儿童所具有的内外优势与资源,构建促进其社会融入的社会支持网络。     

社会融入视角下流动儿童问题研究

随着我国城乡一体化的推进,流动人口迁移模式的转变使得大量流动儿童随迁,流动儿童的城市融入问题也日渐凸显。当前,我国流动儿童在城市融入过程中仍然存在缺少社区、同辈群体、学校、家庭等群体的支持,阻碍了流动儿童城市融入的进程。所以,本文从分析这些群体怎样导致流动儿童产生社会融入困境入手,来帮助流动儿童更好地融入城市生活。     

异地搬迁扶贫方式的优点分析

2017年两会期间,总理李克强表示:2017年再减少农村贫困人口1000万以上,完成易地扶贫搬迁340万人。其中,以异地搬迁方式的扶贫占了34%,超过三分之一,这充分说明国家对贫困的发生机制以及如何应对贫困有着清晰的认识。那么,异地搬迁有什么好处,需要注意哪些问题,这是本文研究的重点。     

特殊儿童家庭教育社会支持情况调查研究

家庭是人生的第一所学校,家庭教育是一切教育的基础。本研究通过问卷和访谈相结合的方法,对自闭症儿童家庭进行调查发现,在训的自闭症家庭教育所得到的社会支持是有限的,主要集中在中观支持和外层支持两个方面。微观支持方面主要取决于家长的重视程度,宏观支持较薄弱。希望通过分析和总结,更好地为特殊儿童的康复教育建言献策,为自闭症儿童家长、康复机构和全社会提供改善性的意见。     

自闭症儿童矫治工作中的问题解决——基于社会支持理论视角

自闭症儿童的矫治工作对于促进自闭症儿童的正常生活和健康成长具有重要的作用,但是,在自闭症儿童的矫治工作中,也存在诸多问题需要予以解决。社会支持理论为我们解决这些问题提供了理论视角,在此基础上的具体应对策略也应运而生。     

立体赋权：农村留守儿童社会支持网络的建构

随着城市化进程的加快,农村剩余劳动力大量涌入城市,产生了留守儿童这一新的群体,其社会支持问题El益突出,引起社会各界广泛的关注。厦门“凤凰花助飞体验营”服务项目借助增权视角社会工作理论,在实践中探索出建构留守儿童社会支持网络的路径：增强个体自我效能感,提升建构支持的内在能力;集体中参与,多中心地构建近距离的社会支持;倡导创造建构社会支持网络的良好社会与制度环境。     

困境儿童共情能力与领悟社会支持的相关性

调查困境儿童共情及领悟社会支持现状,探讨共情与领悟社会支持的关系。使用问卷对479名困境儿童进行调查。困境儿童IRI-C总分为38.3±11.9分,PSSS总分为54.4±13.0分,IRI-C总分、观点采择与PSSS总分、家庭支持、朋友支持、其他支持呈正相关(r=0.10-0.33,p<0.05),观点采择得分能正向预测PSSS总分(β=0.33,p<0.001)。困境儿童共情水平和领悟社会支持水平较低,观点采择可正向预测领悟社会支持水平。     

社会工作介入流动儿童城市融入探析

随着我国城市化进程的加快,流动儿童问题日益受到社会的广泛关注。流动儿童问题的出现不仅违背了社会的公平公正,而且对流动儿童自身成长成才及社会的稳定发展造成不利影响。社会工作在解决流动儿童问题方面发挥重要作用,为流动儿童问题的解决提供社会渠道,帮助流动儿童提高自身能力,促进流动儿童城市生活环境的改善。社会工作的介入有利于满足流动儿童及家庭的现实需求、促进社会公平公正的实现。     

The Social Support Network Map as an Educational Tool

This paper presents the Social Support Network Map as an instrument for obtaining, structuring and feeding-back information on informal and/or formal components of a subject's support network. Its uses, strengths and limitations for social work education are discussed and some comment is made on its place in practice and research. It is argued to be more useful for education and practice than other more refined support network data-collection instruments.     

Household Support and Social Integration in the Year After Prison

The conventional household is typically conceived as a fixed residence where married adults pool incomes and raise their children. In poor communities, however, households are often residentially unstable, fluid in composition, and economically insecure. Men and women who leave prison face extreme disadvantage, and their households are likely to shape social integration after incarceration. Drawing on qualitative and quantitative data from the Boston Reentry Study, this article describes the complex living situations of men and women newly released from prison and proposes a multifaceted concept of household support. Regression analysis with an index measuring household support shows that living in a stable well‐resourced household just after prison release is associated with reduced risks of a new criminal charge, social isolation, and unemployment six to twelve months later. More than just a social unit for sampling and enumeration, the analysis suggests the household is an explanatory concept that can account for the social integration of poor, minority populations often detached from formal sources of economic and social support.     

Gender Gaps in Educational Outcomes Among Children of New Migrants: The Role of Social Integration from a Comparative Perspective

This article reviews current research on gender gaps in educational outcomes among children of new migrants (first, 1.5, and second generations) from a comparative cross‐national perspective. The article examines potential explanations for why gendered differences in educational outcomes among immigrants (vis‐à‐vis non‐migrants) continue to occur, focusing on individual, schooling, and institutional factors. For example, while gender gaps in expectations and aspirations as well as some cognitive outcomes are increasing (reading ability is considerably higher among females) and shrinking in specific subjects (e.g. math and science ability is slightly higher among boys), that process often has been less explored within and across immigrant vis‐à‐vis non‐immigrant students. We show that in some countries, gender gaps among disadvantaged ethnic minorities (in relation to other groups) continue to persist and are exacerbated by institutional factors. These disadvantages vary not only across different educational systems and at different rates over time but also are based on students' social background. Overall, we argue that these educational inequalities are key to understanding not only the socioeconomic and future political adaptation of migrants and their children but also future social policy developments in the European Union context.     

日常休闲对流动儿童社会融合的影响

日常休闲是流动儿童与居住环境互动交流的重要方式,日常休闲的特征及满意程度可能会影响到流动儿童融入城市的进程。对上海某小学流动儿童的实地调研发现,流动儿童的社会融合状况处在一般水平。流动儿童的日常休闲方式、范围及频率等日常休闲特征都对流动儿童社会融合产生影响,日常休闲环境作为流动儿童休闲行为的空间载体,日常休闲环境感知影响流动儿童的社会融合。日常休闲满意状况是流动儿童休闲行为体验的结果,影响流动儿童的社会融合。     

学校环境、社会支持与流动儿童的精神健康

本文基于对510名上海市中小学流动儿童的问卷调查考察流动儿童的精神健康状况及其影响因素。本研究发现学校的安全与纪律、歧视与排斥、师生关系和社会支持均显著影响流动儿童的精神健康。论文针对研究结果提出若干政策建议,希望对流动儿童的教育有所助益。     

Social Support Received by Children in Stepmother,Stepfather, and Intact Families

This study compared the (step)mother-(step)chiId relationship among college students using social support concepts in three family types: stepmother, stepfather, and intact. As predicted, when compared to the relationship between children and their bio- logical mothers in other family types, children in stepmother fami- lies perceived less relationship quality, less support and more con- flict with their stepmother. However, children in stepmother families did not perceive more overall family conflict or less family cohesion than children in the other family types. Similarly, children in the stepmother families were no less satisfied with the overall social support they received from their entire social network than children in the other family types.     

Social Support

The purpose of this two year study was to understand the provision of social support to recently divorced women with children from the perspective of the primary support person. Each of 157 women identified her primary support. Friends, boyfriends, and parents were the most common sources of support. Two-thirds of the women changed their primary support person over the study period. The primary supports were interviewed three times over two years and asked to describe the support they provided and the reciprocity of their relationship. Eleven types of support were described with availing, direct support, distancing, and valuing identified most often. Availing was presented as the most helpful type of support and intruding, the least helpful. Reciprocity was perceived as slightly better than moderate.     

Social Closure and Educational Attainment

This article examines how network closure among parents affects adolescents’ educational attainment. First, we introduce a distinction between informal closure and school‐based closure. Second, we investigate whether and how the effect of informal and school‐based parental network closure varies across social contexts. Findings from the National Longitudinal Study of Adolescent Health (Add Health) and multilevel models show that parental network closure modestly impacts educational outcomes. Moreover, educational benefits of informal closure in parent networks are contingent on social context. Closure only benefits educational attainment in low‐poverty schools. In high‐poverty schools, informal closure in parent networks lowers educational attainment. The social closure generated in informal connections among parents thereby contributes to the encapsulation of disadvantage in areas of concentrated poverty, which is not the case for school‐based closure.     

Social Support and Family Stress

No abstract available for this article.