School Students at Work

Over half of three hundred fifth-formers surveyed had taken holiday jobs and over a third worked part-time during the school term. The average remuneration for those who worked was $1.75 for boys and $1.20 for girls and the average time in employment per week was almost twenty hours in the holidays and about seven and a half during term. While the respondents reported that they worked for money and to gain acceptance in the adult world, a majority of them stated that they favoured compulsory work experience, advocating that all students should spend time on farms or in factories as part of their education.     

Social Work Student Interest in Nursing Home Employment: A North American Study

Nursing homes (NHs) are a primary setting for gerontological social work; yet, little is known about social workers' career interest relative to this setting. This article reports the findings of an online survey of social work students (177 US and 91 Canadian) that sought to identify personal characteristics and beliefs that influence NH employment intentions. Students who were enrolled in bachelors programs, lacked previous practice experience, and had already had a NH field placement or wanted this experience were more likely to express employment intent. The implications of these findings for social work education and research are discussed.     

Socio-Economic Status and Changing Work Attitudes in High School Students

Two samples of South Australian high school students were surveyed, one in 1980 and one in 1986. The 1986 students displayed greater optimism about their prospects of obtaining satisfactory employment despite the fact that official statistics show that the rate of youth unemployment did not decline between 1980 and 1986. The increased optimism, along with a greater willingness to stay longer at secondary school, to undertake tertiary study and to upgrade qualifications was apparent mainly in the students of low socio-economic status and represented a shift in their work attitudes towards those displayed by the students of higher socio-economic status. It is suggested that the students of low socio-economic status had become aware of the importance of qualifications in securing satisfactory employment and their increased optimism was realistically based on a determination to acquire those qualifications.     

Work,health and welfare: new challenges1

Gainful employment is a core prerequisite of individual autonomy and the well‐being of a majority of adult people, preventing them from economic dependence on welfare transfer. Yet, the quality of work and employment acts as an important determinant of work ability and health. This contribution offers an extended framework for analysing quality of work by introducing a theoretical approach towards assessing an adverse psychosocial work environment. Two models are briefly described, the demand‐control and effort‐reward imbalance models, and selected empirical evidence demonstrating their health‐adverse effects is summarised. Importantly, poor quality of work in addition reinforces employees’ intentions to leave their job as soon as possible. Results from a recent survey in ten European countries support this observation. In view of these findings and their relevance for occupational health and the prevention of early retirement, policy implications aimed at improving quality of work are discussed.     

The 'Dole or Drudgery' Dilemma: Education, the Work Ethic and Unemployment

Before the recession, Labour ministers claimed that much unemployment in the UK was voluntary. While social policy authors have repeatedly countered such claims by stressing that unemployed people generally possess a strong work ethic and employment commitment, their accounts typically neglect the role that choosiness in job search behaviour plays in deciding individuals' employment status. Fifty in‐depth interviews with both unemployed and employed respondents exposed considerable diversity in attitudes towards ‘dole’ (being unemployed and claiming unemployment benefits) and ‘drudgery’ (doing less attractive jobs). The more educated were more likely to prefer ‘dole’ to ‘drudgery’ (this was also found using National Child Development Study survey data), yet they usually found jobs despite their greater choosiness. Those with very low educational attainment often desperately wanted jobs but could not find them due to their low employability – which might offer an explanation for the often replicated (yet paradoxical) finding that unemployed people generally exhibit a strong work ethic and pro‐employment attitudes and behaviours. Furthermore, the findings indicate that the scope for many Jobseeker's Allowance claimants to increase their net income by undertaking an unattractive job is greater than social policy authors often imply. The question of ‘who must do the least attractive jobs?’ has been neglected by both social policy academics and policy‐makers.     

浅谈帮助地震致残者的社会工作方法

做好地震致残者社会工作有着重要意义。地震致残者现在及今后可能面临的问题包括：心理问题、日常生活问题、就业问题、文体活动问题。为了促进问题的解决,应采取各种可能的直接或间接的方法——个案工作、小组工作、社会工作督导、社会工作咨询、社会工作研究,做好社会工作,关爱地震致残者。     

Workfare under Ontario Works: Making Sense of Jobless Work

Ontario Works is a provincial income assistance programme of last resort, operating under a workfare policy structure. Based on interviews with clients and staff (case managers, supervisors, managers and administrators), as well as an examination of policy directives, this article explores the work of workfare including claims making, training and resocialization, and employment internships. This article asks particularly how the work of workfare and the complex and costly workfare infrastructure is justified in the face of its failure to lead to employment. Findings include a contrast between the official story of an employment‐focused programme and workers' reports of spending far more time on eligibility than employment readiness. In addition, applying Gramsci's notion of ‘common sense’, an argument is developed that the normative justification for workfare is based not on the effectiveness of workfare programmes, but on the belief that clients need to exchange their work for welfare and self‐improvement so that they appear ‘employment ready’ even if not employed.     

Sheltered Workshops,Economic Policies and the Employment of the Handicapped

Economic aspects of schemes for employing the handicapped such as employment subsidies, quotas and designated employment are discussed in the first section. Given the existence of minimum wages and fixed conditions of employment, sheltered workshops and designated employment are seen as feasible and relatively efficient means for employing the handicapped. But, as illustrated from a survey of sheltered workshops in Newcastle, the costs of sheltered workshops could be lowered by increasing the number of handicapped persons working in existing workshops, by more cooperation and planning between workshops and by the sharing of some projects and the joint use of administrative personnel. Other economic problems of sheltered workshops and their implications for public policy are also considered.     

Parents Beyond Oceans: A Social Group Work Curriculum for Chinese Immigrant Parents

ABSTRACT

Parents Beyond Oceans is a unique curriculum that was first implemented in 2011 as part of The Center for Family Life’s efforts to work with Chinese immigrant parents in Brooklyn, New York. Drawing on best practices in social group work and culturally competent social work, the curriculum creates a space where parents can share and process their immigration stories and traumas. Pre- and posttesting show that after participating in the program, parents felt less isolated, more a part of community that treated them like equals, and more accepting of cultural differences in parenting practices.     

Determinants of the use of parental leave benefits by women in Sweden in the 1980s

Sweden is famous for its high rates of female employment and fertility. This study uses longitudinal data from a nationwide Swedish company for 1983–1987 to address the role of the national parental leave program in facilitating women's combination of childbearing and paid work. In particular, we study how Swedish women used the options of paid parental leave (full time or part time), unpaid leave and reduced hours after childbirth. The flexibility and generosity of the program makes it possible for women to choose the combination of program usage and paid work that fits their family and work situation. We identify five distinctly different patterns of program usage (strategies) that are also found to differ in their determinants. For example, women who plan another child are more likely to stretch out their leave longer, and those older and more educated choose strategies that imply a quicker return to work.     

Supporting Disadvantaged Young People into Work: Insights from the Capability Approach

The Capability Approach (CA) offers a perspective on the employment activation of young people that is concerned with their freedom to make choices that they value rather than focusing solely on outcomes, such as having to take any job. It incorporates empowerment and the individual and external conversion factors that influence the conversion of resources into functionings for young people, such as getting a job that they value. This article considers the implications of using the CA as a lens for analyzing youth activation polices. A more capability informed approach to employment activation would not measure success solely by the transition into work, but rather by whether it has improved the young person's capabilities, and might focus, for example, on more sustainable and valued careers and develop individuals' freedom of choice in the labour market. Using data from two UK case studies of third sector organizations that support young people into work, it explores these issues empirically, including the extent to which these employment activation programmes, in their current form, can enhance the capabilities of beneficiaries. Conclusions on the implications of a CA for employment activation are made.     

Turning Doctoral Students into Faculty in Gerontological Social Work: The AGESW Experience

ABSTRACT

Developing faculty interested in aging may help social work meet the needs of our growing aging population. However, doctoral students need a variety of supports to complete PhDs and become gerontological social work faculty. This study explored one program’s role in supporting the development of social work doctoral students to faculty in gerontology. An e-mail invitation was sent to all former participants (2010–2016 cohorts) of the Association for Gerontology Education in Social Work (AGESW) Pre-Dissertation Fellows Program (PDFP). The 38-question online survey consisted of Likert-type scales, multiple answers, and one open-ended question per section about the program’s impacts on their academic career development in teaching, research, mentoring, and support. Forty-five respondents, representing all six cohorts, completed the survey. More than half reported that the PDFP contributed to their ability to publish their research (64.4%, n = 29), grow their professional network (86.7%, n = 39, and teach (55.5%, n = 25). Doctoral programs provided different experiences than the PDFP, including mentoring, methodological training, professional development, networking, and peer support. Results suggest the PDFP provides content recipients value that supplements instruction received in their institutions. The program’s ability to connect students to each other and to national leaders enhances their career development and socialization into academic roles.     

Use of Students to Teach Interviewing Skills

This study evaluated the immediate and sustained impact that serving as trainers of entry level students had on advanced students' use of interpersonal helping skills with clients. The effect on the use of skills by entry level students who participated in a modified microtraining program in which advanced students served as trainers was also assessed. Interviews with students were audiotaped prior to, immediately after, and 14 weeks following training, and rated by trained independent judges in terms of behavioral criteria derived from Danish et al. (1974). Students also completed the Discrimination Index. The findings reveal that the training experience facilitated advanced students' use of attending skills while not interfering with their acquisition of influencing and self disclosure skills. The training program also significantly modified entry level students' use of interpersonal skills. The results suggest that advanced students can serve effectively as skill trainers and simultaneously enhance their own professional development.     

Returning to Normality: Substance Users' Work Histories and Perceptions of Work During and After Recovery

Correspondence to Andreas Cebulla, National Centre for Social Research, 35 Northampton Square, London EC1V 0AX, UK. E-mail: a.cebulla{at}natcen.ac.uk Summary New service provisions designed to improve the employment prospectsof former substance users will enhance the roles and responsibilitiesof Drug Action Teams (DATs), Jobcentre Plus offices and otherproviders and co-ordinators of support services for substanceusers. This paper discusses the findings of a study of 30 currentand former drug and alcohol users, exploring past substanceuse histories and current employment aspirations. The researchinforms new policy initiatives designed to assist substanceusers’ entry or return to work. Differences in presentperceptions of work-readiness were observed, which reflectedusers’ perceptions of the nature of their addiction. Theattribution of blame for the substance dependency to either‘the drug’ or the individual’s psychologywas a critical influence on users’ work-readiness assessments.Work was perceived to benefit recovery from substance dependency.The evidence suggests that substance users’ return towork might be helped by their staged (re-) introduction to thelabour market as well as encouraging the primary labour marketto employ (more) recovering substance users. The research highlightedthe need for joint working between employment services and DATsto help substance users into work and to support their recovery.It also highlighted the need for mutual understanding and recognitionof each collaborator’s expertise.     

Transforming Social Group Work Learning into Competencies for Interprofessional Teams

This article describes how social work and social group work strategies are used to enhance social work student participation in an interprofessional education program (IPE) that includes social work and five health care disciplines. Concurrently, social work students take part in a small group to assist them in the application of their social group knowledge to their IPE experience. Interprofessional collaborations between social work and health care can work toward alleviating health inequalities and poor access to health services. Social work has a crucial and significant role within these teams because of the profession’s focus on individual well-being, within the context of their social environment and support systems.     

Factors Affecting Choice and Satisfaction: Social Work in Turkey

ABSTRACT

The study examines the relationship between professional choices and employment expectations of social worker trainees in the country of Turkey. Professional choices are examined according to gender and the relationship between employment expectations and satisfaction. This study examined responses with a comparative relational scanning model with a sample of 692 social service (social worker) trainees studying at four different universities in Turkey. Students were surveyed and answered 25 open- and closed-ended questions identifying aspects related to their career choice. Study findings reveal that gender, university entrance scores, and employability were high among the career selection factors. Additional factors identified included family-related factors, personality traits, and compatibility. Examination of the findings is discussed, and recommendations for further research are made.     

What Will You Think of Me? Racial Integration, Peer Relationships and Achievement Among White Students and Students of Color

Brown v. Board of Education (1954) emphasized that segregation in schools leads the stigmatized students to withdraw from and lower their educational and professional aspirations. I consider this process in a modern sample by examining the relationship between the number of friends students report having at school and their goals and plans and their enjoyment of achievement activities in a sample of elementary and middle school students ( N = 80). Students of color were more isolated at school, and this isolation was negatively correlated with interest in academic work. Among White students, however, no relationship between social isolation and interest in academic work was found. Discussion focuses on the role of the social climate in fostering or inhibiting achievement among students of color .     

The Attitudes of Social Work Students Toward End-of-Life Care Planning

This study examined the attitudes of social work students toward end-of-life care planning, as well as their degree of willingness to engage in this area of social work practice. Factors associated with their attitudes were measured through structured surveys completed by 102 social work students (N = 102) at a school of social work in the southeast. Results indicated that these social work students tended to have positive attitudes toward end-of-life care planning in general. Moreover, these attitudes were positively associated with preference for pain relief treatment, higher levels of comfort when discussing death, more emphasis on self-determination, and apprehension of conflicts of self-determination. The results of this study underscored the increased societal need for recognition of personal preferences in end-of-life care, higher levels of comfort when discussing death, and an increased commitment of social workers' to maintaining the ethical principle of the client's right to self-determination in end-of-life planning. While this is not surprising, it points to a continuing need to re-assess where the field stands in its preparation of social work professionals who will work closely with people who are dying and their families.     

Students' of Color and European American Students' Stigma-Relevant Perceptions of University Instructors

In classrooms students of color may experience stigma (i.e., concern about being stereotyped) because negative stereotypes of their intellect are salient. Two studies included African American, European American, and Latina/Latino female and male undergraduates. Study 1 ( n = 86) demonstrated while students of color generally had positive expectations of teachers, their expectations declined when imagining class with a European American instructor who would repeatedly versus never evaluate their work or an ethnically matched instructor across conditions. Study 2 ( n = 136) revealed all students had more positive expectations of culturally tolerant versus culturally intolerant instructors. Students of color more than European American students perceived that intolerant instructors could grade them unfairly. We discuss implications for ethnically diverse classrooms .     

Work and Care Strategies of European Families: Similarities or National Differences?

This paper examines the work and care strategies chosen by full‐time working families with children in Finland, Italy, Portugal and the UK. It asks whether European families in different countries, facing the same problems of balancing employment and childcare responsibilities, respond to their situations in similar ways. An increase in dual‐earner families where both parents work full‐time represents a general employment trend in today's Europe. Also, within families with children, such employment patterns are now more common than they were previously. National differences may therefore not any longer be as marked as often indicated by country‐based surveys. The qualitative data from the SOCCARE Project offer a way to examine this issue. The focal point of the paper is to make a comparative analysis of couples in similar work and care situations. Using their working hours as the common denominator, this paper analyses their daily childcare arrangements and how these are impacted by gender roles, working schedules, flexibility of workplace, income levels, parents’ educational background and availability of care facilities. The paper concludes that European families’ work and care strategies have many similarities whereby national differences may not be as marked as often indicated by contemporary research.