The readiness is all. Planning and training for post-disaster support work

Having acknowledged the world-wide impact of the terrorist attacks in New York on 11 September 2001 attention is drawn to the number of recent peace-time disasters that have happened in Great Britain. Local authority social services departments have been suggested as being best placed to be the lead agency in co-ordinating responses to such disasters. This paper describes how Buckinghamshire social services is working in partnership with its local voluntary counselling agencies to establish and maintain a trained team able to respond to disasters if needed. Contemporary theory relating to post-traumatic stress disorder, the imprint of death, psychic numbing and survivor guilt is cited and illustrated. The team has not yet been involved in a major disaster but examples are given showing its responses to various smaller scale, local disasters. It is acknowledged that counselling and de-briefing after disasters are not necessarily beneficial and therefore some critics of its provision are quoted. Lessons distilled from practice wisdom are provided. Responses to disasters are more likely to be effective, and least damaging to those involved, if potential helpers are trained as a team and are fully aware of the likely impact of such events.     

Abstracts

This paper describes a design for a course which aims to develop advanced practice skills in supervision and consultation for qualified social workers. The course model is based on an understanding of reflective learning developed chiefly by Donald Schon and recently discussed in this journal by Nick Gould. Some of the processes, risks and dilemmas for course members, course tutors and seconding agencies that are inherent in the course are explored through examples of reflection-in-action drawn from recent courses. Implications for the use of this approach with social workers' managers operating within a hierarchical organisational structure are explored.

The experiential element of the course, based on course members' work as consultant and consultee with another course member, will be developed more fully in a subsequent paper.

The potential usefulness of the course is discussed in relation to developing advanced practice in professional supervision, accrediting experienced practice teachers and, in an adapted form, enabling social work practitioners to develop a range of advanced practice skills.     

Involving Service Users in the Teaching and Learning of Social Work Students: Reflections on Experience

This article describes and reflects on a project to develop service user involvement in the teaching and learning of students on one social work degree course. It includes the perspectives of a service user who took a lead role in the project and a part‐time academic member of staff given a specific contract to develop the work. The aspects of the project discussed are: getting started; bringing people together; student learning from individual voices; and student learning from collective experiences. Achievements and obstacles are discussed and key points of learning noted.     

Three Voices: Reflections on Homophobia and Heterosexism in Social Work Education

This article reviews recent developments in interprofessional learning in health and social care with a view to identifying the strengths and weaknesses of current initiatives in this area. As the emphasis increases on interprofessional working as a central pillar of intervention across the social work and health professions, corresponding moves have been made to incorporate parallel learning objectives in curriculum guidance issued by accrediting bodies such as the General Social Care Council and the General Medical Council. It is important, however, not to take the assumed benefits of this development as a ‘given’, or to oversimplify the task of turning high‐level aspirations into practically achievable and pedagogically effective learning experiences. This article therefore gives an account of one attempt to deliver realistic and worthwhile practice‐based interprofessional learning opportunities. The development, implementation and evaluation phases of this initiative are considered in order to draw out the key messages as to the strengths and potential shortcomings of this model, and the positive messages for good practice we believe we can offer.     

Particularities of Persecution. The Policing of Gypsies in Saxony 1871–1914

This article identifies the mechanisms by which governments in the Saxon region sought to eradicate the lifestyle of travellers they labelled ‘Gypsies’ (Zigeuner). It argues that much of this policy rested on legislation that was already in place to regulate the itinerant poor, including both the restrictions governing itinerant trade and begging and vagrancy laws, but that the precise pattern of implementation for ‘Gypsies’ was nonetheless distinct. Special treatment was also apparent in the system of police escort that emerged, and in police efforts to gather and share the personal data of targets. Surviving Gendarmerie reports indicate that the implementation of policy was adversely affected by limited police resources, negligent officials, the willingness of individuals to continue to trade with travellers and, not least, the responses of travellers themselves. Nevertheless, they also make it clear that it became more and more difficult for travelling groups to sustain an itinerant lifestyle.     

Windrushers and orbiters: Towards an understanding of the ‘official mind’ and colonial immigration to Britain 1945–51

In conjunction with the problems created by mainstream British racism, civil service officials encountered real administrative and logistical difficulties following the arrival of black colonial immigrants to Britain in the immediate post‐war period. Despite the collaboration of both Ministry of Labour and Colonial Office civil servants, the post‐war ‘official mind’ proved unable to deal successfully with even the relatively few colonial arrivals, 1948–51. It was this failure, at such a crucial juncture in the history of colonial immigration to Britain, which provided the basis for the evolution of official ambivalence towards the more numerous colonial immigrants of the 1950s.     

FAMILY STRUCTURE TRANSITIONS AND CHILD ACHIEVEMENT

This article uses prospective data from the National Longitudinal Survey of Youth 1979 to investigate how children in divorced and never-married-mother families vary in reading and math achievement after parental remarriage. These are compared to children who remain in never-married, divorced, and continuously married families. Results based on growth curve modeling indicate that children remaining in single-parent families resulting from divorce or nonmarital births have lower achievement scores than children from married families. Maternal education and income account for all of the adverse effects of family structure on reading achievement, while maternal education, income, and children's home environment can explain the negative relationship between single parenting and math scores. We conclude that parental remarriage may have more benefits for children than previous studies have suggested.     

The Gender Gap in Physical and Life Sciences: Masculinity,Femininity, Occupational Values,and Chilly Climate

Abstract

Although women have advanced considerably in science achievement, course taking, degrees earned, and professional positions held over the past four decades, most of this growth in female representation within the sciences has been confined to the life sciences while women's representation in physical, engineering, and mathematical (PEM) sciences remains recalcitrantly low. Many studies of this problem emphasize that life sciences are more compatible with stereotypical feminine personality characteristics, while PEM sciences are associated with traits understood to be culturally masculine. Operationalizing masculine and feminine personality traits with the Bem Sex Role Inventory, we test a series of hypotheses addressing the extent to which masculine and feminine personality characteristics explain why female STEM majors are less likely to be enrolled in a PEM science major compared to a life science major with a sample of 425 STEM majors drawn from a large, public, STEM-oriented university.     

National Family Survey, 1975

Over the past two decades in Australia there has been growing community and governmental concern over the steady increase in the number of unmarried mothers and deserted wives seeking public assistance. Many people feel that this increase reflects a basic change in attitudes to marriage and family life. However, very few family studies have been undertaken and there is little data available to explain these changes. It has been increasingly recognized that there is a lack of basic knowledge about the family in this country, and both government and voluntary agencies have only limited data to help in planning family services at state and national levels.