When and How Does Ethnicity Matter? A Cross-National Study of Social Work Responses to Ethnicity in Child Protection Cases

It is an established part of the conventional wisdom of socialwork theory and practice that attention to ethnic differenceis at the core of best practice. This principle is endorsedin welfare legislation or in the training and education of socialworkers in most European countries. Little empirical evidenceexists, however, to demonstrate that this principle guides practitionerdecision making, or to verify the claim that it benefits ethnicminority clients. At a cross-national level, no robust evidenceexists to illustrate similarities or differences in social workresponse to ethnicity. This article reports on aspects of astudy that examines these concerns within the context of childprotection. It demonstrates, perhaps surprisingly given nationalvariations in legislation and professional practice, that overall,country by country, the child’s ethnic affiliation evokeslittle significant response by social workers, confirming alargely universalist approach. However, through a detailed focuson the qualitative data, this paper considers the nature ofthe references to ethnicity that are made by social workersin terms of how they confirm or refute the dominant approachto multiculturalism within social work.     

ROW AND COLUMAN DESIGNS WITH CONTIGUOUS REPLICATES

A method is given for constructing row and column designs for situations where replicates are contiguous. Designs of this type are needed in cotton variety trials. A table of generating arrays is given from which a series of resolvable designs can be constructed; these designs are called latinized α-designs. Some results from cotton variety trials are presented.     

Control, stress, and job satisfaction in Canadian nurses

The main effects of four domains of control (task, decision, resource, physical environment) on job satisfaction and their interactions with three types of job stressors (task demands, role conflict, interpersonal conflict) were examined in a sample of 765 Canadian nurses. Multiple regression analyses were conducted to determine the proportion of variance in job satisfaction that could be accounted for by job stressors, control, and the interaction of stressors and control in that order. The job stressors were analysed separately and as a composite job demands score, as were the four domains of control. The results indicated that the proportion of variance in job satisfaction increased with the addition of control for the composite scores and for task, resource, and physical environment control. However, decision control did not account for additional variance in job satisfaction above that for any of the job stressors. In addition, none of the stressor x control interactions were significant. The results support previous attempts to test the moderating effects of control, suggesting that perceived control is not a moderator of job stress but rather that it has a direct influence. The relevance of the different domains of control for nurses is discussed.     

Hardiness and the relationship between stressors and outcomes

Using a sample of 468 participants, from two organizations, this study examined direct and moderating relationships between hardiness (a composite of challenge, control, and commitment), life and work stressors, and a variety of health-related outcomes. The results indicated that hardiness did not moderate the relationship between stressors and outcomes as reported by others (e.g. Kobasa 1982a). However, hardiness did have significant direct effects on emotional and psychological factors thought to be related to personal well-being and work performance. Hardy individuals reported higher levels of job satisfaction and fewer tensions at work dun did the less hardy. In general, hardy individuals experienced a higher quality of life and a more positive affect while being more energized and less negative about life. Hardy individuals also reported fewer somatic complaints and tended to be less depressed and anxious than individuals low in hardiness. In addition, hardiness was negatively related to all four measures of life and work stress implying that hardiness may not be independent of life demands.     

Integration of migrants — an extraordinary undertaking? An analysis of Swiss policy and handling of resident immigrants; a municipal example—Bern

Migration and multiculturalism are key topics in politics, in the media, in education and in the social sciences. It is a phenomenon that has been discussed again and again during the last fifteen years with the aim to find solutions. A theoretical set of points of consideration is established in the first chapter in order to understand how migration is running counter to the ‘normal’ condition and development of society, and tends to cause problems in various contexts. Case histories in the second chapter show how communities are handling the consequences of immigration in practice and in the framework of the specific prevailing national and welfare state structures, and especially how communities are meeting the challenge politically and with their system of social services. In the final chapter the most important findings are summarized.     

Career and Lifestyle Expectations of Rural Eighth-Grade Students: A Second Look

Gender differences in rural eighth-grade students' curricular, career, and lifestyle expectations were examined. Girls expect to take more math classes in high school, select careers that require a college education, and plan to go to college more frequently than do boys. Boys and girls do not differ in their interest in various careers, although girls prefer occupations that involve people, whereas boys prefer occupations that involve things. Girls plan to work for as many years of their lives as do boys; however, girls are more likely to expect to work part-time, whereas boys expect to work full-time. Counseling implications are offered.     

The Use of Multiple Family Marathon as a Teaching Device

This paper discusses the rationale and methods for using a multiple family marathon as a teaching device in the context of an intensive group-supervision family therapy training program conducted by the authors. Procedures used in the marathon are described, as well as how the concept stimulates increased focus on issues common to family therapy and broadens the experience of the students. The effects of the marathon on the students' views of their therapy families and of themselves as family therapists are explored.