Social Factors in the Development of Autobiographical Memory: The State of the Art

This review addresses theory and research on the role of self understanding, language, theory of mind, attachment security, and parental style in children’s autobiographical memory development. Social‐cognitive factors appear to interact with parental style in producing children’s first verbal memories. Emotional factors, such as attachment security, may also prove to be critical for the socialization of life histories. Further longitudinal studies will be necessary to examine individual differences in the growth of this complex and multiply determined skill.     

Local Voices in an Internal Market: The Case of Community Health Services*

This paper presents findings from a study of contract specification and implementation in community health services (CHS). In this paper, we focus on one aspect of that study: the role of local people in informing the assessment of health needs and in determining the provision of community health services in the context of the NHS “internal market”. The paper is based on fieldwork undertaken in three districts within one region. Analysis of data obtained from these localities suggests that while there appears to be a genuine commitment to the principle of local involvement, ideas about how that involvement can be built into the activities of either purchasers or providers are less transparent.     

The Quality‐Defining Process in Early Years Services: A Case Study

In this article we argue, through a case study in a large, urban local authority in England, that local stakeholders in early years provision express a variety of perspectives on quality but are constrained by a national framework which promotes an ‘official’ definition of quality. We offer a quality‐defining model that captures the role of both ‘official’ definitions and more pluralistic approaches to quality. Finally, we highlight mechanisms already in place in the structure of early years services that could offer social spaces for the quality‐defining process to take place.     

Reconsidering Social Cohesion: Developing a Definition and Analytical Framework for Empirical Research

Despite its growing currency in academic and policy circles, social cohesion is a term in need of a clearer and more rigorous definition. This article provides a critical review of the ways social cohesion has been conceptualized in the literature in many cases, definitions are too loosely made, with a common confusion between the content and the causes or effects of social cohesion. This motivates us to propose a refined definition that we hope is clearer and more rigorous. We will show how our definition could be operationalized into a measurement scheme that facilitates empirical work on social cohesion.     

Managing sexually abused and/or abusing children in substitute care

This paper reports on research on the characteristics, management and therapeutic treatment of sexually abused and/or abusing children in substitute care. Of the 40 sexually abused and/or abusing young people aged 10 or over in the interview sample, two‐thirds showed sexual behaviours in the placement studied but one‐third did not. The range of sexual behaviours shown by the young people is described. Analysis of the findings shows that four key components of effective management are supervision, adequate sex education, modification of inappropriate sexual behaviour and therapeutic attention to the needs that underlie such behaviour. Supervision includes planning for safe care before placement, preparing other children in the setting, teaching young people how to keep themselves safe when out on their own, and careful monitoring of contact with birth family members. The need for a proactive approach to sex education is stressed. Effective management approaches to masturbation, sexualized behaviour and sexually abusing behaviour are discussed but the processes of denial and minimization of sexual abuse and the development of high thresholds for action when looked after children are abused or at risk are shown to present obstacles to effective care. Finally, the importance of addressing children's deeper needs is emphasized, including the importance of regular review of their need for counselling. At the end of the article two case examples from the study are given.     

Human Service Organizations: Useful Category or Useless Jargon?

In recent years a growing body of literature has examined the peculiar features of human service organizations and the difficulties which these pose for their administrators. This paper begins by reviewing recent writings on this subject, noting the differing emphases emerging from social welfare and public administration backgrounds respectively. The definition of human service organizations is then reconsidered, suggesting that it is useful to examine their characteristics in terms of two clusters of features: one related to their public source of mandate and resources, and the other related to the nature of the services they provide. A proposed definition based on these two clusters of features makes explicit two characteristics generally assumed in previous definitions of human service organizations; their purpose of meeting socially recognized needs, and the relatively powerless position of their clients. The definition proposed, rather than setting categorical boundaries, provides a model against which the features of a variety of organizations which wholly or partly fit it may be examined. The implications of the identified features of human service organizations for their administration are considered briefly, with particular reference to such problematic issues as the clarification of goals, the rights of consumers and the evaluation of services. It is suggested that the training and development of administrators for human service organizations must be based on an understanding of the particular difficulties and challenges arising from the nature of these organizations.     

Dual Relationships in Social Work Education

Dual relationships between social work educators and their current or former students is largely unstudied. This article reports on a survey of deans and senior social work educators’ ethical beliefs on dual relationships. Educators were asked how they regarded different types of dual relationships and differences between dual relationships with current and former students. They were also asked about ethics education in their schools. Beliefs about dual relationships varied, especially regarding current students and former ones. While ethics education in schools of social work is extensive, policies on dual relationships are scarce. Further research is needed on the ethics of dual relationships in social work education.