Attitudes to Employment of Professionally Qualified Refugees in the United Kingdom

This paper explores the attitudes to work and experiences seeking employment of professionally qualified refugees enrolled on a course to enhance their employability skills in Leeds, United Kingdom (UK). We analyse the results within the framework of conceptual models describing the transition of refugees into employment (which are essentially linear) and those that categorize refugees according to their resettlement styles based on their social features and the host society's response. Our data reinforce that these people are (initially at least) highly motivated to work, strongly identify with their profession and suffer considerable loss of self‐esteem as they are unable to secure appropriate employment. Attitudes to securing employment were often related to their length of time in the UK. Recent arrivals were more positive about returning to their profession, even if this meant retraining, developing skills and time spent in alternative employment. Many of those here for longer were resigned to retraining, and the worst cases felt despair and feelings of betrayal. Our work showed that many had poor job search strategies and a lack of knowledge of the culture and norms of their chosen profession. We argue that the generic support of statutory employment services or the voluntary sector is inappropriate and that there is a role for professional bodies to be more active in their engagement with these groups of people. The results suggest that conceptual models need to be more nuanced to capture the experiences of these refugees: attitudes to work can cycle from optimism to disillusionment, so a linear model will not capture the full complexity, and we also found evidence of shifting among categories of resettlement styles.     

Reconfiguring Social Work Education to Fight HIV–AIDS: A Model for Developmental Contexts

This article charts the response of social work educators in addressing HIV–AIDS. Based at the University of the West Indies in the Republic of Trinidad and Tobago, the faculty within the Social Work Unit developed a model of teaching, research and practice that was innovative and transcended cultural, geographical and professional boundaries. The model has contributed a lasting legacy of knowledge and culturally relevant practices to enhance the capacity and effectiveness of social workers working with people living with HIV–AIDS (PLWHIV). Inherent in the propositions that underpinned the model was a belief in the role of education in alleviating psychosocial and other impacts of social problems. This article describes this unique initiative and discusses its relevance to current social work practice and the implications for contemporary social work education. The authors argue that while social work draws on a common body of knowledge, an established set of professional skills and a universal code of values, these central tenets of the profession should not be regarded as concrete and fixed but must be figured and reconfigured as needed to address emerging contemporary problems and their specific sociocultural manifestations.     

Book Reviews

Statistics for Engineering Problem Solving.: Stephen B. Vardeman. Boston, MA: PWS Publishing, 1994. 840 pp. $59.95. Reviewed by Soren Bisgaard

A Data-Based Approach to Statistics.: Ronald L. Iman. Belmont, CA: Wadsworth Publishing, 1994. xiv + 898 pp. $51.95. Reviewed by Katherine Halvorsen

Concepts in Probability and Stochastic Modeling.: James J. Higgins and Sallie Keller-McNulty. Belmont, CA: Duxbury Press, 1995. xi + 420 pp. $67.43. Reviewed by David M. Nickerson

Statistics (6th ed.).: James T. McClave and Frank H. Dietrich II. New York: Dellen/Macmillan College Publishing, 1994. xix + 967 pp. $66.00. Reviewed by Katherine Halvorsen

Data Analysis for Monitoring Human Rights.: Herbert Spirer and Louise Spirer. Washington, DC: American Association for the Advancement of Science, 1994. xiv + 126 pp. $15.00. Reviewed by Diane G. Saphire