A Heart to Learn and Care? Teachers' responses toward special needs children in mainstream schools in Hong Kong

This article examines the problems associated with introducing integrated education into Hong Kong's mainstream schooling system. The research objectives were to examine the experience of teachers in teaching children with special needs in mainstream schools; to examine the attitude of mainstream teachers towards integrated education, and explore whether the differences in perception of difficulties and attitudes are attributable to types of disability and availability of resources. This was achieved through a research strategy utilising a questionnaire survey combined with individual and group interviews. The results demonstrate that there is a clear hierarchy of preference amongst teachers in relation to special needs children. Students with a learning disability and/or behavioural problems pose more challenges to teachers than those with a physical difficulty. Teachers that had both types of special needs children in a class experience more problems in maintaining classroom discipline, have a greater workload and struggle to manage the disparate academic standards amongst students. Teachers in schools with extra funding provisions, teachers trained to teach special needs children, additional counselling resources and specialist support expressed more accepting attitudes towards children with special needs and their admission into mainstream schools. Resource classes did not exert a positive effect on acceptance. More than 70% of questionnaire respondents were supportive of two positive value statements 'realisation of equal opportunities' and 'a good chance for students to interact'. At the same time teachers tended to agree with the statements 'integration was a burden to the schools and teachers' (over 60%) and 'a painful struggle for special students' (48%). Although there is a general normative acceptance of inclusion, the statistical pattern suggests that teachers' attitudes are not static or based solely on ideology.     

ADHD in juvenile offenders: treatment issues nurses need to know

1. When working with juvenile offenders with ADHD, advanced practice nurses should consider prescribing stimulant medication in conjunction with other psychosocial interventions to achieve maximum treatment success. 2. Nurses working with young people with ADHD in the justice system must carefully coordinate care among all health care providers and juvenile justice personnel, including attorneys, probation/parole officers, and court assessment personnel. 3. Advocating for the individual needs of clients and their families is critical; often, this includes advocating for care that is not only evidence based, but also culturally competent.     

“She foreswore her womanhood”: Psychoanalytic views of female homosexuality

Just as in early psychoanalytic views of female sexual development women's sexual anatomy, psychic development, and object relations were seen relative to male norms and found wanting, in much of psychoanalytic thinking the sexual and psychic development of women in lesbian relationships are seen relative to heterosexual women and found lacking. Various etiological explanations of female homosexuality attempt to isolate a particular developmental arrest or disorder characteristic of female homosexual relations. This paper reviews the major psychoanalytic formulations of female homosexuality and discusses them in terms of two phallocentric assumptions: 1.) A woman who loves a woman must be a man, or be like a man, or must want to be a man; and 2.) A relationship between two women must always remain incomplete compared to the complementarity assumed in a heterosexual relationship. Increased understanding of the sexual desires and experience of women in lesbian relationships would contribute to expanded perspectives about female sexuality and development. The paper offers two paradigms for thinking about homosexual object choice which are not based on analogies to pathological conditions.If you don't know the kind of person I am and I don't know the kind of person you are a pattern that others made may prevail in the world and following the wrong god home we may miss our star. from A Ritual to Read to Each Other, William Stafford     

The self-assessed literacy index: Reliability and validity

Literacy is associated with many outcomes of research interest as well as with respondents’ ability to even participate in surveys, yet very few surveys attempt to measure it because doing so is often complex, requiring extensive tests. The central goal of this paper is to develop a parsimonious measure of respondents’ reading ability that does not require a complex literacy test. We use data from the 2003 National Assessment of Adult Literacy to identify correlates of reading ability to form a literacy index. These correlates include self-assessments of one’s ability to understand, read and write English, and literacy practices at home. Our literacy index reliably discerns literacy test scores above educational attainment, and the index shows high internal consistency (coefficient alpha = 0.78) and validity. The paper concludes with implications of these findings for survey research practitioners and suggestions for future research.     

Can Cultural Values Help Explain the Positive Aspects of Caregiving Among Chinese American Caregivers?

This study used an adaptation of the caregivers' stress model to examine the positive aspects of caregiving with 113 Chinese American family caregivers who provided care to their elderly relatives. The hierarchical multiple regression analysis indicated that combination of caregiver background characteristics, stressors, and cultural values had direct effects on positive aspects of caregiving. Unlike previous studies in which cultural values were not measured, this study found that cultural values helped explain positive aspects of caregiving. Specifically, cultural values, caregiver's health, and caregiver's age predicted positive aspects of caregiving. Service implications are discussed based upon the findings.     

Mission Possible; Building Social Work Professional Identity through Fieldwork Placements in China

Social work training programmes in China have increased rapidly in the last decade. Their growth mirrors the increase in social problems that China faces as its economy develops and the disparities between rich and poor multiply. There is little recognition either by the government or citizens of the profession of social work and so no clear idea of what it might achieve. Thus the development of social work in China faces many difficulties among which is a dearth of professionally qualified social workers to teach, and to supervise fieldwork placements. This paper discusses a collaborative MSW programme between the University of Hong Kong and Fudan University in Shanghai. It analyses the growth in professional identity of nine students in the programme undertaking their first supervised fieldwork placement in Shanghai. They were asked to write 500‐word statements before and after their placement about their understanding of the role of social workers and their sense of professional identity. An analysis of these statements forms the basis of this article. The article addresses the issue of whether the construction of a professional identity will rest with members of the embryonic profession or with government bureaucrats largely concerned with the maintenance of stability and the management of social change.     

The social origins of black American doctorates in the sciences

Most sociological studies of U.S. scientists tend to disregard black Americans. This paper seeks to provide some necessary demographic data on black U.S. scientists on which future studies may build. A sample of 557 black scientists responded to a questionnaire designed to provide demographic data. The results show that the typical black U.S. scientist is a male who grew up in a predominantly black neighborhood in a lower middle‐class family with both parents present and usually another sibling or two. After graduating in the top quartile of a predominantly black public high school, he enrolled in a predominantly black college where his academic achievement was above average. When the decision was made to pursue the Ph.D. degree, the preference was a university located in the Midwest. After completing the doctorate the pattern was to return to the South to pursue a career in a predominantly black college.     

The challenges of a hidden disability: Social work practice in the field of traumatic brain injury

Abstract

Traumatic brain injury (TBI) has become an important area for social work practice. Children and adults sustaining TBI often undergo hospitalisation, rehabilitation and face the prospect of lifelong cognitive and psychosocial impairments. Families are profoundly affected by the consequences of the injury. TBI is a ‘hidden disability’ because there are typically no physical markers indicating a person has brain damage. This paper aims to provide some guidelines for social work practice in the area, in particular, outlining options for social work interventions at individual, family, community, service system and policy levels. Social workers need to acquire specialised knowledge about brain injury, reformulate traditional models of grief counselling to address the adjustment challenges and utilise community education and service innovation to address the social stigma and reduced level of community participation associated with brain damage. Finally, social workers aim to nurture a sense of hope in the face of the tragedy.