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In preparing students to function as competent social workers, educational establishments have to be mindful both of the need to communicate the ideals and values of the profession and the requirement to produce practitioners who are capable of functioning productively within the organisational environment. It cannot be assumed that these two tasks are necessarily complementary. Feedback from former students suggests they feel less well prepared for the latter. This paper explores the way in which one Diploma in Social Work programme attempts to prepare its students for the realities of the organisational context of their work with service users. It focuses on a module which aims to teach students about some of the key tensions inherent in social welfare organisations by arranging for them to interview managers and practitioners in their chosen pathway setting. Their findings are analysed in relation to the theoretical teaching given at the start of the module. The positive feedback from the students suggests the overall learning experience for the student group is very positive. 相似文献
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Romantown LEA, like other authorities in England and Wales, is adopting a policy of 'inclusion' in providing education for young disabled people. The reorganisation has involved the closure of Adamston, an all-age school for pupils with physical disabilities. This article addresses the meaning of 'inclusion' from the viewpoint of disabled people who have experienced segregated education. We draw first on the literature to offer an analysis of the documented views of survivors of special schools. Secondly, we explore the views and experiences of Adamston pupils prior to the closure of the school. In presenting what clearly represents a wide range of experiences we seek to take the debate beyond the sterile analysis of 'pros and cons' of special schools. We argue that voices from experiences of segregation are central in constructing 'inclusion' and essential in any process of change towards an education system which is truly inclusive. 相似文献
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Tina Wildhagen 《Sociology Compass》2010,4(7):519-531
Social reproduction theory suggests that the educational system perpetuates inequality by rewarding the cultural capital of students from privileged social classes. This article reviews the empirical evidence for this view of education, highlighting debates in the field and directions for future research. Questions of exactly what cultural attributes constitute cultural capital, why cultural capital is linked to improved educational outcomes, and what kinds of students benefit from cultural capital are addressed. 相似文献
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Tina Crum 《Journal of Children and Poverty》1998,4(2):39-59
This article reviews the current condition of some of the worst child welfare systems in the country, focusing on several of the reforms these systems have adopted in order to meet compliance standards enforced by consent decrees and lawsuits. Section I covers the historical background of government intervention in social welfare systems and the funding of these systems. Section II profiles top media cases involving abused children, and addresses the implications of lawsuits and decrees. Section III discusses the implications of privatization, observing both the purported benefits and the disadvantages. Section IV introduces the concept of managed care. 相似文献
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Review of Economics of the Household - We empirically analyze the relationship between income inequality and individual preferences for public redistribution, focusing on intra-household income... 相似文献
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Philip Mongan Schnavia Smith Hatcher PhD LCSW Tina Maschi 《Journal Of Human Behavior In The Social Environment》2013,23(5):635-645
Many schools have introduced violence prevention measures that aim to combat acts such as bullying and carrying weapons on school premises. Despite these attempts, students and faculty live in fear of a school shooting happening in their community. This article reviews the factors that are most prevalent in those who follow through with school violence and the most prevalent cluster of variables seen in cases of school shootings. Next, the etiology of school shootings and the stages-of-change model, applied to school violence, is discussed. The analyses are then followed by implications for social work and how to augment existing practices through practice and policy changes. 相似文献
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This study examined whether the development of happy victimizing (HV) from early to middle childhood predicted prosocial and aggressive behaviors 3 years later. Participants included 150 children (50% female, Mage at study onset = 4.53 years) and their parents at four annual time points. At each time point, semi-structured interviews were conducted to assess children's emotional expectations after committing hypothetical transgressions. Child and parent reports of children's prosocial behaviors and aggression were provided at the beginning and end of the study. Children who experienced faster declines in HV reported higher prosocial behaviors 3 years later, controlling for initial levels of prosocial behaviors. Children who exhibited increases or lesser declines in HV reported higher aggression at the study end. The development of HV was not related significantly to parent reports of prosocial behaviors and aggression in middle childhood. Findings confirm theorizing on the normative developmental trajectory of HV and suggest that deviations in HV across early childhood may partially explain later behavioral adjustment. 相似文献