ABSTRACT This article focuses on the professional isolation faced by social group work practitioners and educators. It identifies the need for peer support and connection in an environment of limited opportunities for professional development. The paper describes and assesses long-term peer support groups initiated and developed by each of the authors, one for group work educators and the other for practitioners. It discusses the potential for expanding the development of such groups, which could benefit individual group workers as well as strengthen efforts to ensure the survival of group work. 相似文献
Titmuss's Social Division of Welfare (SDW) thesis is a vitally important but much neglected element of social policy analysis. This article seeks to explore the SDW, with a particular focus on fiscal welfare. Fiscal welfare has been described as forming a hidden welfare state, and while taxation is one of the main ways in which governments affect the lives of citizens, studies of welfare pay remarkably little attention to its impact. Fiscal welfare is examined by using, as an exemplar, local taxation in England, a subject that itself is neglected within social policy. Local taxation in England is of interest because it illustrates the impact of a system of taxation on different groups of citizens, and how this can operate to the benefit of rich over poor citizens. This is because the current system is highly regressive, meaning that those on low and middle incomes spend proportionately more of their income paying the tax than do those on high incomes. What is of further interest is how within the debate about reform of local taxation, concern with regressivity becomes obscured and ceases to be the focus of attention. We are thus provided with an example of how fiscal welfare remains a hidden issue. The article concludes by arguing that social policy analysis needs to move beyond the narrow confines of social welfare and develop a broader understanding of welfare, based on the SDW. 相似文献
Research shows that those with greater social capital enjoy better physical and mental health. The current study illuminates a paradox of social capital which may afflict those involved in traumatic events. Several years of survey data reveal a dynamic picture of the link between social capital and stress following Hurricane Katrina. Results reveal that initially after Katrina, those who were more socially embedded carried the greatest load with respect to helping the displaced population, thus experiencing more stress. But over time, the most socially-involved then snapped back from their stressful experiences more rapidly than isolates. This confirms that over the course of stressful events, social involvement first exposes people to more stress, but as time passes, provides them a significant buffer against negative psychosocial experiences. 相似文献
ABSTRACTMulti-racial identity construction is understood to be fluid, contextual and dynamic. Yet the dynamics of multi-racial identity construction when racial identities are ascribed and formulated as static by governments is less explored in psychological studies of race. This paper examines the dynamics of racial identity construction among multi-racial Malaysians and Singaporeans in a qualitative study of 31 semi-structured interviews. Thematic analysis was used to identify the different private racial identity constructions of participants who were officially ascribed with single racial identities at birth. Participants reflected on the overwhelming influence of the state and significant Others in limiting their ability to express their multiple racial identities when they were in school, and highlighted their capacity to be agentic in their private racial identity constructions when they were older. This paper shows that across the life course multi-racial individuals possess (1) the ability to adopt different racial identity positions at different times, (2) the ability to hold multiple racial identity constructions at the same time when encounters with Others are dialogical, (3) the reflexivity of past identity positions in the present construction of identities. 相似文献
Muslims constitute 2.2% of the Australian population. Given the current socio-political climate and the limited research, the present exploratory study explores the relationship between acculturation, ethnic identity, self-identity, generational status, religiosity, and demographics among adult Australian Muslims.
A cross-sectional convenience sample of 324 adult Australian Muslims completed either online or paper-based questionnaires in either English or Arabic. Recruitment was via convenience sampling and social media advertisements. Acculturation, ethnic identity (MEIM), religiosity, and demographic variables were measured.
The study sample was young and mostly female, with high religiosity levels. Acculturation was negatively correlated with ethnic identity. From multiple regression analysis, acculturation was predicted independently by religiosity (low), age (young), gender (male) and ethnic identity (low).
First generation Australian Muslims were older, had stronger ethnic identity and religiosity, and more commonly self-identified as non-Australian. By contrast second- and third-generation were more likely to self-identify as bicultural or Australian.
In summary, acculturation of Australian Muslims is influenced by multiple variables, particularly ethnic identity, religiosity, and generation; hence all these variables need to be included in policy regarding successful integration of migrants. 相似文献
ABSTRACTThis article explains how the negative identity of second-generation Alevi-Kurds in the UK has been transmitted intergenerationally, linked to their history of persecuted exclusion in Turkey and to the transnational settlement of Alevi migrants in the UK, and how this sense of marginalization and invisibility in the receiving country can be addressed. Education is identified as a starting point for the underachievement and disaffection of Alevi pupils, which can lead them into more serious trouble and descent into the rainbow underclass. In the quest to tackle this identity issue, a unique collaborative action research project was set up between an Alevi community centre, local schools and a university to develop the world’s first Alevi lessons as part of the compulsory Religious Education curriculum in British schools. The Alevi Religion and Identity Project is described and evaluated in terms of its outcomes, especially its contribution towards a more positive Alevi identity as a reflection of a vibrant community. 相似文献