Adolescent Victims of Natural Disasters: A Phenomenological Study on Lived Experiences and Behaviors Displayed after a Crisis

This qualitative study explored lived experiences and behavioral changes among 15 adolescent victims of natural disasters utilizing the behaviorism perspective. Volunteer adolescent victims participated in a semi-standardized open-end interview, and data were coded using pattern recognition, theme, and content analysis. Results identified that participants' most prevalent themes for behavioral changes were isolation, social withdrawal, increased arguments with family and friends, avoid relationships, and over-protectiveness. Prevalent themes for lived experiences were moving to a new home, changing schools, and mother or father lost job. The majority of the participants reported hurricanes as their natural disaster experience. In conclusion, adolescent victims reported multiple behavioral changes that were a result of a natural disaster such as hurricanes. Likewise, these victims reported facing many lived experiences after a natural disaster occurrence.     

Experiences of Custody Evaluation: Perspectives of Young Adults Who Were the Subject of Family Court Proceedings as Children

ABSTRACT

Court-ordered custody evaluations are conducted primarily to assist courts in making decisions regarding the best interests of children in the context of parental disputes over custody and access. They also represent the most common means through which children's wishes in relation to custody and access are presented as evidence. This article reports on a qualitative research study of young adults' recollections of participating in custody evaluations ordered by the Family Court of Australia. In-depth interviews were conducted with 18 young adults, aged 18 to 26. Two major areas of inquiry are addressed in this article: (1) participants' recollections of interviews conducted by social workers and psychologists for the purpose of custody evaluation, and (2) their suggestions for ways in which professionals working with children in this context might make the process easier for children. Taken together, their experiences point to some useful principles for practice in this field.     

社会工作专业实习模式的探讨——以江苏工业学院社会工作系的实习模式为例

社会工作实习模式的建立对于社会工作的专业发展有至关重要的作用。文章根据江苏工业学院社会工作实习模式,借用“二元论”的理论视角,分析了社会工作实习的维护系统,认为社会工作在社区（机构）系统不完善,案主系统隐性化,社会工作在社会公共价值观系统缺位的时候,社会工作实习只有充分整合其培育系统的资源,采用课程（课堂）实习为主,社区（机构）实习为辅．从本专业出发,逐步辐射全校,再向校外推广的外卷化的发展形式,实现自我增权,才是完善社会工作专业实习的有效途径。     

大学本科高年级学生和研究生教育的国际借鉴——以日本北海道大学为例

本文介绍了日本北海道大学理学部的本科高年级学生及研究生教育过程,并将其与我国的研究生教育进行比较,讨论了一些值得我们借鉴思考的做法,为我国的大学高年级学生和研究生教育提供参考意见。     

高校价值观教育方法浅析

高等学校是大学生价值观教育的最重要场所.多元价值观的存在,造成大学生价值选择的困惑.引导大学生建构社会主义价值观,必须在现代教育理念的指导下,采用适合的方式.文章讨论了角色体验、案例分析、多视角切入、人格魅力影响等价值观教育的方法.     

Accounting for Everyday Incivility: an Australian study

The question of how we live among strangers in daily life is an established concern in contemporary social analysis. A key topic has been the achievements of the individual in rendering daily life among unknown others possible. Yet, questions of residual failure await full development. The study aims to describe the results of an Australian study that examined the significance and meaning of interactional breakdown with strangers in everyday life for the contemporary individual. Focus group methodology is used to describe common threads of understanding that ordinary people have developed around such events in terms of prevalence, reasons and remedies. Noteworthy findings are (i) the use of period and generational kinds of historical thinking in lay reflections on the state of everyday incivility (ii) the materialization of excessive individualism, runaway capitalist values and diminished community as key ideas within lay talk about the generators of everyday incivility, and (iii) the articulation of communitarianism as a preferred panacea to everyday incivility for lay actors.     

Young Children's Prosocial and Aggressive Behaviors and Their Experiences of Being Targeted for Similar Behaviors by Peers

Children's target experiences (as recipients of prosocial peer acts and victims of peer aggression) were investigated for their concurrent and longitudinal associations with prosocial and aggressive behavior. Forty‐four children (initially 22–40 months) were observed in naturalistic interactions with peers during a two‐month period for each of three consecutive years. Results revealed no consistency over time in children's experiences as targets for aggressive or prosocial peer acts, although there was some indication that altruistic target experiences may be stable from the end of the preschool period. Early behavior appeared to affect the way children were later treated by peers, but no support was found for the idea that early target experiences influence later behavior. Prosocial behavior was concurrently and longitudinally associated with prosocial target experiences. Aggressive behavior reduced the likelihood of children being targets of prosocial peer behavior and, over time, also of their being targets of peers’ aggression.     

The Millhill

This study reports on discharged patients' experiences of care at a therapeutic community - The Millhill. Data were collected by means of a questionnaire and interviews. The focus of the study is on the former patients' own experiences of The Millhill and their present state. The majority report positive changes when they compare how they feel today with how they felt just prior to admission and just after discharge. Eighty-five percent claim that the major problem which led them to seek treatment is less serious today than it was when they were admitted to The Millhill. Compared with other inpatient care, the interviews showed that treatment at The Millhill was based on long-term individual treatment plans and that those undergoing treatment were treated as "individuals", whereas treatment in the psychiatric wards was more like "storage" and medication and those undergoing treatment were treated as "patients".     

70年来我国民族预科教育的发展历程、模式和中国经验

少数民族预科教育是我国从实际出发为少数民族和民族地区培养高级人才而设立的高等教育特色形式。自新中国成立以来,民族预科教育在改革中前行,在发展中改革,经历了初步发展、停滞发展、自主发展、多元发展等四个阶段,形成了有中国特色的民族教育体系。创新了集中办学、以预为主的广西模式,分散办学、“预本衔接”的内蒙古模式,以补为主、重视语言的新疆模式。民族预科教育形成了可资借鉴的中国经验,多元化培养模式是党的民族政策的成功实践,成为造就少数民族高级人才的金色桥梁。