我国妇女社会工作职业化的困境与出路

当前,传统妇联组织大包大揽的政治行政化格局、较低的专业社会认同度、缺乏相应的工种编制及职业认证制度、专业培养水平不高等问题,限制了妇女社会工作职业化的步伐。对此,有必要从制度、政策、社会、教育等各种层面和领域来促进和提高妇女社会工作的社会化、专业化、本土化,进而实现职业化的目标。     

社会管理背景下拓展社会工作专业方向的思考——基于重庆科技学院2011级社会工作人才培养方案改革实践

目前我国社会工作专业教育在不断探索中发展,但到目前都还不能确定地说中国的社会工作专业教育有了确定的方向。专业社会工作是嵌入在一定的社会、经济、文化和政治体制之中的,社会工作专业人才培养也必须紧密结合一国的政治、文化和社会管理体制及发展变化。根据我国加强和创新社会管理体制改革要求,文章首先分析社会工作与社会管理的关系,两者在理念、方法及内容上都有着密切联系。然后在重庆科技学院2011级社会工作人才培养方案研制过程中,将社会工作纳入中国特色社会主义和谐社会建设的管理与服务工作这个范畴。所以,社会工作专业人才培养模式在大社工理念下,可以尝试建立两个专业方向:社会管理方向和社会服务方向。     

天津社会工作人才队伍建设研究

社会工作是社会建设的重要组成部分,加强社会工作人才队伍建设,提升社会工作人才队伍水平,是解决社会问题、维持社会稳定、促进社会公正的重要手段。目前天津社会工作人才专业化、职业化水平不高,社会工作体制性障碍突出,为此,需要采取分领域、分地域、分时段梯次推进的措施,完善社会工作岗位设置和社会工作人才配置机制,加强天津社会工作人才队伍建设。     

教师研修:教育信息化与专业发展的视角——以包头地区中小学教师调查为例

信息技术的飞速发展对现代教育提出了全新的挑战,也成为教师专业发展的重要途径之一。而教育与技术整合实践的错位,反映出信息化教育的认识缺失,需要我们从教师专业发展的角度重新加以审视,变革传统的教师培训方式,采取更富有效率和效能的、基于信息技术学习资源环境的教师研修策略和方法。     

Professional parents’ loyalty to employer: The role of workplace social support

Professional mothers are more likely than professional fathers to leave workplaces—a phenomenon referred to as opting out. Previous research asserts that work–family challenges, including lack of access to supportive workplaces, are among the main reasons for this pattern. Despite revived interest in the study of opting out, little is known about factors shaping the loyalty to employer of those currently employed. Using data from the 2002 National Study of the Changing Workforce (N = 160 professional mothers; 114 professional fathers) we explore how three important forms of workplace social support – coworker support, supervisor support, and supportive workplace culture – are associated with professional mothers’ and fathers’ loyalty to their employees. Including fathers allows us to determine if gender dynamics are present in these patterns. The results suggest gendered patterns where supportive workplace culture relates to professional fathers’ employer loyalty and supervisor support relates to professional mothers’ employer loyalty.     

教学活动中社会工作专业教师的角色定位

社会工作专业的教学活动,不仅要使学生建立社会工作专业的理论基础,更重要的是要使学生把理论和概念转化为可应用的实务技巧,使大学生树立专业的价值理念,确立专业认同感和专业自豪感,以及如何有效的运用社会工作的价值理念,帮助人们解决各种困惑,提高人们生活质量的能力。所以说,社会工作专业教师应该树立起多重的角色意识,并不断进行多重的角色整合,以推动社会工作专业的发展和专业教学水平的提升。     

社会工作教师专业化发展之方向:成为有效的督导

督导是社会工作服务体系中的重要角色,也是社会工作教育者专业化发展的趋势与方向。对于社会工作专任教师而言,成为督导不仅能够适应培养学生的任务要求,同时也适应于内地社会工作模式本土化的宏观需要并促进教师在社会工作专业领域内的自身发展。在此基础上,本文对如何促进社会工作教师成为有效的督导进行了尝试性的分析。     

成人高等教育专业导师制学生管理模式初探

文章对如何在成人高等院校实施专业导师制学生管理模式进行了探讨,指出专业导师制能适应成人高等教育业余学习的特点,并对继续教育的顺利发展起到积极作用。     

The impact of the 2nd intifada on Israeli Arab and Jewish social workers

This paper presents an analysis of interviews with Israeli social workers conducted as part of a study investigating the impact of the 2nd Intifada on the work, clients, views and feelings of Israeli Arab and Jewish social workers. The data were generated from 58 interviews with social workers who volunteered to do so. Coming from a sociological perspective, the study focused on how a violent political conflict impacts on two groups of social workers who live and work in the same society, but are likely to have different views about it. Their actions, views, well-being, and values were researched in a context likely to test universal social work values. The findings document a high level of tension and anxiety generated for both groups, very negative impact on clients’ life and views, largely negative effect on welfare services, co-existing with continuous professional development. Social workers’ views of their own national group and the other national group within the Intifada context highlight primarily the empathy with one's own group while lacking in empathy towards the other group, coupled with suspicion and some hostility. The struggle to maintain professional values is expressed only by a minority. The discussion and conclusions look at what social work can learn from the findings in understanding such complex contexts and the response to the challenge they pose to social work.     

新入园幼儿分离焦虑的表现及其干预策略——基于《幼儿园教师专业标准（试行）》的视角

幼儿入园分离焦虑是教师和家长普遍关注的现实问题,主要表现可分为哭闹型、粘人型、恋物型和生理失控型。根据幼儿的年龄特征来分析,入园焦虑是幼儿从家庭迈向社会过程中所出现的正常现象。但是,过度焦虑会严重影响入园幼儿的健康成长。幼儿园是幼儿入园之后的主要活动场所,接触最为频繁的教师将会在幼儿分离焦虑的缓解中发挥着重要作用。基于《幼儿园教师专业标准（试行）》的视阈,以期从教师的角度探讨出更加有效的应对幼儿入园焦虑之良策。