Studies have shown relatively high rates of emotional and behavioural problems among children living in out‐of‐home care. This study reports the prevalence of social problems at an 8‐year follow‐up ...for a group of children/young adults. Predictors for prevalence and change in emotional and behavioural problems at the follow‐up are examined. A prospective cohort design with 233 children who had been living in foster care was used. Forty‐eight per cent (n = 111) of those interviewed at baseline were located and interviewed at follow‐up. Mean age was 17.4 (standard deviation = 2.9) years. Mental health symptomatology was measured with Child Behaviour Checklist and Adult Self‐Report. Linear and generalized mixed model analyses were used. Changes in internalizing and externalizing problems from baseline to follow‐up was associated with gender. Boys showed more problems at a young age, whereas girls developed more problems later. Predictors for social problems at follow‐up were mental health at baseline, kinship care and care placement away from the local community.
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BFBNIB, DOBA, FZAB, GIS, IJS, IZUM, KILJ, NLZOH, NUK, OILJ, PILJ, PNG, SAZU, SBCE, SBMB, SIK, UILJ, UKNU, UL, UM, UPUK, VSZLJ
The purpose of this study was to examine college students' perceptions of transformative and culturally competent educators. Using data collected from a cross-section of 194 undergraduate (associate ...and bachelor level students) and graduate students in social work and other majors from four colleges or universities in the Midwest region of the USA, the findings indicate that transformative and culturally competent educators are important to college students. Using the Students' Perceptions of Transformative Educators Scale (SPTES), the data revealed that the overall mean for the SPTES was high, with a score of 198.24. The range was 131-233. The standard deviation SD was 21.55. This mean suggests that students place a high level of importance on attributes of transformative educators. When examining the culturally competent subscale of the SPTES, the data also revealed that students want educators who personify culturally competent attributes. The data illustrated a mean for cultural competence of 63.27. The range was 36-70. The standard deviation was 7.89. This mean suggests that students also place a high level of importance on this attribute in educators. ANOVA results indicate that respondents do not significantly differ along the lines of age or race on the SPTES. Student rank (associate, bachelor and graduate), however, did reveal significant differences on the cultural competence F(2, 174) = 3.280, p < 0.040 and socialization F(2, 187) = 4.172, p < 0.017 subscales of the SPTES. Social work students also demonstrated statistically significant differences in their slightly higher scores related to the perceptions of the overall SPTES (mean = 202.17, SD: 22.88, p < 0.01); the cultural competence subscale (mean = 65.03, SD: 6.64, p < 0.00) of the SPTES; and the socialization subscale (mean = 26.21, SD: 3.06, p < 0.02) of the SPTES.
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BFBNIB, DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
The authors describe how social work students on placement at the Realife Trust Student Unit have been able to explore the potential of support brokerage to promote self-directed support by disabled ...people and family carers. The students complete brokerage training as part of the placement and are required to compare and contrast the key competencies required by the General Social Care Council with the knowledge base and job description of support brokers defined by the National Brokerage Network in the UK. Lead author, Tony Phillips argues that brokerage provides an opportunity for the social work profession to return to its practitioner roots and reject the aberrations of the care management model as having little or no relevance to the development of a social care system based on the policy of personalisation. Three social work students from three different cohorts of the unit provide their own first-hand accounts of the challenges involved and insights gained.
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BFBNIB, DOBA, IZUM, KILJ, NUK, OILJ, PILJ, PNG, SAZU, UILJ, UKNU, UL, UM, UPUK, VSZLJ
This article presents a case study of an online course in Community Work and the learning outcomes for an international group of students participating in the course. Examples from the process of, ...and results from the development of virtual-learning material are presented. Finally, the students' learning experience and competences achieved by the use of innovative learning material and ICT communication tools are presented.
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BFBNIB, NUK, PILJ, SAZU, UL, UM, UPUK, VSZLJ
Despite its general acceptance, there has been no research exploring the
actual use of bibliotherapy by Licensed Clinical Social Workers (LCSWs). This study
sought to determine the extent to which ...LCSWs, represented by a random sample
from one state, used bibliotherapy for specific problems, identified relevant variables
that influence bibliotherapy use,and compiled a list of books currently used by
respondents. Results suggest that bibliotherapy is used for numerous specific problems
and LCSW endorsement of bibliotherapy by LCSWs is similar to that of respondents
in other disciplines. Unlike studies involving other disciplines, LCSW usage
patterns were not related to gender and less related to employment settings.
Fit for Virtual Social Work Practice? Rafferty, Jackie; Waldman, Julia
Journal of technology in human services,
01/2006, Volume:
24, Issue:
2-3
Journal Article
Peer reviewed
The paper considers the levels of coherence and dissonance between the education and training needs of social work practitioners working in a virtual environment and the focus of the requirements and ...learning and teaching approaches currently in use on social work programmes within education settings in England. The paper argues a gap exists in the way information and communication skills are currently conceptualised to support the education and training of social workers. It appears that e-learning is often considered in relation to its functional advantages and that similarly ICT skills are considered in terms of computer program literacy. The much wider question of the development of competence for virtual practice and how e-learning may support this development require much greater consideration and application.
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BFBNIB, NUK, PILJ, SAZU, UL, UM, UPUK, VSZLJ
Service learning is a pedagogical method to bridge classroom and community
experiences for students. Although social work education has historically
emphasized this connection through internship ...experiences, service learning can fill
a different function within the curriculum. This article proposes a service learning
experience to assist graduate students with the transition into their foundation field
placement. Beneficial outcomes of using service learning as an educational bridge
are discussed for students, faculty, and the social work program.
In celebration of 90 years of social work education at Indiana University,
the School of Social Work sponsored an Anniversary Symposium on April 12, 2002.
Andrew Cuomo, former U.S. Secretary of ...Housing and Urban Development and
current candidate for New York State Governor, delivered the keynote address. In his
address,Mr. Cuomo recognized the history and growth of Indiana University School
of Social Work from its origin in 1911 to its current status as a state-wide, multi-campus
enterprise. He discussed the formation of Project Help (Housing Enterprise
for the Less Privileged) and shared some of his experiences as Secretary of HUD. He
also explored several contemporary social, political, and philosophical issues,
including the potential long-term effects of the tragic events of September 11, 2001.
Introduced by Ms. Jane Schlegel, M.S.W., Chair of the Indiana University School of
Social Work Campaign Committee, Mr. Cuomo interspersed his prepared remarks
with spontaneous reflections.His comments are presented here in unedited fashion.
L’objet de cette communication est de présenter le processus de développement et l’état actuel d’avancée d’une expérience de constitution d’un réseau global, secondaire, consacré à la santé mentale ...dans le bassin de vie Yvelines-Sud (600 000 habitants), amorcé courant 1999. L’auteur synthétisera les principes méthodologiques de fonctionnement et de développement du réseau, décrira son mode d’organisation et de communication, pour souligner enfin deux modalités d’actions concrètes mises en œuvres sur le terrain, dans une visée globale d’amélioration des pratiques collaboratives entre les différents partenaires impliqués dans le champ de la santé mentale : 1. les consultations d’avis spécialisé et de suivi conjoint ; 2. la création d’une équipe de liaison, interface entre le champ sanitaire et le champ social.
The aim of this communication is to present the process and current status of an experiment concerning the establishment of a general mental health network, initiated in 1999, in the residential area of Yvelines-Sud (600,000 inhabitants). The author will summarise the methodological principles underlying the functioning and development of this network, while also describing its mode of organization ; he will also highlight two types of concrete interventions, already being practiced in the area. 1. specialist consultation and joint follow-up procedures ; 2. the set-up of the liaison team operating in the field of socialwork and medicine. The general objective is to improve joint health care procedures involving the various partners in the field of mental health.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UL, UM, UPCLJ, UPUK
Aktuell findet die Verbindung von Sozialer Arbeit und Spiritualität im deutschsprachigen Raum vorrangig implizit Verbreitung. Wie kommt die Ressource Spiritualität dennoch in der Sozialen Arbeit zum ...Einsatz? Anhand von Literatur, Erfahrungsberichten und einem Fallbeispiel wird die Verbreitung dieses Schnittmengenbereiches untersucht. Bereits bestehende Verbindungen existieren in der Suchthilfe und im Hospizbereich. Das Fellow-Traveller-Modell und die HOPE-Fragen aus dem angloamerikanischen Raum werden vorgestellt und auf ihre hiesige Verwendung geprüft.
Die Ressourcenstärke von Spiritualität korreliert positiv mit dem Befähigungsansatz der Sozialen Arbeit. Langjährige Bezugsbetreuung bietet die supportive Erfahrung von Eingebundensein in ein überindividuelles Ganzes. Sozialarbeiterisches Handeln bildet einen spirituellen Prozess ab: sich Verbindungen bewusst zu werden, diese in Raum und Zeit herzustellen und mit Leben zu füllen. Spiritualität enthält ein supportives Potenzial, welches in Verbindung mit Sozialer Arbeit einen lebenspraktischen Niederschlag finden kann. Die Verbindung beider Erlebnisbereiche ist noch zu selten und sollte ausgeweitet werden. Sie bietet die Möglichkeit, Menschen in Krisenzeiten sehr eng durch den persönlichen und beruflichen Alltag zu begleiten.
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