美国私立教育质量的社会规范机制--认证制度

我国民办学校近几年在数量上发展很快,但是教育质量却良莠不齐。美国的认证制度借助于社会非政府组织力量来保障私立教育质量的做法带给我们一定的启示。在美国,私立学校若想得到社会和家长的承认,就必须在各方面完善自己来获得相关组织的认证。但是,中美两国毕竟国情不同,认证制度是否可以引入我国,论文在这方面也做了一定的思考。     

社会工作与社会救助:一项评估研究

通过立足于社会工作系统理论视角,运用社会学实证研究方法,选取深圳市、长沙市、贵阳市为研究对象,建立系统、客观的评估指标体系,全面,系统、客观地评估了社会工作在社会救助领域中功能,找出影响社会工作在社会救助领域中功能发挥的"瓶颈"因素.并在此基础上提出,在加强社会工作人才队伍建设过程中,必须加快社会工作的职业化步伐,提高社会工作的专业化水平,增强社会工作的社会认同度,推进社会工作与社会救助的全方位融合.     

Social work learning spaces: the Social Work Studio

This paper explores the contribution of a physical learning space to student engagement in social work education. Drawing on a constructivist methodology, this paper examines the findings of a survey conducted with students and staff in a social work and human service programme about their experiences of a Social Work Studio learning space. The analysis identified that students and staff who used the Studio reported that students were emotionally, cognitively and behaviourally engaged in the space, which enriched their development as social work and human service practitioners. The researchers concluded that the Social Work Studio is a useful tool for enhancing social work student engagement and increasing their confidence to address the ‘real-life’ challenges they may face as social work practitioners.     

个案社会工作:学校思想政治工作的一个新平台

个案社会工作与团体社会工作和社区社会工作一起构成社会工作的三个子系统。个案社会工作和另外两种社会工作类型一样,在现代社会尤其是社会转型时期具有十分重要的社会意义和功能。个案社会工作在学校育人中的运用还很不成熟,拓展学校思想政治工作这个新平台十分必要。为此,本文试对在学校开展个案社会工作进行探讨。     

Teaching Social Work in a Global Context: Models of International Social Work Learning Experiences

This article examines three models of international social work learning experiences through the lens of Gray’s (2005) three paradoxical processes: indigenization, universalism, and imperialism.     

Social Work Education

Abstract

Migration across national borders has resulted in demographic changes in the United States, causing the country to become more multi-ethnic. This presents considerable challenges for graduate level educators who need to be responsive to the unique academic needs of diverse populations by considering students' previous experiences, values, and beliefs. This change requires educators to incorporate various teaching styles and to create a classroom atmosphere where security, trust, and openness can be achieved. Developing cultural competence and creating a transformative learning environment is essential for social work educators teaching in multicultural environments in the 21st century. This article provides a brief overview of Burchum's (2002) Evolutionary Perspectives that will help to assist readers in obtaining a clear understanding of cultural competence. It also presents Blunt's Model of Cultural Competence for Transformative Education, which can promote both transformative learning and assist social work educators in fostering a transformative learning environment.     

Teaching Clinical Social Work Under Occupation: Listening to the Voices of Palestinian Social Work Students

The authors were invited to teach clinical social work in the Palestinian West Bank. In order to teach, we designed a study exploring how 65 Palestinian social work students described the psychological and social effects of working under occupation. Students described social stressors of poverty, unemployment, lack of infrastructure, violence, imprisonment, separation of families, and severe constraints on travel. They identified depression, suicide, anxiety, and war-related trauma as emerging from these conditions. Many experienced the same psychosocial problems as their clients in coping with harassment and delays at checkpoints. Implications for teaching social work theory and practice are discussed.     

Strengthening the Signature Pedagogy of Social Work: Conceptualizing Field Coordination as a Negotiated Social Work Pedagogy

ABSTRACT

Although field education is considered the signature pedagogy of social work, the work of field coordinators appear to remain peripheral to other aspects of social work education, such as coursework and research. In this article, we suggest that field coordination requires a far more complex set of knowledge and skills than merely matching students with placements based on availability and interest. Using critical and relational theories, this article conceptualizes field coordination as a negotiated pedagogy in which the coordinators navigate complex and often competing needs among students, field agencies, and social work practice. In making visible its nuances and intricacies, we suggest that field coordination is a critical relational pedagogy essential to advancing social work education.     

Our Social Work Imagination

Abstract

The aim of this article is to present the case for social work, the case that the old truths and fighting spirit of an earlier day-our social work imagination-live on, even in the face of uncaring economic forces and resurrected punitiveness. Sustained by an idealism as old as humankind, members of the profession continue to advocate for the poor, the sick, and the oppressed.     

Reconstructing Social Work Education

Understanding social work education requires a long view of history as well as a sense of where social work fits in a larger process of social change and how it can contribute to a radical revisioning of professional education. In this paper a dynamic educational model is proposed, in which the de-centering of knowledge as a fact to knowing as a process is proposed and "lived experience" becomes the central focus of professional attention. At the center of this construction is a new relationship among theory, values, and practice.     

Teaching Social Group Work

No abstract available for this article.     

Empowering Social Work Faculty

ABSTRACT

Based upon the emergence of alternative paradigms both inside and outside of social work education, four paradigms representing the most traditional to the most radical are presented. Each paradigm is discussed in terms of its ontological and epistemological assumptions as well as other pedagogical issues including role of the teacher, methods of evaluation and course structure. Educators are urged to use these paradigms to better understand legitimate differences between faculty, to become more conscious and deliberate in their choice of methods, to identify areas of incongruence, and to push themselves and the profession towards philosophies and methods most congruent with social work values an ethics.     

Teaching in Social Work

No abstract available for this article.     

Students' Participation in Social Networking Sites: Implications for Social Work Education

Social work students have few guidelines to help them evaluate the implication of their posted information on Internet-based social networking sites (SNSs). There is a national trend among employers of human services to cross-check publicly available online information on applicants. Based on data from a survey of 105 baccalaureate and master's social work students at a Midwestern university, this study explored students' perspectives on problematic information on SNSs. The majority reported that they had posted information on SNSs that they would not want their prospective employers to cross-check. Students offered a wide range of opinions, attitudes, and characteristics that contribute to the assessment of the risks that information they post on SNSs pose for their profession. The purpose of this study is to stimulate a conversation among social work educators on how to inculcate awareness and training of students on the ethical implications of SNS participation and to discuss directions for future research.     

发展型社会政策视角下的社会工作介入

米奇利和吉登斯两位学者关于发展型社会政策的理论观点认为,经济发展和社会政策是相互融合的,它的最大意义在于它使传统的社会政策对民众福利的保护方式从被动型、事后补救型、消费型向积极干预型、促进型和投资型转变。因此,笔者认为,在发展型社会政策视角下,社会工作者也要根据这一创新型政策,通过介入个人、社区和政府层面,来提供适当的服务。     

论社会工作实验室对社会工作专业发展的必要性

社会工作专业强调专业助人活动必须在尊重案主的前提下科学、人道、有效地进行。这就要求社会工作专业学生必须深刻领会和掌握助人过程中工作和案主双方复杂的情绪和态度的动态变化及这种变化对助人效果的影响。学生只有通过在实验室不断地角色扮演、分享交流才有可能达到这种专业要求。因而，实验室对社会工作专业的发展是不可或缺的必要条件之一。