The social welfare services of the western nations are administered in almost all cases through a combination of voluntary and statutory organizations. The patterns of the relationships subsisting between these two kinds of welfare agency exhibit wide variations from one country to another, and between one area of service and another within the same country. Although there is an extensive literature on the subject purporting to state the nature and scope of the roles peculiarly suited to each of the two kinds of agency, it is not in fact apparent either that the claims of attributions on which this literature rests are valid or that the activities of the agencies themselves conform in a regular way to the model. The present study deals with one area of welfare services in one jurisdiction, namely child welfare service in England and Wales at the present time. It attempts to determine what the character of the relationship between private and public organizations in the field of child welfare is, to evaluate the relative advantages and disadvantages of that relationship, and to offer a number of hypotheses designed to explain the idiosyncrasies of the relationship. It is conceived as one of a number of projected studies, all of which are to be concerned with assessing the plausibility of conventional accounts of the public-private relationship, with the identification of the principal causes of the relationships that are actually observable, and with contributing to the development of a theory of the matter which would assist in the formulation of realistic, efficient and logically consistent methods of organizing and administering social welfare services. The main findings of the study are that: (1) marked differences in the relations between private and public welfare agencies exist even between the constituent parts of a single area of service, — in this case, between delinquency, adoption, protection and recreational services within the single area of child welfare; (2) these differences seem as often as not to be the result of historical accident rather than of principled adherence to a coherent view of what the private-public relationship ought to be; (3) the problem of explaining the sources of the historical accidents in question does not appear to be amenable to any general mode of explanation in the present state of our knowledge of the subject; (4) gross inefficiencies in the administration of child welfare services are a common consequence of unwillingness or inability to come to terms with the problems arising from the co-existence of private and public organizations. / Arts, Faculty of / Social Work, School of / Graduate

This study is part of a survey of all wards of the Children's Aid Society of Vancouver, B.C. who were not in foster homes in 1954. Those in Agency group homes or subsidized boarding homes comprised a group of thirty-nine children, eighteen girls and twenty-one boys, ranging in age from one month to fifteen years. The purpose of the study was to determine some of the reasons for this type of care for children, since the Children's Protection Act requires children be placed in foster homes and puts limitations upon any other type of care. The case records of these children were examined to determine whether or not this type of care was meeting their needs. Further, it examined the existing resources in Vancouver for child care to see if they were adequate to meet the needs of all children in care. From the records for each child certain material has been summarized (appendix) and developed for descriptive use in the text. A detailed summary of case records of four of the children is also used to point out areas that need special attention in any child welfare programme. Many factors in the lives of these children appear to have contributed to a special placement other than foster homes. Each child has come from a home that does not constitute a stable family unit. Many had several foster home placements. The majority came into care before the age of seven years. Group homes are meeting the needs of some, but not all such children. In particular, the needs of disturbed children are not being met as adequately in group homes. The needs of babies do not seem to be best served in subsidized boarding homes which in effect are institutions. In general, there is evidence that community services are not adequate to meet the needs of all children in care in Vancouver. The recommendations include the provision of additional services to meet the needs of children as well as further co-ordination and co-operation between existing resources so that together they may offer better service to children. Additional trained staff are needed. And, finally, the study reinforces the need for further research into child dependency. / Arts, Faculty of / Social Work, School of / Graduate

Includes bibliography. / Die navorser het gepoog om vas te stel of drosgedrag in assosiasie met sekere veranderlikes plaasvind, dus of daar tendense bestaan. Die veranderlikes van belang vir die maatskaplike werk professie het voorkeur gekry in die studie. Die doel hiervan was om aan te toon dat hierdie professie 'n rol kan speel ten opsigte van hierdie gedrag. Die studie is beperk tot een inrigting, naamlik 'n plek van veiligheid. Tendense oor 'n 10 jaar tydperk, 1980-1989, is bestudeer sodat moontlik ook die invloed van personeelaangeleenthede en verskille in die bestuur van die inrigting indentifiseer kan word. Die data is vanuit argiefrekords, soos die persoonlike leêrs, straf-, opname-, en drostersregister, verkry. Ongestruktureerde onderhoude met die personeel het addisionele inligting verskaf. Oor sekere van die data is gegewens van die totale drosterpopulasie oor 10 jaar ingewin (N=492). Ander gegewens is vanuit die beskikbare persoonlike lêers (nl=413) verkry. Nie alle lêers het die verlangde gegewens beskikbaar gehad nie, en vir sekere gegewens is data vir kleiner groepe drosters ingewin. Hierdie gegewens is getabuleer, en waar van toepassing, is van grafieke of histogramme gebruik gemaak. Uit die resultate kon die volgende afgelei word: die omvang van die probleem is wyd en regverdig navorsing. 'n Hӧer drossyfer word in die maande van Februarie, Maart en November gevind. Daar is nie 'n tendens om op sekere dae van die week meer as ander dae te dros nie. Die meeste drosters dros binne 'n kort tyd na opname, en dros dan slegs enkele male van korte duur. Meer seuns dros as dogters. Die meeste drosters val binne die ouderdomsgroep 14-16 jaar en hierdie groep is ook vir die hoogste aantal drosinsidente verantwoordelik. Die meerderheid drosters dros in groepe, en in die geselskap van 'n ervare droster wanneer hulle die eerste maal dros. Die meeste drosters het 'n geskiedenis van wegloop- of drosgedrag. Die I.K. van drosters is ietwat laer as die van die normale bevolking, en hulle is ook meestal skolasties vertraag. Die meeste drosters meld mees gereeld hulle ongelukkigheid by die veiligheidsplek as 'n rede vir dros. Daar word tydens drosinsidente meestal huiswaarts gedros. Uit die resultate kon dus afgelei word dat, hoewel drosters waarskynlik ook emosionele probleme het, omgewingsfaktore 'n rol speel by drostery. Die belangrike implikasie van die bevinding is dat drostery deur omgewingsmanipulasie verminder behoort te kan word, en dat die maatskaplike werk professie 'n belangrike rol in die opsig kan speel.

SUBMITTED IN FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR EDUCATJONlS IN THE FACULTY OF EDUCATION DEPARTMENT OF EDUCATIONAL PSYCHOLOGY AT THE UNIVERSITY OF ZULULAND, 1994. / The aims of this investigation were: to describe the life-world of the child in a squatter environment as it reveals itself in his relations to himself, to others, to things/ideas and to God; and in the light of the findings obtained from, the literature study and interviews, to establish certain guidelines according to which accountable support can be instituted in order to meet the needs of the children in a squatter environment. As an introduction a literature study is given which describes the conditions that prevail in squatter areas. From a psychopedagogical perspective the squatter child finds himself in a situation of dysfunctional education mainly because he goes through life without the help and guidance of a responsible parent or adult. This results in the psychic life of the squatter child being under-actualised. The lack of responsible adult intervention and guidance, which is based on the pedagogical principles of love, trust and authority, results in the squatter child forming relationships within his life¬world which are inadequate for his emancipation. The squatter child thus fails to constitute a meaningful life-world. At present only a few social workers and voluntary organizations, such as Child and Family Care, reach out to these squatter children in an attempt to rehabilitate the families and supervise the children. The fact that the squatter child is a "child" that should be assisted by parents and the school in his process of becoming is at present often overlooked by the voluntary organizations that render support. Most of the support structures that came into existence to provide some measure of support are existing illegally under present statutory provisions. They lack the services of suitably qualified personnel and are often haphazardly organized. Furthermore they cannot cope effectively with the present situation and there is a duplication of certain services in the provision of support. In the light of the findings of this research the following was recommended: — compulsory education should be initiated for all children between the ages of six and thirteen; — compensatory education should be introduced in both formal and non-formal education, while informal or home education could be enriched in order to prepare children for the demands of formal or school education; school social workers should be trained and placed at schools to assist and identify pedagogically neglected children; remedial teaching training programmes for all teachers should receive more attention during training; parent guidance and involvement programmes should be instituted at all schools. welfare services should be co-ordinated to prevent duplication; and further in-depth research regarding squatter children.

No description available.

No description available.

by Li Chi Mei, Cross. / Includes questionaire in Chinese. / Thesis (M.S.W.)--Chinese University of Hong Kong, 1995. / Includes bibliographical references (leaves 104-116). / Acknowledgement --- p.i / Abstract --- p.ii -iii / Chapter Chapter 1 --- Introduction --- p.1 -4 / Chapter Chapter 2 --- Literature Review --- p.5-26 / Chapter Chapter 3 --- Conceptual Framework --- p.27 -38 / Chapter Chapter 4 --- Research Questions & Hypotheses --- p.39 -40 / Chapter Chapter 5 --- Research Methodology --- p.41-47 / Chapter Chapter 6 --- Results --- p.48 -72 / Chapter Chapter 7 --- Discussion of the Findings --- p.73 -94 / Chapter Chapter 8 --- Recommendations & Conclusion --- p.95 -103 / References --- p.104-116 / Appendices A : Table of Reliability --- p.117-123 / Chapter B : --- Results of the Coopersmith's Self-esteem Inventory --- p.124-125 / Chapter C : --- Questionnaire (English Version) --- p.126-133 / Chapter D : --- Questionnaire (Chinese Version) --- p.134-141

The purpose of the present study is to obtain an understanding of the primary school child's life world while resident at a Boys' Town. The study presents an extensive review of the literature on developmental phases of the primary school child, relationships with himself, his family and peer group while resident in an institution. The study employed the use of quantitative and qualitative measures to elicit information from the child. To enhance the findings of the study, information from a comparative group of primary school children with intact families from the wider community was utilized. The target subjects in the study included all primary school children resident at a Boy's Town in Tongaat. The results yielded useful insights in the life world of the primary school child. These insights into the life world of the primary school child formed the basis for recommendation and served the direction for future research. These insights into the life world of the primary school child formed the basis for recommendation and served the direction for future research. / Psychology of Education / M. Ed. (Psychology of Education)

Thesis (MEd)--Stellenbosch University, 2002. / ENGLISH ABSTRACT: The aim of this study is to research the establisment of a culture of learning in a childcare school. The appeal by the government of the establisment of a culture of learning, serves as background to this study. This appeal implies a change of attitude by both learners and educators with regard to the learning and teaching process. The objective of this change is to prioritize learning and teaching in schools. This will enable learners to effectively develope intelectually, personally and socially. The feasibility to transform the school to a learning organization , is being researched. In a learning organization , learning is being internalised. Transformation to a learning organization will ensure that the school keeps pace with, and make the neccesary adjustments relative to the change. In achieving the transformation to a learning organization, such a school can be sure that learning and teaching will remain a top priority. This study is a situational analysis of a childcare school, which requested to remain anonymous. This analysis clearly expose the lack of a culture of learning at this school, due to the cultural bagage of the learners, which are manifested in serious behavioral problems, and which in turn prevent an effective learning prosess. The behavioral problems impede an the educators abillity to teach effevtively. It leads to high stress levels and a low morale. It is very clear that this situation can only be remedied if the behavioral problems of the learners are effectively dealt with. The study begins with identifying the problems and setting the questions for research. In the ensuring chapters, a study of the literature, a situational analysis and proposed programme to establish a culture of learning, follows. The proposed programme, amongst others, put forward a strategy to eliminate the behavioral problems of learners as well as reducing the stress-levels of the educators. It uniformaly focusses on the role of the prinicipal in obviating the said encumbrances, and the transformation to a learning organization. The programme includes a comprehensive discussion of strategic planning as an instrument In establishing a culture of learning and transformation to a learning organization. The programme can possibly serve as a guideline for schools which accommodate large numbers oflearners with serious behavioral problems. / AFRIKAANSE OPSOMMING: Die vestiging van 'n leerkultuur in 'n kinderhuisskool is in hierdie studie ondersoek. Die studie is onderneem teen die agtergrond van die regenng se oproep om 'n leerkultuur in ons skole te vestig. Hierdie oproep impliseer 'n verandering in leerders en onderwysers se ingesteldheid ten opsigte van leer en onderwys. Hierdie verandering het dit ten doel dat leer en onderrig prioriteit in skole sal geniet. Die moontlikheid om die skool in 'n lerende organisasie te transformeer word ondersoek. In 'n lerende organisasie word leer geïnternaliseer. Transformasie na 'n lerende organisasie sal verseker dat die skool tred hou met verandering en die nodige koersaanpassings maak. Indien 'n skool daarin kan slaag om tot 'n lerende organisasie te transformeer sal dit verseker dat leer en onderrig altyd prioriteit by die skool sal bly. Hierdie studie is 'n situasie-analise van 'n kindershuisskool, wie op versoek anoniem wil bly. Vanuit die situasie-analise blyk dit duidelik dat daar nie 'n leerkultuur in die skool aanwesig is nie. Die leerders se kulturele bagasie, wat uitdrukking vind in ernstige gedragsprobleme, verhoed dat effektiewe leer plaasvind. Die gedragsprobleme kortwiek die onderwysers se werkverrigting aangesien dit aanleiding gee tot hoë stresvlakke en dus 'n lae moraal. Dit blyk baie duidelik dat dit slegs moontlik sal wees om 'n leerkultuur te vestig indien die leerders se gedragsprobleme effektief aangespreek kan word. Die studie begin deur die probleem en navorsingsvrae te stel. Die volgende hoofstukke behels 'n studie van die literatuur, die situasie-analise en 'n voorgestelde program om 'n leerkultuur in die skool te vestig. Die voorgestelde program doen, onder andere, strategieë aan die hand om die leerders se gedragsprobleme te elimineer en om die onderwysers se stresvlakke te laat daal. Dit fokus deurgaans op die prinsipaal se rol in die uitskakeling van bogenoemde hindernisse en sy rol in die vestiging van 'n leerkultuur en die transformering na 'n lerende organisasie. Die program sluit 'n volledige bespreking van strategiese beplanning as instrument in die vestiging van 'n leerkultuur en die transformering na 'n lerende organisasie in. Die program kan moontlik as riglyn dien vir skole wie groot getalle leerders met gedragsprobleme huisves.

published_or_final_version / Social Work / Master / Master of Social Work