Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2000. / Includes bibliographical references.

Thesis (M.S.W.) -- Memorial University of Newfoundland. / Typescript. Bibliography : leaves 121-131. Also available online.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2000. / Includes bibliographical references.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2000. / Includes bibliographical references.

Thesis (Ph. D.)--University of Oregon, 2005. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 251-259). Also available for download via the World Wide Web; free to University of Oregon users.

Bibliography: leaves 108-117. / Literature research has indicated that school social work is a relatively new branch of general social work. The role of the school social worker is the main focus of literature in this field. The school social worker's role is continually changing and adapting as society and school systems change The primary purpose of this study is to investigate the perceptions of the pupils, parents and teachers with regard to the school social worker's role within a particular school setting. The current awareness of the social worker's role and function, is examined in as far as it affects the effective use of the social work service. A literature survey was undertaken, after which a close-ended questionnaire was constructed and administered to all pupils and all teachers, and a close-ended questionnaire mailed to all parents of the particular school. A descriptive analysis of the findings reveals that clarification is needed amongst pupils, teachers and parents in terms of the purpose, function and roles of the school social worker, and of the methods of social work employed. A disparity is reflected with regard to the issue of confidentiality, where the findings indicated that pupils are more concerned with confidentiality issues than the parents and teachers. The main recommendations made are with regard to compiling a booklet clarifying the roles and functions of the mental health professionals in the school. A policy with regard to confidentiality is recommended.

"The purpose of the study was to determine whether the Clay County youth who will soon be graduated from high school and entering the job market will know the positions, incomes, and training requirements they should expect. Youth seem to be idealistic when it comes to the subject of work in relation to income and training. The study is an attempt to answer the following questions: 1. What is the relationship between the main high school course of study and plans for the first year after graduation? 2. What is the relationship between the main high school course of study and attitudes of adequacy to enter the job or career world? 3. What is the relationship between career aspirations and (a) training or educational expectations and (b) expected income? 4. What is the expectation concerning combining wife's career and marriage? The objectives of the study were: Objective 1. To analyze the relationship between the main high school course of study and plans for the first year after graduation. Objective 2. To relate the main high school course of study and the attitudes of adequacy to enter the job or career world. Objective 3. To compare the expectations of training or education and of income as they relate to aspired careers. Objective 4. To determine the expectations of selected Clay County youth with respect to women's employment after marriage"--Introduction. / Typescript. / "December, 1974." / "Submitted to the Department of Home Economics Education in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: Agnes J. Ridley, Professor Directing Paper. / Includes bibliographical references (leaves 44-45).

Submitted in fulfillment of the requirements for the Degree of Doctor of Philosophy in the Department of Social Work in the Faculty of Arts at the University of Zululand, 2004. / This stucly set out to investigate the possibility of school social work intervention as an institutional structure in South African schools with special reference to the Durban, Empangeni and Pietermaritzburg education areas where the writer carried out the empirical observation. The justification or the investigation was strengthened by the double factors of globalisation and fast increasing technology transfer throughout the world- The study regarded the multiplicity of social, financial and other problems plaguing communities in South Africa as a given. Against this background, the question asked was whether, given the reality of these factors inhibiting the intellectual and vocatipnal development of school going children, educational provision for social work intervention as it obtains at the moment, was adequate to equip the younger generation to fit gainfully in a highly competitive and fast changing global market. ln terms of methodological orientation, the study was both exploratory and descriptive in nature. It employed both qualitative and quantitative methods including interviews and focused groups. The sample was divided into two phases. The respondents in phase one were educators and education managers. The respondents in phase two were social workers and social work managers from the Department of Welfare as well as non-governmental organizations CNGO's). For this study two interview schedules were used to obtain data. One was for Educators and Education Managers and the other was for Social Workers and Social Work Managers. The findings of this study are revealing in their disclosure. They reveal that the child could benefit from a developmental perspective in school social work, as this perspective would discourage dependency, and promote parental involvement and that of other sections of the community having a vested interest in the school. The findings of this study give ample indication that given the situation of South Africa within a fast changing global economy, the introduction of, as well as adequate provisioning for school social work intervention would be a well placed structural improvement in the South African schooling system. Somewhat disturbing though was the finding that educators were not making adequate use of social Work services (where available in referring children with social problems to social work agencies). In turn the agency social workers were'unable to attend speedily to children's social problems because of their heavy case loads. With this in the background, the recommendation for the insti'tutionalisation of school social work is no longer of legislative choice but an existential imperative.

No description available.

Thesis (M.S.W.)--University of Hong Kong, 1979.