published_or_final_version / Social Work / Master / Master of Social Work

published_or_final_version / Social Work / Master / Master of Social Work

This qualitative study was conducted to develop a better understanding of the place of praxis in higher education women’s studies programs in the U.S. Built upon theories of feminist pedagogy, feminist praxis, activism, experiential education, and academic service-learning, the research explores how praxis is reflected and taught in women’s studies programs, how these programs impact students’ understanding of feminist theory and practice, and what factors affect the implementation of action-oriented pedagogy. Examples of several action-oriented projects that have successfully been implemented in women’s studies courses are offered, and a case study demonstrates the impact of these projects. The methods used include document review of women’s studies mission statements and syllabi, and interviews with women’s studies faculty and alumnae. The interview data were coded and analyzed using a grounded theory approach. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2015. / FAU Electronic Theses and Dissertations Collection

Hui Chark-shum. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1998. / Includes bibliographical references (leaves 157-163). / Abstract also in Chinese. / Abstract --- p.3 / Introduction --- p.5 / Chapter 1. --- Literature Review and Theoretical Orientation --- p.8 / Chapter 1.1 --- key concepts --- p.8 / Chapter 1.2 --- state and social action --- p.11 / Chapter 1.3 --- the consensus and conflictual models --- p.15 / Chapter 1.4 --- the refined framework --- p.27 / Chapter 2. --- Research Problem and Empirical Framework --- p.35 / Chapter 2.1 --- research method --- p.35 / Chapter 2.2 --- Hong Kong history: viewing from the top --- p.39 / Chapter 2.3 --- Hong Kong history: viewing from bottom --- p.45 / Chapter 2.4 --- crime trend in Hong Kong --- p.50 / Chapter 2.5 --- official description of social unrest: a quick look --- p.61 / Chapter 2.6 --- comparing three modes of criminalisation --- p.74 / Chapter 3. --- Evolution of the Institutional Framework --- p.78 / Chapter 3.1 --- the deport-mode --- p.80 / Chapter 3.2 --- the societies-mode --- p.93 / Chapter 3.3 --- the disorder-mode --- p.100 / Chapter 3.4 --- comparing the three: the locus of change --- p.106 / Chapter 4. --- Civil Strifes and the State Responses --- p.116 / Chapter 4.1 --- incidents under undifferentiated phases --- p.118 / Chapter 4.2 --- incidents under deport-mode and societies-mode --- p.123 / Chapter 4.3 --- incidents under societies-mode --- p.128 / Chapter 4.4 --- incidents under disorder-mode --- p.133 / Chapter 4.5 --- concluding remark --- p.139 / Chapter 5. --- Conclusion / Appendix: Civil strifes in HK 1948-1980 --- p.153 / Bibliography --- p.157

Thesis (Ph. D.)--University of California, San Diego, 2006. / Title from first page of PDF file (viewed July 21, 2006). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 253-284).

This project returns to the questions that were once at the center of the urban studies debate over social movements. What are urban social movements, and what impacts do they leave on the cities where they occur? Urban protests in Portland, Oregon and Seattle, Washington are used as the foundation for exploring the following research questions: What urban social movements occurred in the Pacific Northwest during 1990s? What goals were these movements struggling for? What impacts did urban social movements have on daily life in Portland and Seattle? While this project has continuity with earlier attempts to identify, describe, and assess the role that urban social movements play in cities, it also represents a significant departure from the established ways of understanding this phenomenon. Manuel Castells' (1983) theory on urban social movements considered local activism ineffectual, if it could not produce serious revolutionary change. A different portrait of urban social movements emerged in this project. Pacific Northwest urban protests challenged existing social relationships in neighborhoods, at work, in public services, in the construction and use of urban space, and in the imagination of the city. These protests grew out of the everyday life experiences of their participants and sought to transform the patterns and relationships of daily life. Since urban social movements arise from everyday life, their impacts will be evident in a community's use of time, construction of space, development of social relationships, and sense of possibility. The ability of urban social movements to radically alter the everyday lives of their participants and communities of interest is, in and of itself, significant. As these changes reverberate beyond the boundaries of these directly impacted communities, they have the potential to create broader citywide changes. It is these transformations that are the building blocks for the active construction of our urban cultures, spaces, and communities.

This research explores the impact of a three day Artist Residency Program at a K-8th public school on a Native American Reservation. The program is evaluated through a lens of Social Action Art Therapy and aims to uncover how this program impacted a community— including teachers, students, and parents, and facilitators. The researcher examined social action literature, social action art literature, social action art therapy literature, as well as social action with Native Americans literature. The researcher used a qualitative approach, specifically an Inquisitive Case study, in which data was collected through the researchers notes. These notes then informed the creation of a survey that was given to teachers as well as the Artist Residency program facilitators. Next, the researcher conducted interviews for further examination of the impact. All the data was placed into an organizing table in which four main themes and three minor themes emerged. The resulting data themes include: 1) Art illuminated the students Native American Hoopa identity and culture, 2) art increased student participation, facilitated storytelling, and conversations about the student’s feelings and art provided a sense of agency, 3) art created and strengthened bonds among the students, teachers, parents and facilitators and facilitators were seen as role models for the students, and 4) the facilitator’s desire to be involved in similar art therapy social action projects increased as they were personally and professionally impacted by the Artist Residency Program. Three minor themes include: a) Some teachers found new ways to integrate art in their classroom, b) the foreign art medium choice increased risk taking, engagement, creativity as well as provided students with new skills, c) some changes noted, more time needed to see larger change. These themes were then examined in the context of art therapy social action literature and findings suggested positive impacts of the social action art therapy informed Artist Residency program.

After nine years of working in the field of social work, this including counselling, training and supervision, the researcher became aware of the need to develop a tool by which social workers could identify how they work. This study is for the social workers. It will review theory and techniques and then will go one step further. It will offer a new product to the social worker, a product whereby he or she can internally reflect on, investigate, argue about, integrate and finally, within the relationship the social worker has with his or her own working self, developed a personal practice model. Developmental research was selected as the research design. The tool to achieve the goal of developing a personal practice model was a workshop. A pilot study was undertaken at Family Life Centre. / Social Work / M.A. (Social Science (Mental Health))

An important event in people´s lives is graduating from high school, which opens new possibilities. One of them is to be able to move to a new place, whether it is within the same municipality, to another region or even another country. Several motives can affect the decision-making process in terms of where the individual chooses to move and why. The aim of this paper is to study these motives and how a decision can be explained with Weber’s social action theory and the push/pull-theory   The method used to investigate this subject is a survey study in terms of a questionnaire with high school students in Luleå municipality. The answers were thereafter analyzed in two parts. The first part by using quantitative methods to create statistics regarding the chosen population, how they rank different motives and their opinions regarding different factors. The second part of the questionnaire was analyzed with qualitative methods to investigate the answers on a more complex level since different factors are taken into account in the reasoning behind a decision.   The result of this study shows that the main motive for moving is further education and the main motive to stay is social motives like family and friends. Other motives also come into play in this complex decision making process, such as a change of environment to experience new things. Where and why people choose to move can also be explained by push/pull-factors where the current condition in Luleå municipality is fairly good concerning employment and education but does not have the program or courses they want to study at the university and this functions as a push-factor for some in the studied group. Family and friends function as the main pull-factor to stay and is sometimes given as the only motive to stay. Where they want to move is mainly metropolitan areas or larger cities in the south of Sweden with the given explanation that this would offer more possibilities with a wider range of higher education, meeting new friends, access to more entertainment and experiencing city life. This decision can also be explained by the social action theory regarding how the individual chooses to act and it is usually based on the goal-oriented type where the individual chooses to move to reach a set goal.

published_or_final_version / Social Work / Master / Master of Social Work