Cette recherche s’inscrit dans le cadre plus large d’une cotutelle de thèse en Sciences de l’Éducation entre les Universités de Nice et de Turin. Nous sommes partis du constat que l’organisation de l’éducation spécialisée en Europe est loin d’être homogène. Ainsi, en Italie, contrairement à la France, la formation en travail social est confiée aux universités. Depuis l’inscription de la formation française dans le cadre européen en 1989, la réorganisation des contenus de formation et la mise en conformité avec le reste de l’Europe a provoqué une révision profonde du modèle pédagogique de référence et de la conception même de la profession. À partir de cette étude comparative, notre thèse étudie l’impact de ce nouveau modèle de transmission et de reconnaissance des savoirs sur la professionnalisation des travailleurs sociaux, afin d’envisager comment le cadre européen agit à travers ses deux postulats : la transférabilité des savoirs et des compétences professionnelles. En partant d’un secteur spécifique comme celui de l’éducation spécialisée, notre thèse explore le double aspect de la formation – transférabilité des savoirs- et de la professionnalisation – transférabilité des compétences –afin de vérifier s’il est judicieux de parler d’une véritable "Europe des métiers du social". / This research is incorporated within the wider framework of a thesis in Educational Studies which was co-tutored by the University of Nice in France and the University of Turin in Italy. We started by observing that the organisation of specialised education in Europe is far from being homogeneous. Consequently, Social Work Education in Italy is entrusted to Universities, yet not in France. Since French education was incorporated within the European Framework in 1989, the re-organisation of the educational content and its compliance with the rest of Europe has led to a deep reviewing of both the pedagogical model of reference and the conception of the profession itself. Moving from this comparative study, our thesis analyses the impact of this new model of transmission and recognition of knowledge on the professionalization of social workers in order to understand how the European framework acts through the two following postulates : the transferability of knowledge and the transferability of professional expertises. Starting from the specific field of specialised education, our study explores the double aspect of education – knowledge transferability – and professionalization – expertises transferability – in order to verify whether it is wise to talk about a common “European approach to social work”. / Questa tesi in Scienze dell’Educazione ha visto la luce nell’ambito di una co-tutela tra l'Università di Nizza e l’Università di Torino. La premessa è che la professione dell’educatore in Europa è tutt’altro che omogenea. In Italia, sin dagli anni Novanta, la formazione degli educatori è affidata alle università e conserva una base disciplinare. In Francia, invece, essa é delegata alle scuole regionali ed é declinata in competenze. Inoltre, nel 2010 é stata attuata una profonda revisione del modello pedagogico in nome dell’adesione alle norme che regolano lo Spazio Europeo dell'Istruzione Superiore (SEIS). In questo quadro si colloca il nuovo modello di trasmissione e di riconoscimento dei saperi proposto dall’Europa, basato su due postulati : la trasferibilità delle conoscenze e delle competenze professionali. Partendo da un settore specifico come quello dell’educazione professionale, la ricerca si è proposta di esplorare il doppio aspetto della comparazione dei sistemi di formazione – trasferibilità delle conoscenze – e professionali – trasferibilità delle competenze – al fine di verificare se è possibile parlare di una "Europa dei mestieri del sociale".

Many child and youth care organisations in South Africa struggle to implement adequate supervision structures for their child and youth care workers. If supervisors in this field had adequate knowledge and skills, they could enable child and youth care workers to grow and develop competently and provide more professional services to troubled young people in South Africa, This qualitative research sought to identify what knowledge and skills supervisors need in child and youth care settings in South Africa to provide effective supervision to workers. This research confirmed that there are specific skills and knowledge required by supervisors in child and youth care settings in South Africa and while there is an awareness of these in some settings, they are not being fully utilised in organised supervision structures. / Social Work / M.Tech. (Child and Youth Care)

Indiana University-Purdue University Indianapolis (IUPUI) / This study is a hermeneutic phenomenology of transgenderism as it is valued and appreciated by adults who self-identify along the transgender spectrum. As a population-at-risk due to a social environment reliant on a dualistic notion of gender, transgender people are of particular concern to social workers, who are charged with identifying and building on client strengths. Yet the preponderance of the academic literature has reinforced a negative, problematic, or even pathological view of transgenderism. The literature also has tended to focus narrowly on transsexualism, leaving a gap in our knowledge of other forms of transgenderism. The present study—grounded primarily in the philosophy and methodology of Heideggerian phenomenology, but also drawing on Gadamerian hermeneutics—sought to understand the lived experience of transgenderism as it is appreciated by a range of transgender adults. A purposive sample of fifteen self-identified transgender adults who reported appreciating being transgender was recruited using snowball sampling across three Midwestern states. Each participated in an individual, open-ended interview designed to tap their lived experience with transgenderism as a valued aspect of life. Transcribed interview data were analyzed using Heideggerian hermeneutic phenomenological processes as suggested by various researchers in nursing, social work, and other disciplines. The results of this study suggest that intimate connections (with one’s self, with others, and with a larger purpose) constitute the essence of the lived experience of appreciating one’s transgenderism. These findings help prepare social workers to recognize the strengths of the transgender population and to engage in culturally competent practice. In addition, this research offers new knowledge for improving social work curricular content on transgenderism and for justifying trans-inclusive social policies. The study also contributes to the overall research literature on transgenderism and qualitative methods.

Indiana University-Purdue University Indianapolis (IUPUI) / Population estimations for the year 2000 indicate an increase in poor and minorities in the United States (Loden & Rosener, 1991). In view of this growth trend, Berger (1989) suggests a need for social workers with sensitivity to such populations. The presence of minority perspectives provides a valuable contribution to service delivery (Mullen et al., 1993). Efforts to enhance student persistence in graduate schools of social work will contribute to the pool of social workers available in the next century. The purpose of this study is to determine the factors that contribute to African American student persistence in graduate schools of social work. This study applies aspects of Astin's, Tinto's and Green's theories of persistence. Astin's theory of involvement (1975) considers student investment of time in educational pursuits. Tinto's (1975) theory of departure includes background, social and academic aspects in persistence decisions. Green's (1997) theory focuses on the ability of the student to cope with racial issues (racial resilience) and the racial climate of the school (racial responsiveness). One hundred and thirty-five students from two predominantly white and two historically black universities participated in surveys administered to determine the effect of involvement, background, academic, social, resilience factors, and college type upon student persistence outcomes. Interviews held with administrative personnel at each institution provided contextual data. Correlations were used to examine the relationships among all of the variables in the study. T-Tests were conducted to compare outcomes due to university type. Multiple regressions were used to explore the relationships between significant independent variables and persistence. The findings of this study indicate that persistence outcomes of African American graduate social work students are influenced by: (a) academic performance, faculty-student relationships, (c) health, (d) the ability to deal with stress, and (e) ethnic pride (impressions of ethnic group). These findings suggest that social work programs that incorporate aggressive grade monitoring practices, provide diverse opportunities for student-faculty interaction, offer opportunities for health care, stress alternatives, and a culturally relevant curriculum, may positively influence African American student persistence.

Indiana University-Purdue University Indianapolis (IUPUI) / GREGORY RESEARCH BELIEFS SCALE: FACTOR STRUCTURE AND PSYCHOMETRIC PROPERTIES The study at hand involves developing the Gregory Research Beliefs Scale (GRBS) to reliably and validly measure social work students’ beliefs about the function of research in social work practice. Research has considerable actual and potential benefits for practice. Social work students’ beliefs about this construct are vital. A description of the advantages of using research to inform practice is given. Additionally, the Council on Social Work Education and National Association of Social Workers’ policies that mandate the merger of research and practice are also provided to further justify the need for adequate psychometric evaluation of the construct. Details of the literature search strategy are described and critical evaluations of the empirical articles are conducted. Based on critical evaluations of instruments which have previously measured the same construct, a number of psychometric shortcomings are outlined to validate the need for further scale development of the construct. The present study’s objectives were to develop a scale which has an empirically and theoretically supported factor structure, acceptable coefficient alpha levels, empirically supported discriminant (divergent) validity, concurrent criterion validity, and known–groups criterion validity. Steps for developing the GRBS’s items, response format, sample, research design, and statistical tests are specified and conducted to determine the factor structure and psychometric properties. Finally, the strengths, limitations, and areas for future research are discussed.

The Department of Social Work at UNISA places the emphasis on developmental social work and trains students according to the Person Centred Approach which emphasises the uniqueness of each client. The question thus arises if this Department is indeed working with their students in a person-centred way, and if students think the Department lives out a person-centred philosophy. Exploring the personal contexts of students would give the Department of Social Work the oppor-tunity to try and find a fit between the personal contexts of students and the national requirements of training. From a population of 114 fourth level students in Social Work at UNISA, a self-selected sample of 79% emerged. Focus is placed on the students' perceptions of following five areas: (1) the self, (2) family life and family of origin, (3) living and study conditions, (4) UNISA and social work training, (5) social work as future career. / Social Work / M.A. Social Science (Mental Health)

Compared to other South African universities, the Department of Social Work at the UNISA has the highest intake of social work students but also the lowest throughput. Through post-graduate research, the Department of Social Work became aware of the often impeding influence of the personal, social and learning contexts of social work students on their performance, and identified a need for social work-specific student support. The following central research question was formulated: What would a life coaching programme to support social work students within an ODL context comprise of? To explore and describe the specific support needs of social work students, the qualitative research approach was used and data was gathered from focus groups of social work students and individual interviews with recently graduated and employed social workers who studied at UNISA. Tesch’s steps (in Creswell, 2009:186) were used to analyse the data systematically and data was verified by integrating Guba’s model (in Krefting, 1991:214-222) with Yin’s (2011:19-20) three objectives for building trustworthiness and credibility. The Intervention Design and Development (IDD) model of Rothman and Thomas (1994) was adapted and selectively employed, concentrating on Phase 1, 2, 3 (only Step 2) and Phase 4 in order to develop a support programme for this specific context. The goals of the support programme were to enhance student success and throughput, facilitate the personal, academic and professional development of students and to empower students to take ownership of their learning process. An online self-coaching support programme was developed and structured around seven actions towards growth, namely, clarifying my strengths, connecting to my context, clarifying my vision, completing my plan, committing to action and growth, confirming my direction and celebrating completion. The programme is divided into eight coaching conversations, two per level, contains many activities, stories and references to resources. It is designed to be compulsory and integrated into the practical work modules. Although activities are to be completed independently by students, support will be provided by e-tutors, workshop facilitators and supervisors. A programme coordinator will be available online as an e-coach to provide ongoing support to social work students. / Social Work / D. Phil. (Social Work)

Compared to other South African universities, the Department of Social Work at the UNISA has the highest intake of social work students but also the lowest throughput. Through post-graduate research, the Department of Social Work became aware of the often impeding influence of the personal, social and learning contexts of social work students on their performance, and identified a need for social work-specific student support. The following central research question was formulated: What would a life coaching programme to support social work students within an ODL context comprise of? To explore and describe the specific support needs of social work students, the qualitative research approach was used and data was gathered from focus groups of social work students and individual interviews with recently graduated and employed social workers who studied at UNISA. Tesch’s steps (in Creswell, 2009:186) were used to analyse the data systematically and data was verified by integrating Guba’s model (in Krefting, 1991:214-222) with Yin’s (2011:19-20) three objectives for building trustworthiness and credibility. The Intervention Design and Development (IDD) model of Rothman and Thomas (1994) was adapted and selectively employed, concentrating on Phase 1, 2, 3 (only Step 2) and Phase 4 in order to develop a support programme for this specific context. The goals of the support programme were to enhance student success and throughput, facilitate the personal, academic and professional development of students and to empower students to take ownership of their learning process. An online self-coaching support programme was developed and structured around seven actions towards growth, namely, clarifying my strengths, connecting to my context, clarifying my vision, completing my plan, committing to action and growth, confirming my direction and celebrating completion. The programme is divided into eight coaching conversations, two per level, contains many activities, stories and references to resources. It is designed to be compulsory and integrated into the practical work modules. Although activities are to be completed independently by students, support will be provided by e-tutors, workshop facilitators and supervisors. A programme coordinator will be available online as an e-coach to provide ongoing support to social work students. / Social Work / D. Phil. (Social Work)

The Department of Social Work at UNISA places the emphasis on developmental social work and trains students according to the Person Centred Approach which emphasises the uniqueness of each client. The question thus arises if this Department is indeed working with their students in a person-centred way, and if students think the Department lives out a person-centred philosophy. Exploring the personal contexts of students would give the Department of Social Work the oppor-tunity to try and find a fit between the personal contexts of students and the national requirements of training. From a population of 114 fourth level students in Social Work at UNISA, a self-selected sample of 79% emerged. Focus is placed on the students' perceptions of following five areas: (1) the self, (2) family life and family of origin, (3) living and study conditions, (4) UNISA and social work training, (5) social work as future career. / Social Work / M.A. Social Science (Mental Health)

Text in Afrikaans / The purpose of this research study is to determine the extent to which employee assistance programmes can be utilised by welfare agencies to ensure that work-related and personal problems do not negatively influence the productivity of social workers. The group of respondents consisted of ten social work supervisors from ten different welfare agencies, which included civil sevice organisations, specialist organisations and family welfare organisations. The conclusion that was reached based on the findings of the empirical study is that social workers have a need for services that will prevent, relieve or eliminate their work-related and personal problems, in order to improve the productivity and general functioning of social workers. It is recommended that welfare agencies in accordence with their unique nature and functioning and the specific needs of the social workers, utilise employee assistance programmes so as to ensure optimal productivity of social workers / Die doel van die navorsingstudie is om te bepaal tot watter mate werknemerhulpprogramme deur welsynsinstansies aangewend kan word ten einde te verseker dat werkverwante en persoonlike probleme nie die produktiwiteit van maatskaplike werkers negatief beinvloed nie. Die ondersoekgroep het bestaan uit tien maatskaplikewerksupervisors van tien verskillende welsynsinstansies, te wete staatsdiensorganisasies, spesialiteitsorganisasies en gesinsorgorganisasies. Na aanleiding van die empiriese ondersoek is daar tot die gevolgtrekking gekom dat maatskaplike werkers 'n behoefte aan dienste het wat hul werkverwante en persoonlike probleme voorkom, verlig of uit die weg ruim ten einde produktiwiteit en algemene funksionering van maatskaplike werkers te bevorder. Daar word aanbeveel dat welsynsinstansies, na gelang van hul unieke aard en funksionering en die spesifieke behoeftes van die maatskaplike werker, werknemerhulpprogramme sal aanwend ten einde optimale produktiwiteit van maatskaplike werkers te verseker. / Social Work / M.Diac. (Social Work)