Thesis (M.S.W.)--University of Hong Kong, 1992.

The study utilizes the case study approach in examining clinical supervision in a large, multi-service human service organization. It specifically examines factors impeding clinical supervision, asserting that clinical supervision is typically not practiced as a result of multiple causes. A model of clinical supervision is synthesized from existing literature and is used as the basis for the study, which was operationalized through questionnaires and interviews conducted throughout the organization, a review of organizational materials, and the observation of supervision. In addition, organizational efficiency was conceptualized as the product of the interaction between defined task, organizational employees, formal organizational arrangements, and the informal culture of the organization. The thesis presents seven propositions to support the view that clinical supervision is impeded as a result of multiple causes: (1) supervisors are not well versed in the clinical basis of direct care work, (2) supervisors are untrained in the practice of clinical supervision, (3) most supervisory tasks are considered to be administrative rather than clinical, (4) organizational structures do not adequately encourage or support the use of clinical supervision, (5) training in clinical supervision is unavailable, (6) clinical supervision is more likely to be provided in programs that have a clear "clinical" identity, than in programs that are less clearly defined, and (7) clinical supervision is reserved more for highly professional staff than for the bulk of the direct care staff that deliver agency services. Results largely support the propositions, showing that responsibility for supervision largely lies in the informal organization. There are few formal arrangements or plans for the development and use of clinical supervision, and, where practiced, supervision is far more administrative than clinical. The study also highlights the lack of conceptual sophistication in direct care supervisors in which a highly interpersonal, human relations type supervision is mistaken for clinical supervision. Clinical supervision is considered the outcome of a series of interacting parts, and a complex concept based upon both content and approach. The study concludes by describing a method for the design of clinical supervisory systems, based on generic principles identified in the literature but built around the specific needs of individual organizations.

<p> This mixed method study investigated what providers who work with school-age children identify as the continued needs among children of Minnesota National Guard service members who are currently or have been deployed since 9/11. Key informants with National Guard (n=8) and educational affiliations (n=8) participated in semi-structured interviews that helped inform survey content for school social workers (n=105) that completed online surveys. Results from this study demonstrate that needs among children of deployed service members are being addressed on many fronts. Yet in light of the transitions the families of these youth experience, they remain vulnerable and in need of school based support that makes use of relationship support at school and promotes their resilience. Results from this study also reveal that developing further supports&mdash;particularly through clinical, tertiary-level interventions&mdash;within school settings is an ongoing challenge to which school social workers are encouraged to respond. Future research would benefit from a study of clinical school social work interventions for children of deployed service members that are age-appropriate, multi-theoretical in nature, and address mental health needs within school settings.</p>

Thesis (M. Soc. Sc.)--University of Hong Kong, 1994. / Includes bibliographical references (leaves 143-148).

Thesis (M.Soc.Sc.)--University of Hong Kong, 1994. / Includes bibliographical references (leaves 143-148) Also available in print.

Thesis (Ph. D.)--Illinois State University, 2006. / Title from title page screen, viewed on June 7, 2007. Dissertation Committee: Connie Horton (chair), Adena Meyers, Dan Greybill, Susan Smith. Includes bibliographical references (leaves 134-139) and abstract. Also available in print.

No description available.

Orientador: Agueda Bernadete Bittencourt / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-21T02:03:23Z (GMT). No. of bitstreams: 1 Zoca_AndreaCristina_M.pdf: 1600089 bytes, checksum: d1a427b2383d4d5dfbc73aceaa4277f4 (MD5) Previous issue date: 2012 / Resumo: Esta pesquisa busca compreender a entrada dos assistentes sociais no sistema educacional e suas implicações, considerando hoje um trabalho em expansão em alguns Estados brasileiros, como São Paulo, Rio de Janeiro e Minas Gerais. Teve por objetivo analisar o surgimento do Serviço Social Escolar de Limeira, um setor premiado com o Selo Prata pelo Programa da Qualidade Total na Educação. Utilizando análise documental e entrevistas, observamos que o Serviço Social Escolar incorporou práticas da Gestão da Qualidade Total na Educação, delineada pelo grupo que se nomeará por Comitê Executivo. Assim, meu primeiro problema foi entender a entrada no espaço educacional de Limeira de uma linguagem empresarial encabeçada pela ideia de qualidade total, nos serviços prestados. Essa investigação evidenciou a existência de relações de forças locais que alimentam e validam esse espaço de trabalho para os assistentes sociais. A partir de tais constatações, mostrou-se relevante compreender, as práticas dos agentes do Serviço Social Escolar, evidenciadas pela análise de prontuários e fichas de alunos do arquivo do assistente social de uma escola de educação infantil e ensino fundamental. A análise oferece uma aproximação de novas formas de controle e enquadramento pela via da escola. Permite-nos perceber que a criação deste espaço de trabalho não é uma conquista desta categoria, mas sim o resultado de um jogo de interesses que leva a inserção de assistentes sociais nos espaços escolares. / Abstract: This research seeks to understand the entrance of social assistants in the educational system and its implications, considering today a work in expansion in some Brazilian states such as Sao Paulo, Rio de Janeiro and Minas Gerais. It had as objective to analyze the appearing of Scholar Social Service of Limeira, a sector prized with the Silver Stamp for the Total Quality Program in Education, formed by the group that will be named as Executive Committee. So, my first problem was to understand this entrance in the educational space in Limeira of an enterprise language headed by the total quality idea, in the services done. This investigation evidenced the existence of local forces relations that feed and valid this work space for the social assistants. From such facts, it was shown relevant to understand, the practices of the Scholar Social Service agents, evidenced by assessments analyses and students' profiles of the social assistant file of a pre and primary school. The analyses offer an approach of a new way of controlling and fitting by the school. It allows us to notice that the creation of this work space is not a conquest of this category but the result of a game of interests that leads to the insertion of social assistants in the scholar spaces. / Mestrado / Educação, Conhecimento, Linguagem e Arte / Mestre em Educação

In this thesis I deal with mediation as a method of social and educational work. Due to their professional teaching practice is a mediation in schools, particularly at primary school. It also focuses on the issue of adequate use of mediation in solving problems and conflict situations. In the practical part of the thesis proposes a project that can be implemented at the elementary school Stoliňská. Powered by TCPDF (www.tcpdf.org)