The purpose of this study was to evaluate the Employment Plus Program in the Chesapeake(VA)Public Schools by determining the extent to which the program was effective in achieving its goals. Six questions were addressed: (1) What proportion of the students completed in each year between 1991 and 1997 all five parts of the GED test at a passing level? (2) To what extent did the program change the behavior of the students? (3) What pre-employment skills of the students were developed as a result of participation in the program? (4) What employment skills of the students were developed as a result of participation in the program? (5) What basic living skills of the students improved as a result of participation in the program? (6) To what extent did the program provide hope for the students to graduate in the Employment Plus Program? Except for the data on the first question-- the propor- tion of students passing the GED between 1991-97, forty randomly selected students (50 percent) from the 1993-94 school year were the focus of this study. This was the first year that the program was in all five high schools in the school division. Data were obtained through teacher, student, and employer interviews and through a review of written program materials. Data were analyzed thematically and findings were shared through tables and narrative summaries. The researcher reported the Employment Plus Program findings to be (in order of importance): 71.6 percent of the students passed the GED in the years 1991-97, only two students were dismissed for discipline infractions in 1993- 94, four of the Employment Plus students that started working in 1993-94 are still working in the same job today. In the years 1991 through 1996, progress has been made in the number of students obtaining their GED. One year, 1996-97, showed a regression of students obtaining their GED. The researcher concluded as a result of the findings that the Employment Plus Program is meeting the majority of the stated goals. The 1993-94 baseline data should be used for future comparisons. Variables which affect the Employment Plus Program that could be manipulated to increase the number of students in obtaining their GED would be to improve upon the student truancy and drop-out rates. Educators should use this information to continue to help the students obtain their GED in the future. / Ed. D.

The purpose of this study was to determine the effects of parental support on social work students’ well-being. This study assessed social work students’ perspectives on perceived social support, financial support and the relationship between student stress levels and depression levels. The data was collected using quantitative surveys and was analyzed using Statistical Package for the Social Science (SPSS). A total of 64 students participated in the study. Results concluded that there was no relationship between parental financial support, parental social support, depression levels, and stress levels were not statistically significant. The study also revealed that parents did not contribute financially to social work students. It was also found that friends played a bigger role in social work students life compared to family. The study recommends increases educational materials on stress and depressive symptoms, training, support from staff, and a one-time mandatory mental health counseling session.

The purpose of the present study was to explore and examine the stressors and coping mechanisms used by Master of Social Work (MSW) students. A quantitative survey with some qualitative questions was conducted using a sample of MSW students from California State University, San Bernardino. Data for this study was collected through a self-administered, online questionnaire survey distributed by the MSW program administration. Quantitative data was analyzed through SPSS software by conducting descriptive statistics, frequencies, and independent sample t-test. Qualitative data was analyzed by coding and identifying major themes. Student groups were compared based on program format, which was determined on their standing status as a stipend recipient. The majority of survey participants were non-recipient students (n=45, 60%) and 24 identified as Title IV-E Child Welfare stipend recipients (32%). Results showed that there was no significant difference in the amount of stress experienced by students depending on their program format; however, some differences were identified in preferred coping mechanisms. Based on the results of this study, it is respectfully recommended that the MSW program at California State University, San Bernardino further explores and considers the responses of the students. This study also calls for future research related to MSW students’ stressors and coping mechanisms.

In light of globalization, international social work from global North to global South is accelerating and the emphasis from Swedish universities on international experience among students has increased. Various scholars problematize the domination of the global North as theories and practice have historically been unquestionably transformed from so-called developed to developing countries. Since the Western knowledge can be seen as the norm worldwide, international social work practice can have a negative impact on the local people, culture and knowledge if not adapted to the local context. The aim of the study was to explore to what extent Swedish social work students are prepared for field training abroad. This by exploring Swedish social work student’s experiences of their field training in South Africa. Further, the study aim was to increase our understanding of how the background as a Swedish social work student influences the field training in South Africa. The idea of the study is also to explore how South African social welfare workers relate and conceive Swedish social work students at their social welfare organization. In order to explore this subject, the study was based on fifteen semi-structured interviews with both Swedish social work students doing field training in South Africa and South African social welfare workers supervising Swedish students. Our study reveals that Swedish students doing field training in South Africa are not prepared academically in order to conduct field training abroad. Furthermore, the students expressed that the social work education lacked in terms of support, supervision and preparations for international field training. Our result indicated that students are given a high status and are seen as professionals by South African social welfare workers. Further, this study shows an indistinct relation between who is educating and who is learning among Swedish students and South African supervisors. This as a result of the power of whiteness and the view of the student’s as professionals with valuable knowledge. Our analysis has revealed, according to postcolonial theory and the concept of white privilege, signs of a continuation of historical colonial power relations and a distinction between “we” and “them”. However, international social work is a complex phenomenon and additional research is needed to unpack this subject further.

Social work has seen tremendous growth since its beginnings more than a century ago. An issue that continues to draw attention in child welfare is teen pregnancy. While the issue of teen pregnancy is not new to social work, having education on the issues that pregnant teenagers go through, and having these vulnerable clients served with competent social workers has not kept pace with progress made in other areas of social work. The purpose of this study is to understand and improve the issues that pregnant and parenting teens face and bring attention to teen pregnancy in an attempt to develop curriculum in the classroom to educate future social workers on teen pregnancy. The research utilized a quantitative questionnaire, once collected the data will be entered through SPSS to obtain statistical analysis for teen pregnancy. The participants were be undergraduates and graduate social work students at University X. The results of the research and data will be used to illustrate areas where curriculum can be developed to assist social work students in the improving education and resources for teenage pregnancy

Thesis (M.S.W.)--University of Hong Kong, 1987.

Syftet med denna kvalitativa uppsats har varit att utifrån ett genusvetenskapligt perspektiv studera socionomstudenters uppfattningar kring kön i relation till socialt arbete. Studiens övergripande syfte samt frågeställningar har besvarats genom att sex socionomstudenter har intervjuats inom ramen för två fokusgruppsintervjuer. De data som genererades har studerats dels utifrån genusordningens två grundläggande principer (könens isärhållande samt manligthetsnormen), dels utifrån begreppen homosocialitet, heteronorm och intersektionalitet. Uppsatsens huvudsakliga resultat synliggör att socionomstudenterna som deltog i studien gav uttryck för ambivalenta uppfattningar kring kön i relation till socialt arbete. Denna ambivalens synliggjordes då studenterna vid flertalet tillfällen betonade att det var individen snarare än dennes könstillhörighet som var relevant inom socialt arbete för att andra gånger ge intryck av att kön ändå kan spela/spelar roll. Då studenterna fokuserade sina uttalanden mot individen kom diskussioner bland annat att handla om hur kompetenser och behov bör ses som individuella snarare än könade oavsett om det gäller det sociala arbetets klientkontakt eller kollegiala samarbete. När studenternas samtal kom att påvisa att kön var av relevans talades det bland annat om kvinnliga och manliga egenskaper och att socialarbetares såväl som klienters könstillhörigheter kan inverka på det sociala arbetets praktik. / The purpose of this qualitative essay has been to study social work students' perceptions about gender in relation to social work from a gender perspective. The overall aim and questions of this essay has been answered through the conduction of two focus group interviews in which six social work students participated. The analysis of the data generated from the interviews has been based partly on the gender orders two main principles (the pattern of segregation and the male norm), partly on the concepts of homosociality, intersectionality and the norm of heterosexuality. The essay's key findings reveals that the social work students who participated in the study expressed ambivalent perceptions of gender in relation to social work. This ambivalence was noticed as the students on several occasions stressed that the individual rather than her/his gender was relevant in social work while they, at other times, gave the impression that gender matters. When the students focused on the individual the discussion came to revolve around the fact that people's skills and needs should be seen as individual rather than gendered whether it has to do with client contact or collegial collaboration in social work. When the students' discussions on the other hand came to show that gender mattered the students for instance talked about properties of men and women and that social workers' as well as clients' gender may affect social work practice.

No description available.

Våldtäkt är ett utbrett globalt problem som påverkar på individ- och samhällsnivå. Utifrån detta har syftet med denna studie varit att belysa och få en djupare förståelse för hur socionomstudenter uppfattar våldtäkt, offer- och förövarskap samt hur detta är kopplat till kön. Studien innehar en kvalitativ ansats och materialet samlades in genom sex semistrukturerade intervjuer. Urvalet gjordes genom ett snöbolls- samt ett målinriktat urval och materialet analyserades utifrån tematisk analysmetod. Resultatet påvisade att det fanns en otydlig definition av våldtäkt bland respondenterna och en viss problematik i att beskriva vart gränsen mellan sex och våldtäkt går då den påverkas av olika omständigheter. Våldtäkt uppfattades och beskrevs som en makthandling som utförs av män mot kvinnor, att det bottnar i ett jämställdhetsproblem. Respondenterna menade på att offret och förövaren kan vara vem som helst men av deras resonemang framgick att deras uppfattningar om offer- och förövarskapet kan kopplas till kön. Resultatet visade även på tre omständigheter som respondenterna uppfattar kan komma att villkora offer- och förövarskapet.

Made available in DSpace on 2014-12-17T15:46:19Z (GMT). No. of bitstreams: 1 MariaLGC.pdf: 1331537 bytes, checksum: e33fd62ef16e215016a603dab955d0c0 (MD5) Previous issue date: 2009-09-30 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / This dissertation aims to analyze the social direction in which the Student Movement in Social Work in Brazil (ENESSO) has gone through. This is done considering how the functioning of the National Executive, the Brazilian Social Work Student union has operated. The research analyzed their political position regarding the university as well as professional education in the period of 2003 to 2008. The study s theoretical and methodological object was obtained according to its structural, juncture, and time determinants. All of the mentioned elements considered the contemporary capital crisis and its implications towards the State and Society emphasizing specifically the changes that occurred in the University regarding professional education. For the purpose of data collection and production, a documental and field research was realized. Thus, interviews were done considering one manager of each management period of the ENESSO group in the time span of 2003 to 2008. Some subjects that represented the Brazilian Social Work Teaching and Research Association (ABEPSS) as well as were also interviewed. These subjects have had a relevant role in partnership with these entities and represented students in the contemporary scene. Results suggest that ENESSO has developed work that defends a project of a public, free and laic quality university. This entity also defends a project that considers the 1996 Curricular Guidelines. Currently, there is internal dispute in the social direction of the MESS, this is seen amongst political groups that diverge in opinions related to the analysis done by the Lula government regarding the political role that the National Student Union-UNE has taken in the counter-reform of higher education. This current juncture is seen as extremely individualist and it results as in unfavorable for the collective organization of the working class, especially regarding student movement. MESS has been going through a moment of profound instability and this dimension is being expressed by the absence of national coordinator for the 2008/2009 management period at ENESSO. Even though there are difficulties, it is possible to point out partnership of the entities that represent the national Social Work in Brazil. These partnerships are all related to a struggle and search for the development of a professional project that leads towards the sociability awareness that goes beyond capital. / A disserta??o analisa a dire??o social do Movimento Estudantil de Servi?o Social(MESS)por meio da atua??o da Executiva Nacional dos(as) estudantes de Servi?o Social(ENESSO), no que se refere a sua posi??o pol?tica sobre Universidade e Forma??o profissional no per?odo de 2003-2008. Do ponto de vista te?ricometodol?gico, o objeto de estudo foi apreendido em suas determina??es estruturais, conjunturais e geracionais, considerando a crise contempor?nea do capital e suas implica??es na rela??o Estado e Sociedade, com ?nfase nas particularidades e mudan?as na Universidade e nas exig?ncias postas no ?mbito da Forma??o profissional. Para a coleta e produ??o dos dados foi realizada pesquisa documental e de campo. Foram entrevistados(as) dirigentes da ENESSO, um(a) de cada gest?o entre os anos de 2003-2008, al?m de representantes da Associa??o Brasileira de Ensino e Pesquisa em Servi?o Social(ABEPSS) que destaca a relev?ncia da parceria constru?da com a entidade de representa??o dos(as) estudantes, na cena contempor?nea. Os resultados obtidos sugerem que a ENESSO desenvolve uma atua??o em defesa do projeto de universidade p?blica, gratuita, laica e de qualidade e do projeto de forma??o fundado nas Diretrizes Curriculares de 1996; o tempo presente ? marcado no MESS pelo acirramento de disputas pela dire??o social do movimento entre os grupos pol?ticos, os quais divergem, sobretudo, da an?lise realizada sobre o governo Lula e do papel pol?tico assumido pela UNE, nesse contexto de contrareforma do ensino superior. A conjuntura atual de exalta??o extrema do individualismo tem se revelado desfavor?vel ? organiza??o coletiva da classe trabalhadora e em particular dos movimentos estudantil. O MESS atravessa um momento de profunda instabilidade, dimens?o que se expressa na aus?ncia de coordenadores nacionais para gest?o 2008/2009 da ENESSO. Apesar das dificuldades enfrentadas, destaca-se a parceria constru?da entre as entidades representativas do Servi?o Social em n?vel nacional e a luta que desenvolvem em defesa do projeto profissional vinculado a constru??o de outra sociabilidade, para al?m do capital.