Thesis (MEd)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: In this thesis I analyse policies and strategies to reduce poverty through education, and the focus is on global and national policies and strategies and I conduct a small-scale investigation into policies and strategies that exist at a local level (local is the Cape Winelands District Municipality). Poverty is one of the core problems facing many South Africans, and by using critical theory as my research methodology I present a different way of thinking about poverty. Education, just like poverty, is a complex concept because education determines human thoughts and actions. The literature review indicates three ways to reduce poverty: job creation, education and skills development. The policy analysis indicates four ways to reduce poverty: empowering the poor, increasing the capabilities of the poor by using education, the challenge of deliberative democracy, and social justice. The interview respondents indicated that these seven ways may have a major influence on their impoverished circumstances. I argue that individuals need to reflect critically on their social well-being in order to transform their lives. Critical reflection by individuals is needed to transform not only themselves, but also their communities, and it is by transformation that individuals can bring change in their social communities in order to achieve social justice. A remaining need I identify is that the South African government need to focus on the goal to halve the number of poor people by 2015 (according to United Nations, Millennium Development Goals). I realise that the government still has much work to do in order to reach this important goal. / AFRIKAANSE OPSOMMING: Hierdie studie ondersoek verskeie beleide en strategieë vir armoede verligting op 'n globale, nasionale, en lokale konteks. Weens 'n gebrek aan beleide op lokale vlak onderneem ek 'n klein empiriese studie in die Kaapse Wynlande Distriks Munisipaliteit. Armoede bly een van die hoof uitdagings vir baie Suid-Afrikaners, en deur die gebruik van Kritiese Teorie as navorsings metodologie stel ek daar 'n ander manier om oor armoede te reflekteer. Die literatuur studie wys na drie maniere hoe om armoede te beveg: werkskepping, opvoeding, en die ontwikkeling van vaardighede. Die analiese van beleide dui op vier maniere: bemagtiging van armes, verbreding van vermoeëns duer die gebruik van onderwys, beraadslagende demokrasie, en sosiale geregtigheid. Die response van die onderhoude dui daarop dat hierdie sewe maniere 'n groot invloed kan het op die verbetering van armoedige omstandighede. Ek argumenteer dat persone krities moet reflekteer oor hul sosiale welstand sodat hul lewens kan transformeer. Kritiese refleksie is nodig nie net vir persoonlike transformasie nie, maar ook vir gemeenskappe sodat sosiale geregtigheid kan geskied. Die Suid-Afrikaanse regering behoort steeds te strewe om die getal armes te halveer teen 2015, volgens die Verenigde State se Millenium Doelwitte. Ek besef die regering moet nog baie doen om hierdie belangrike mylpaal te bereik.

This research is a cross-Atlantic study of Sure Start and Early Head Start program directors' perceptions of parent involvement in their early intervention programs, with a focus on the provision and take-up of parenting and employability-focused services. The review of the literature, which informed the survey design and the later data chapters, focuses on poverty and parenting, working parents, welfare reform, and early intervention programs, including early childhood education and care policies in England and the United States. Data was collected via an online survey, administered to all those individuals directing either a Sure Start Local Programme (including those that had been designated as Children's Centres) in England or an Early Head Start program in the USA. There was a 40.3% response rate (231 English and 236 American directors, resulting in a total of 467 respondents). The survey questioned directors on their background, and also sought their views of the area in which their program operated, characteristics of their programs and their perceptions of the families accessing the parent-focused services offered by their early intervention program. The resulting data was used to address the primary theme of parenting and employability, drawing associations between reported parent involvement and directors' perceptions of area, program and family characteristics. The findings also led to the establishment of secondary themes: the targeting and catchment area approach to service provision, engaging disadvantaged families, relationships with partner agencies, issues of funding and resources, particularly for staff, and the expansion of Children's Centres. A summary report was sent to all participating directors. It is hoped that this research has benefited program directors, providing insights into the local-level experiences had by their colleagues both within their own country and across the Atlantic, particularly with respect to parent involvement in early intervention programs.

The aim of this study is to examine Swedish social work students’ norms and values towards homosexuality and intimate partner violence in homosexual relationships, in order to establish an increased understanding for whether social work students contribute to or challenge the heteronormative beliefs that can occur in social work. Previous studies have shown that professional social workers tend to perceive individuals who are homosexual and exposed to intimate partner violence as less serious than individuals who are in a heterosexual relationship, and therefore individuals who are homosexual are more likely to receive a lesser support and treatment. Furthermore, studies show that heteronormativity is prevalent within social work education. In addition, studies show that social work education further needs to implement different sexualities and intimate partner violence, regardless the individual’s sexual orientation in the syllabus.The chosen method for this study was focus group interviews with a vignette about intimate partner violence, which was executed with social work students from two different universities in Sweden. The empirical material has been analyzed using previous studies and theoretical perspectives such as queer theory, heteronormativity and gender. The empirical material shows that social work students in Sweden do not show any heteronormative beliefs, however they tend to show and maintain biases about gender. Furthermore, the empirical material indicate that social work students have a general knowledge about intimate partner violence, however they disclose that they do not possess knowledge about the differences in intimate partner violence regarding homosexual relationships. Lastly the empirical material shows that social work students depicts that heteronormativity is prevalent within social work education, furthermore social work students claims the necessity of that the syllabus further implement a content regarding intimate partner violence and how the faculty refer to individuals who do not identify themselves as heterosexuals.

Pesquisa com o objetivo de analisar as atividades educativas de trabalhadores da saúde na atenção básica (AB) quanto às concepções de educação no trabalho, o levantamento de necessidades, o público participante e os resultados esperados. Estudo de abordagem qualitativa com caráter compreensivo e interpretativo realizado em duas unidades básicas de saúde do município de São Paulo, por meio de entrevista semi-estruturada gravada com 36 informantes-chave, representativos de cada categoria profissional inserida nos serviços, incluindo o segmento gerencial e de trabalhadores da saúde. Os dados foram analisados com a técnica de análise de conteúdo temática à luz do quadro teórico: processo de trabalho em saúde, educação continuada (EC), educação permanente em saúde (EPS), trabalho em equipe e concepção de integralidade. Os resultados deste estudo revelam a presença da construção coletiva do saber a partir da realidade de trabalho, o levantamento de necessidades para a educação no trabalho por meio da reflexão sobre as práticas de saúde e a promoção da emancipação dos trabalhadores e usuários como resultados das atividades educativas pertinentes à concepção da EPS que se pretende instituir para a mudança das práticas de saúde e do modelo assistencial biomédico. Contudo, este espaço apresenta tensões à medida que o público participante predominante das ações educativas no trabalho é composto por categorias profissionais específicas que reforçam a fragmentação das práticas de saúde. O levantamento de necessidades também ocorre a partir de demandas externas ao serviço e de dificuldades técnicas e o resultado das ações educativas em curto prazo está centrado na apropriação do saber instrumental para a execução de procedimentos. Assim, os resultados evidenciam uma concepção de educação no trabalho, na AB, constituída pela educação instrumental (EC) e pela educação emancipatória (EPS). A presença da proposta de EPS que toma como referência as necessidades de saúde dos usuários/população, sinaliza um avanço na direção da transformação das práticas de saúde / The objective of this research is to analize the educational activities of health workers in the primary health care (PHC) as to work education conceptions, needs raising, the participating public and the expected results. This study has a qualitative approach with comprehensive and analytical character carried out in two basic health units in the city of São Paulo, by means of semi-structured interview recorded with 36 key informers representative of each professional category inserted in the services including the manegerial segment and of health workers. The data was analized with the thematic content analysis technique at the light of the theoretical board: process of work in health, continuing education (CE), permanet health education (PHE), team work and conception of integrality. The results of this study reveal the presence of the collective construction of the knowledge from the work reality, needs raising to the work education from the reflexion about the health practices and the emancipation promotion of the workers and users as results of the educational activities pertinent to the conception of the PHE that intends to institute itself for the change of the health practices and of the biomedical care model. However, this space presents tensions in proportion the predominant participating public of the educational activities at work is composed by specific professional categories that reinforce the fragmentation of the health practices. The needs raising also occurs from the external demands to the service and from technical difficulties and the result of the educational actions in short-term is centered on the appropriation of the instrumental knowledge for the procedures execution. Thus, the results evidenciate a conception of work education, in the PHC, constituted by the instrumental education (CE) and by the emancipatory education (PHE). The presence of the PHE proposal that takes as reference the users/population health necessities, signals an advancement towards the health practices transformation

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-05-09T13:40:29Z No. of bitstreams: 1 Ana Léa Martins Lobo.pdf: 1585461 bytes, checksum: a479d105b148451e3e4748d0ab3a43e9 (MD5) / Made available in DSpace on 2018-05-09T13:40:29Z (GMT). No. of bitstreams: 1 Ana Léa Martins Lobo.pdf: 1585461 bytes, checksum: a479d105b148451e3e4748d0ab3a43e9 (MD5) Previous issue date: 2018-03-16 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The object of this dissertation is the work of the social workers in welfare policies in the Vale do Ribeira region, from the perspective of academic and professional education. In this context, the aim is a critical approach to the work processes involving the social worker, inquiring into the theoretical, technical, ethical and political challenges that arise in the institutional space and the resources mobilized to address them. The universe of this research is centered on the discussion of multiple conditions that permeate the world of work today and that affect the professional work within the municipal social assistance policy, as well as the contradictory processes of Brazilian higher education and its repercussions in social work. This study attempted to explain how the principles of the academic background are expressed in the professional work and how this background has contributed (or not) in overcoming everyday challenges of social workers. This analysis pondered the relationship work X education in the capitalist sociability considering its contradictory aspects and the process of commercialization of higher education in Brazil, in addition to the constant global changes in the world of work. To that purpose, the methodology employed includes a literature review in academic productions regarding themes related to the object and interviews with social workers who work in the Centros de Referência da Assistência Social – CRAS (Basic Social Protection) and Instituições de Acolhimento de Longa Permanência (Social Protection of High Complexity) in municipalities in the administrative region of Registro - Vale do Ribeira. The interviewees were selected according to their academic backgrounds from both face-to-face and distance learning courses. This study reaffirms the importance of critical education of the social worker, so that they become professionals with theoretical, methodological, ethical-political and technical-operative competence to propose and negotiate with employers, considering going beyond the immediate demands presented. However, it was possible to outline some foundational aspects of professional education in the current situation, how some weaknesses of this process are presented in the work routine of social workers and what individual and/or collective strategies are used to overcome them / A presente dissertação tem como objeto analisar o trabalho do(a) assistente social, em atuação na política de Assistência Social, na região do Vale do Ribeira, sob a ótica da formação acadêmico-profissional. Visa, neste contexto, a uma aproximação crítica aos processos de trabalho, nos quais se insere o(a) assistente social, indagando sobre os desafios teóricos, técnicos, éticos e políticos que se interpõem no espaço institucional, bem como os recursos mobilizados para enfrentá-los. O universo da pesquisa está centrado na discussão das múltiplas determinações que permeiam o mundo do trabalho na atualidade e que incidem no trabalho profissional, no âmbito da política municipal de Assistência Social. Ainda, nos processos contraditórios da Educação Superior brasileira e em seus rebatimentos no Serviço Social. Buscou-se explicitar de que modo o trabalho profissional expressa os preceitos da formação acadêmica e como ela tem contribuído (ou não) na resolução dos desafios cotidianos do trabalho dos(as) assistentes sociais. Nessa análise, ponderou-se a respeito da relação Trabalho X Educação na sociabilidade capitalista, considerando seus aspectos contraditórios e o processo de mercantilização da Educação Superior brasileira, tal como as recorrentes mudanças globais no mundo do trabalho. Para alcançar os objetivos da pesquisa, realizou-se revisão bibliográfica em produções acadêmicas ligadas às temáticas relacionadas ao objeto, além de entrevistas com assistentes sociais que atuam nos Centros de Referência da Assistência Social – CRAS (Proteção Social Básica) e em Instituições de Acolhimento de Longa Permanência (Proteção Social de alta Complexidade) em municípios da região administrativa de Registro - Vale do Ribeira, tendo como critério de escolha, profissionais com formações acadêmicas oriundas das modalidades de ensino presencial e à distância. Reafirma-se neste estudo a importância da formação crítica do(a) assistente social, a fim de que o profissional tenha competência teórico-metodológica, ético-política e técnico-operativa para propor e negociar com as instituições empregadoras, tendo em vista que esses profissionais possam ir além das demandas imediatas que se apresentam. Contudo, foi possível delinear aspectos fundantes da formação profissional na atual conjuntura, de que forma algumas fragilidades desse processo se apresentam no cotidiano do trabalho dos(as) assistentes sociais e quais as estratégias individuais e/ou coletivas para seu enfrentamento

Att socionomstudenter under socionomutbildningen erhåller kunskap kring de maktaspekter som förekommer i mötet med klienter, kan anses betydande för det sociala arbetets praktik. Undervisning kring normkritik och intersektionalitet tar fasta på just dessa maktaspekter vilket därmed påvisar vikten av goda förutsättningar för att bedriva sådan undervisning. Studiens syfte vilket är att undersöka lärares upplevelser och erfarenheter av att undervisa om normkritik och/eller intersektionalitet på socionomutbildningen. En kvalitativ studie har genomförts med lärare som har erfarenhet av undervisning kring normkritik och/eller intersektionalitet. Nio semistrukturerade intervjuer har genomförts med lärare från olika lärosäten. Studiens material har analyserats utifrån normkritisk pedagogik samt antiförtryckande undervisning. I studien framkommer vikten av att studenterna utvecklar ett kritiskt tänkande för att kunna ifrågasätta förgivettagna sanningar samt för att studenterna genomgående skulle arbeta kring den process som det kritiska tänkandet innebär. Även att den kritiska blicken måste riktas mot den egna personen för en djupare förståelse kring makt, normer och strukturer, samt hur de som individer påverkar och påverkas av dessa. Organisatoriska hinder för undervisningen har synliggjorts i form av resursbrist. Studentgrupperna anses vara för stora och det finns inte tillräckligt med tid för att utforma undervisningen på sätt som visat sig gynnsamma. Slutsatserna för studien är att lärarna anser att kunskap kring normkritik och intersektionalitet är ett viktigt bidrag till att social förändring på strukturell nivå ska kunna ske. För att studenterna ska kunna tillgodose sig sådan kunskap krävs tillgång till de resurser som lärarna efterfrågar. Den resursbrist som tydliggjorts i denna studie behöver även tas hänsyn till vid forskning samt utformning av undervisningsmetoder för att dessa praktiskt ska kunna genomföras. / One might say that it is of significant importance for social work practices that students, during education to become social workers, acquire knowledge of the aspects of power that occur during the meeting with clients. Anti-oppressive education as norm criticism and intersectionality addresses these aspects of power, thus points out the importance of good conditions for such education. The purpose of this study is to investigate how the teaching is conducted in practice and examine teachers’ experiences on how to teach about norm criticism and/or intersectionality in social work education. A qualitative study has been conducted with teachers who have experience in teaching about norm criticism and/or intersectionality. Nine semi-structured interviews have been conducted with teachers from different institutions. The study material has been analyzed on the basis of norm critical pedagogy and anti-oppressive education. The study highlights the importance that students develop critical thinking, which is imperative in order to question known “truths” and to continuously apply the process of critical thinking. For a deeper understanding, the students must understand the of power, norms and structures as well as how they affect and are influenced by them. This is achieved by the students turning the critical look toward themselves. There are organizational barriers to the teaching about norm criticism and/or intersectionality due to the lack of resources. For example, the student groups are too large and there is time constraint in designing the teaching in a constructive way. The conclusions are that teachers believe that knowledge about norm criticism and/or intersectionality is of outmost importance to achieve social change on a structural level. In order for students to gain such knowledge, the resources required must be made available to teachers. Therefore, to ensure that new models of teaching about norm criticism is practically implemented in social work education, the shortage of resources exposed in this study need to be considered when developing new teaching methods and during further research.

Pesquisa com o objetivo de analisar as atividades educativas de trabalhadores da saúde na atenção básica (AB) quanto às concepções de educação no trabalho, o levantamento de necessidades, o público participante e os resultados esperados. Estudo de abordagem qualitativa com caráter compreensivo e interpretativo realizado em duas unidades básicas de saúde do município de São Paulo, por meio de entrevista semi-estruturada gravada com 36 informantes-chave, representativos de cada categoria profissional inserida nos serviços, incluindo o segmento gerencial e de trabalhadores da saúde. Os dados foram analisados com a técnica de análise de conteúdo temática à luz do quadro teórico: processo de trabalho em saúde, educação continuada (EC), educação permanente em saúde (EPS), trabalho em equipe e concepção de integralidade. Os resultados deste estudo revelam a presença da construção coletiva do saber a partir da realidade de trabalho, o levantamento de necessidades para a educação no trabalho por meio da reflexão sobre as práticas de saúde e a promoção da emancipação dos trabalhadores e usuários como resultados das atividades educativas pertinentes à concepção da EPS que se pretende instituir para a mudança das práticas de saúde e do modelo assistencial biomédico. Contudo, este espaço apresenta tensões à medida que o público participante predominante das ações educativas no trabalho é composto por categorias profissionais específicas que reforçam a fragmentação das práticas de saúde. O levantamento de necessidades também ocorre a partir de demandas externas ao serviço e de dificuldades técnicas e o resultado das ações educativas em curto prazo está centrado na apropriação do saber instrumental para a execução de procedimentos. Assim, os resultados evidenciam uma concepção de educação no trabalho, na AB, constituída pela educação instrumental (EC) e pela educação emancipatória (EPS). A presença da proposta de EPS que toma como referência as necessidades de saúde dos usuários/população, sinaliza um avanço na direção da transformação das práticas de saúde / The objective of this research is to analize the educational activities of health workers in the primary health care (PHC) as to work education conceptions, needs raising, the participating public and the expected results. This study has a qualitative approach with comprehensive and analytical character carried out in two basic health units in the city of São Paulo, by means of semi-structured interview recorded with 36 key informers representative of each professional category inserted in the services including the manegerial segment and of health workers. The data was analized with the thematic content analysis technique at the light of the theoretical board: process of work in health, continuing education (CE), permanet health education (PHE), team work and conception of integrality. The results of this study reveal the presence of the collective construction of the knowledge from the work reality, needs raising to the work education from the reflexion about the health practices and the emancipation promotion of the workers and users as results of the educational activities pertinent to the conception of the PHE that intends to institute itself for the change of the health practices and of the biomedical care model. However, this space presents tensions in proportion the predominant participating public of the educational activities at work is composed by specific professional categories that reinforce the fragmentation of the health practices. The needs raising also occurs from the external demands to the service and from technical difficulties and the result of the educational actions in short-term is centered on the appropriation of the instrumental knowledge for the procedures execution. Thus, the results evidenciate a conception of work education, in the PHC, constituted by the instrumental education (CE) and by the emancipatory education (PHE). The presence of the PHE proposal that takes as reference the users/population health necessities, signals an advancement towards the health practices transformation

M.A. / The goal of this study was to explore the situation with regard to marketing in social work and then to provide guidelines for the different target groups in dealing with marketing in social work. To reach this goal, the following objectives were formulated: to determine the training of social workers with regard to marketing; to determine the type of marketing actions of social workers; to determine what management expect from social workers with regard to marketing; to determine the opinion of marketing experts with regard to marketing in social work; to make recommendations with regard to the abovementioned aspects.

Abstract The study describes and analyses the implementation and development of the real-life-oriented pedagogical action process as a method of work to intervene in exclusion from education from the viewpoints of the teacher, pupils and various interest groups. The actual group of subjects consisted of 74 Oulu pupils in the Tuomontupa class in the years 1992–1998. The pupils aged 15 to 17 had dropped out or were about to do so and had been moved to a special class for education for the maladjusted. 23 of the students were girls and 51 were boys. The number of boys was more than double that of girls. The research site was the Tuomontupa class that functioned in a learning environment that was not school-like in the town's work training centre. The actual purpose of the study was to describe the RLO pedagogical action process implemented in special class teaching among young people aged 15–17 who were threatened by exclusion from education. In addition to this, the realization and development of real-life-oriented pedagogical action in the case of young people near exclusion was also studied. From the theoretical and educational philosophical points of view, the research analysed the connections of the real-life-oriented pedagogical action process to social pedagogical thinking and tradition of action and to reform pedagogy. The study was carried out as a social pedagogical action study in which the data was gathered using various research methods. The methods included ethnographic observation and interpretation as well as social pedagogical participatory action research. Field data consisted of interview data, pupil transfer documents and other documents, participatory observation, pupils' essays, meeting memoranda and comparative statistical data on the pupils' school performance. Triangulation was used in an attempt to observe the research object in a comprehensive manner. The research results show that a real-life-oriented pedagogical action process can have an impact on young people's exclusion from education. The real-life-oriented process helped to produce educational and pedagogical experiences that were felt to be positive by the young people, reinforcing the subjects' ability to think and act in the same way in similar situations in the future. The pupils' absences were reduced remarkably, and their grade averages improved. 63 pupils out of 74 in the research sample managed to complete the targets set for lower secondary education in one year, while 11 needed a longer time to complete school. Out of the 63 pupils who completed lower secondary education, 46 or 73% were subsequently selected to a senior secondary program. The research data also reveals the three critical phases when to intervene in exclusion from education. The first critical phase was attachment to education, while the second phase was the corrective phase and the third phase was constituted by the linking phase. It was also possible to fail in any of these phases of intervention. The research showed that it is possible to intervene in exclusion from education, and it does not require an enormous amount of special resources, provided that the various administrative units are called together to co-operate in a tangible way. Pupils in need of special support need flexible, comprehensive and individual opportunities to meet the school's requirements. Diversified and developing special class teaching still has a well-justified position in this work as one of the ways in which the school works. The study shows that a comprehensive real-life-oriented pedagogical action process is connected with social pedagogical working practices as a form of interventive action against exclusion from education. / Tiivistelmä Tutkimuksessa kuvataan ja analysoidaan reaalipedagogisen toimintaprosessin toteutumista ja kehitystä koulutukselliseen syrjäytymiseen puuttuvana interventiivisena työmuotona tarkasteltuna opettajan, oppilaiden ja eri sidosryhmien näkökulmista. Tutkimuksen varsinaisen kohderyhmän muodosti 74 oululaista, Tuomontupa-luokkaa vuosina 1992–1998 käynyttä oppilasta. Oppilaat olivat 15–17-vuotiaita, koulunsa keskeyttäneitä tai keskeyttämässä olevia nuoria, jotka oli siirretty erityisluokalle sopeutumattomien opetukseen. Oppilaista oli tyttöjä 23 ja poikia 51. Poikien määrä oli yli kaksinkertainen verrattuna tyttöjen määrään. Tutkimuspaikan muodosti Tuomontupa-luokka, joka toimi kaupungin työvalmennuskeskuksessa, ei koulumaisessa opiskeluympäristössä. Tutkimuksen varsinaisena tehtävänä oli kuvata koulutuksesta syrjäytymässä olevien 15–17-vuotiaiden nuorten erityisluokkaopetuksessa toteutettua reaalipedagogista toimintaprosessia. Tämän lisäksi tutkittiin reaalipedagogisen toiminnan toteutumista ja kehittymistä koulutuksesta syrjäytymässä olevien nuorten kohdalla. Teoreettisesti ja kasvatusfilosofisesti ajateltuna tutkimuksessa jäsennettiin reaalipedagogisen toimintaprosessin yhteyttä sosiaalipedagogiseen ajatteluun ja toimintaperinteeseen sekä reformipedagogiikkaan. Tutkimus toteutettiin sosiaalipedagogisena toimintatutkimuksena, jossa käytettiin eri tutkimusmenetelmiä tiedon keruuseen. Tutkimusmetodeina käytettiin etnografista havainnointia ja tulkintaa sekä sosiaalipedagogista osallistuvaa toimintatutkimusta. Kenttämateriaali muodostui haastatteluaineistosta, oppilaiden siirtoasiakirjoista ja dokumenteista, osallistuvasta havainnoinnista, oppilaiden kirjoitelmista, kokousmuistioista ja oppilaiden koulusuoritusten tilastollisesta vertailuaineistosta. Toteutetun triangulaation avulla pyrittiin hahmottamaan kokonaisvaltaisesti tutkittavaa kohdetta. Tutkimustulokset osoittavat, että reaalipedagogisen toimintaprosessin avulla voidaan puuttua nuorten koulutukselliseen syrjäytymiseen. Reaalipedagogisen toimintaprosessin avulla luotiin nuorille myönteisiä kasvatuksellisia ja pedagogisia kokemuksia, jotka vahvistivat tutkittavien nuorten kykyä ajatella ja toimia samankaltaisissa tilanteissa tulevaisuudessa samoin. Oppilaiden poissaolot vähenivät merkittävästi ja keskiarvot paranivat. Tutkimusaineiston oppilaista 63 oppilasta 74:stä pystyi yhden vuoden aikana suoriutumaan peruskoulun oppitavoitteista ja 11 tarvitsi pitemmän ajan koulusta suoriutumiseen. Peruskoulunsa suorittaneista 63 oppilaasta pääsi jatkokoulutukseen 46 eli 73 %. Tutkimusaineisto osoittaa myös koulutuksellisen syrjäytymisen intervention kolme kriittistä vaihetta. Ensimmäisen kriittisen vaiheen muodosti koulutukseen kiinnittämisvaihe, toisen kriittisen vaiheen muodosti korjaava vaihe ja kolmannen kriittisen vaiheen muodosti niveltämisvaihe. Kaikissa edellisissä intervention vaiheissa oli myös mahdollista epäonnistua. Tutkimuksen mukaan koulutukselliseen syrjäytymiseen voidaan puuttua ja se ei vaadi suunnattomia erillisiä resursseja, kun yhdistetään eri hallintokunnat tekemään konkreettista yhteistyötä. Erityistä tukea tarvitsevat oppilaat tarvitsevat joustavia, kokonaisvaltaisia ja yksilöllisiä mahdollisuuksia suoriutua koulun tavoitteista. Tässä työssä monimuotoisella ja kehittyvällä erityisluokkaopetuksella on edelleen perusteltu sijansa koululaitoksen yhtenä toimintamuotona. Tutkimus osoittaa kokonaisvaltaisen reaalipedagogisen toimintaprosessin liittyvän sosiaalipedagogiseen työkäytäntöön koulutuksellisen syrjäytymiseen puuttuvana interventiivisenä toimintana.

The purpose of this research was to obtain empirical evidence regarding the knowledge and attitudes among graduate social work students. It examines the relationship between age, previous sex education, marital status and the amount of human sexuality knowledge.