by Ming-fai Law. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2000. / Includes bibliographical references (leaves 291-312). / Abstract and appendix in English and Chinese. / Title --- p.i / English extract --- p.ii / Chinese extract --- p.iv / Declaration --- p.v / Acknowledgement --- p.vi / Dedication --- p.viii / Table of contents --- p.ix / List of Exhibits --- p.xv / List of Appendices --- p.xvii / Desiderata --- p.xviii / Preface: The button --- p.xix / Chapter Section One: --- Introduction --- p.1 / Chapter Chapter One --- Introduction --- p.1 / Chapter 1.1 --- Background of the study --- p.1 / Chapter 1.2 --- The professional journey --- p.2 / Chapter 1.3 --- The view to students in a prevocational school --- p.4 / Chapter 1.4 --- Focus and objectives of the study --- p.5 / Chapter 1.5 --- Potential contributions of the study --- p.6 / Chapter 1.6 --- Chapter organization --- p.7 / Chapter Section Two: --- Literature review and theoretical framework --- p.8 / Chapter Chapter Two --- Literature review (Part 1): School social work in Hong Kong --- p.8 / Chapter 2.0 --- Introduction --- p.8 / Chapter 2.1 --- Background and development of the school social work service --- p.8 / Chapter 2.2 --- The school social work service delivery --- p.12 / Chapter 2.2.1 --- The expertise of school social work knowledge --- p.13 / Chapter 2.2.2 --- Existing service models --- p.14 / Chapter 2.2.3 --- Policy requirement --- p.15 / Chapter 2.2.4 --- "Preferred service delivery model and ""social work"" definition of school" --- p.17 / Chapter 2.3 --- The school casework service --- p.18 / Chapter 2.3.1 --- The significance of studying the school casework service --- p.18 / Chapter 2.3.2 --- The special features of the school casework service --- p.20 / Chapter 2.3.2.1 --- The statistics of casework problem natures --- p.21 / Chapter 2.3.2.2 --- Clients' impression towards school casework service --- p.23 / Chapter 2.3.2.3 --- Cooperation with school personnel --- p.26 / Chapter 2.3.2.4 --- Working with other helping professionals in the community --- p.28 / Chapter 2.4 --- Conclusion --- p.29 / Chapter Chapter Three --- Literature review (Part 2): The direct work (clinical work) with clients of the school casework service --- p.30 / Chapter 3.0 --- Introduction --- p.30 / Chapter 3.1 --- The current working paradigms of school casework service --- p.31 / Chapter 3.1.1 --- Review of the school social work case studies --- p.31 / Chapter 3.1.2 --- Preliminary study of school social workers --- p.33 / Chapter 3.2 --- Theories influencing the intervention of school casework service --- p.36 / Chapter 3.2.1 --- The biological theory --- p.37 / Chapter 3.2.2 --- The developmental theory --- p.37 / Chapter 3.2.3 --- Learning and social learning theories --- p.38 / Chapter 3.2.4 --- Cognitive theories --- p.39 / Chapter 3.2.5 --- Delinquency studies --- p.40 / Chapter 3.2.6 --- Family system therapy --- p.41 / Chapter 3.3 --- The cultural dimension - The Chinese values --- p.42 / Chapter 3.3.1 --- Basic conception of Chinese ethics --- p.42 / Chapter 3.3.2 --- The Chinese way of guiding young persons --- p.44 / Chapter 3.4 --- The epistemological position of the present study --- p.47 / Chapter 3.4.1 --- Comments about the literature review --- p.47 / Chapter 3.4.2 --- The tasks for the present study --- p.52 / Chapter 3.5 --- Conclusion --- p.54 / Chapter Chapter Four --- "Theoretical framework and research objectives: ""Narrative informed practice"" of school casework service" --- p.55 / Chapter 4.0 --- Introduction --- p.55 / Chapter 4.1 --- "The theoretical doctrine of ""narrative""" --- p.56 / Chapter 4.1.1 --- "The scope of a ""narrative""" --- p.56 / Chapter 4.1.2 --- Narrative reasoning and logico-scientific reasoning --- p.58 / Chapter 4.1.3 --- "The ""common"" features of a narrative" --- p.60 / Chapter 4.1.3.1 --- Time --- p.60 / Chapter 4.1.3.2 --- Intentionality --- p.61 / Chapter 4.1.3.3 --- Narrative form --- p.61 / Chapter 4.1.3.4 --- Meaning of a narrative --- p.63 / Chapter 4.1.3.5 --- Telling and retelling of a lived experience --- p.66 / Chapter 4.1.3.6 --- The dual landscape of a lived experience --- p.67 / Chapter 4.1.3.7 --- "The relationship between the ""part"" and the ""whole"" of a narrative" --- p.68 / Chapter 4.1.4 --- The narrative asymmetry --- p.69 / Chapter 4.1.5 --- Summing up for the theoretical doctrine --- p.72 / Chapter 4.2 --- Connecting the theoretical doctrine to the practice theory --- p.73 / Chapter 4.2.1 --- """Meaning"" revisited in “narrative informed practice""" --- p.73 / Chapter 4.2.2 --- "The meaning of a ""client""" --- p.74 / Chapter 4.2.3 --- Reasons for seeking the school casework service --- p.75 / Chapter 4.2.4 --- Theoretical linkage between narrative principles and the casework practice --- p.76 / Chapter 4.2.4.1 --- Time --- p.76 / Chapter 4.2.4.2 --- Intentionality --- p.76 / Chapter 4.2.4.3 --- Narrative form --- p.77 / Chapter 4.2.4.4 --- "Narrative activities within ""narrative informed practice""" --- p.78 / Chapter 4.2.5 --- "Differentiation of ""narrative informed practice"" with other related psychotherapies" --- p.80 / Chapter 4.3 --- """Narrative informed practice"" in action" --- p.83 / Chapter 4.3.1 --- """Narrative informed practice"" and social work values" --- p.83 / Chapter 4.3.2 --- "Goals and objectives of ""narrative informed practice""" --- p.83 / Chapter 4.3.3 --- The roles of the school social worker during the practice --- p.84 / Chapter 4.3.4 --- The worker-client relationship --- p.85 / Chapter 4.3.5 --- "A word about ""emotion"" during the practice" --- p.85 / Chapter 4.3.6 --- "Tasks of the school social worker during the ""narrative informed practice""" --- p.86 / Chapter 4.3.7 --- "The advantages of the ""narrative informed practice""" --- p.88 / Chapter 4.4 --- Conclusion and the research objectives --- p.91 / Chapter Section Three: --- Methodology --- p.93 / Chapter Chapter Five --- Research design and methodology --- p.93 / Chapter 5.0 --- Overview --- p.93 / Chapter 5.1 --- Rationale in adopting a qualitative research --- p.94 / Chapter 5.2 --- The inquiry root - social constuctionism --- p.96 / Chapter 5.3 --- Research design --- p.98 / Chapter 5.3.1 --- Naturalistic casework research --- p.98 / Chapter 5.3.1.1 --- The research procedures of the naturalistic casework research --- p.100 / Chapter Step 1: --- Preparation for the research --- p.101 / Chapter Step 2: --- Personal experience method in reviewing the data --- p.104 / Chapter Step 3: --- Peer group meeting --- p.105 / Chapter Step 4: --- Interviewing the clients about the past casework experience --- p.107 / Chapter Step 5: --- Narrative analysis of the author cum researcher --- p.107 / Chapter Step 6: --- Writing the case study --- p.109 / Chapter Step 7: --- Member checking --- p.110 / Chapter 5.3.2 --- Clients' evaluation of the school casework service --- p.111 / Chapter 5.3.2.1 --- Locating the scope of evaluation --- p.111 / Chapter 5.3.2.2 --- Areas of evaluation --- p.112 / Chapter 5.3.2.3 --- Steps of evaluation --- p.113 / Chapter 5.4 --- Time-line of the research --- p.114 / Chapter 5.5 --- Conclusion --- p.114 / Chapter Section Four: --- Case studies and evaluation --- p.115 / Chapter Chapter Six --- Background study and the school setting --- p.115 / Chapter 6.0 --- Intro duction --- p.115 / Chapter 6.1 --- Prevocational school as the site of intervention --- p.115 / Chapter 6.2 --- Specific description of the site --- p.117 / Chapter 6.2.1 --- Structure of student affairs --- p.117 / Chapter 6.2.2 --- Student management --- p.117 / Chapter 6.3 --- Summary --- p.121 / Chapter Chapter Seven --- A story of floating --- p.122 / The first interview --- p.122 / The second interview --- p.127 / The third interview --- p.133 / The fourth interview --- p.137 / Latter interviews --- p.139 / Conclusion --- p.141 / Chapter Chapter Eight --- "“I don't want to go to school!""" --- p.142 / The referral --- p.142 / I was really worried that Wai-hung would be bad --- p.144 / I don't want to go to school! --- p.150 / The family interviews --- p.160 / Post-intervention scenario --- p.167 / Conclusion --- p.167 / Chapter Chapter Nine --- "Violence, tears, crisis and hope" --- p.169 / The referral --- p.169 / The meaning of being a triad member --- p.170 / The history of conduct and the liaison with teachers --- p.171 / The progress --- p.174 / One false accusation leading to one real accusation --- p.175 / The letter exchange --- p.176 / Personal reflection from May 1999 to July 1999 --- p.180 / "The ""new"" start and another hitting" --- p.181 / From an individual story to a story with the family and the school --- p.183 / Kwong-lung´ةs runaway from the family --- p.185 / Turn over a new leaf and the first court hearing --- p.188 / The second court hearing and the remand --- p.191 / 21days of remand --- p.193 / The verdict --- p.197 / The division of labor between the school social worker and the probation officer --- p.197 / Struggle with schooling and life-wrestle --- p.200 / Conclusion --- p.206 / Chapter Chapter Ten --- Transforming body mutilation to family loyalty --- p.208 / Presenting problem of Kaki --- p.208 / Family background of Kaki --- p.209 / Session one: Exploring the stress --- p.210 / Session two: Friends and love --- p.214 / Session three: Teacher's view on Kaki --- p.217 / Session four: A brief encounter --- p.219 / Session five: Peeling off the onion skins again --- p.219 / Session six: Visiting the past --- p.221 / Session seven: Paving the avenue for family interviews --- p.224 / Session eight: The first family interview without Kaki --- p.227 / "Session nine: The sister,the sister's boyfriend and Kaki" --- p.231 / Preparing the end of the school term --- p.233 / Session ten: Support work --- p.234 / Session eleven: Preparing the closure --- p.234 / Session twelve: The termination --- p.236 / Three months' later --- p.238 / Conclusion --- p.239 / Chapter Chapter Eleven --- Clients' post-hoc evaluations --- p.240 / Chapter 11.0 --- Introduction --- p.240 / Chapter 11.1 --- Evaluation data by individual case --- p.241 / Chapter 11.2 --- Significant findings --- p.246 / Chapter 11.2.1 --- Significant events --- p.246 / Chapter 11.2.2 --- The clients' subjective helpfulness of the service --- p.248 / Chapter 11.2.3 --- Intervention strategy --- p.249 / Chapter 11.2.3.1 --- Overall intervention --- p.249 / Chapter 11.2.3.2 --- Office interviews --- p.250 / Chapter 11.2.3.3 --- Letters Versus interviews --- p.252 / Chapter 11.2.3.4 --- Suggestions for improvements --- p.253 / Chapter 11.2.4 --- The qualities of a school social worker during the casework service --- p.254 / Chapter 11.2.5 --- Worker-client relationship --- p.255 / Chapter 11.2.6 --- Subjective usefulness of the casework service --- p.256 / Chapter 11.2.7 --- Usefulness of the evaluation --- p.257 / Chapter 11.3 --- Summary and conclusion --- p.257 / Chapter Section Five: --- Discussion and conclusion --- p.260 / Chapter Chapter Twelve --- Discussion and implications --- p.260 / Chapter 12.0 --- Introduction --- p.260 / Chapter 12.1 --- Limitations of the study --- p.260 / Chapter 12.2 --- Implications for the study --- p.263 / Chapter 12.2.1 --- Implications for the practice theory --- p.263 / Chapter 12.2.1.1 --- "Revisiting the goals and objectives of the ""narrative informed practice""" --- p.263 / Chapter 12.2.1.2 --- Revisiting the roles of a school social worker --- p.264 / Chapter 12.2.1.3 --- A discussion of the intervention of a school social worker --- p.265 / Chapter a. --- Overall intervention --- p.265 / Chapter b. --- Office interviews --- p.266 / Chapter 1. --- The use of metaphors --- p.267 / Chapter 2. --- To maximize the usefulness of interviews more than two persons --- p.268 / Chapter 3. --- Inclusion of different change agents in the interviews --- p.268 / Chapter 4. --- Clients' responsibility --- p.269 / Chapter c. --- Letter exchange --- p.269 / Chapter d. --- Revisiting the qualities of a school social worker during the casework practice --- p.270 / Chapter e. --- Revisiting the worker-client relationship --- p.270 / Chapter f. --- Working with school system --- p.271 / Chapter g. --- Working with other professionals --- p.273 / Chapter h. --- "The discussion of the advantages of the ""narrative informed practice" --- p.273 / Chapter 12.2.2 --- Implications for evaluation --- p.275 / Chapter 12.2.3 --- Methodological implications --- p.275 / Chapter 12.2.4 --- Research implications --- p.278 / Chapter 12.2.5 --- Implications for school casework service --- p.278 / Chapter 12.2.6 --- Recommendations for further research direction and strategy --- p.279 / Chapter 12.3 --- Conclusion --- p.281 / Chapter Chapter Thirteen --- Summary and recommendations --- p.282 / Chapter 13.1 --- "Implications for the practice theory of ""narrative informed practice""" --- p.282 / Chapter 13.2 --- Implications for evaluation --- p.284 / Chapter 13.3 --- Methodological implications --- p.285 / Chapter 13.4 --- Research implications --- p.285 / Chapter 13.5 --- Implications for the school casework service --- p.286 / Chapter 13.6 --- Limitations of this study --- p.286 / Chapter 13.7 --- Future research direction --- p.287 / Chapter Chapter Fourteen --- Epilogue --- p.288 / Chapter 14.1 --- The theoretical struggle --- p.288 / Chapter 14.2 --- The practice struggle --- p.389 / Chapter 14.3 --- The professional journey to a new territory --- p.290 / Reference --- p.291 / Appendices --- p.313
| Identifer | oai:union.ndltd.org:cuhk.edu.hk/oai:cuhk-dr:cuhk_323149 |
| Date | January 2000 |
| Contributors | Law, Ming-fai., Chinese University of Hong Kong Graduate School. Division of Social work. |
| Source Sets | The Chinese University of Hong Kong |
| Language | English, Chinese |
| Detected Language | English |
| Type | Text, bibliography |
| Format | print, xix, 341 leaves : ill. ; 30 cm. |
| Coverage | China, Hong Kong, China, Hong Kong, China, Hong Kong |
| Rights | Use of this resource is governed by the terms and conditions of the Creative Commons “Attribution-NonCommercial-NoDerivatives 4.0 International” License (http://creativecommons.org/licenses/by-nc-nd/4.0/) |
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