ISSN:0306-0012    

DOI:10.1093/cs/14.1.3

出版商:Oxford University Press    

年代:1992

数据来源: OUP

摘要:

AbstractIncreasing numbers of children entering U.S. school systems are from families who have immigrated to the United States. Schools are emerging as the agencies of choice to provide interventions that ease the process of sociocultural adaptation for children and their families. This article describes a support group established for mothers from ethnic families and facilitated by a school social worker. Examples of personal experiences and reactions expressed by group members are described.

ISSN:0306-0012    

DOI:10.1093/cs/14.1.7

出版商:Oxford University Press    

年代:1992

数据来源: OUP

摘要:

AbstractLiterature can aid social workers in increasing their knowledge of diverse cultures. Such cultural sensitivity is crucial for social workers to successfully provide social services to families. Given the disproportionate number of African American children placed in substitute care, social workers must develop to the utmost their capacity to engage African American families in family-based services to prevent placements and reunite families. This article uses three plays by Pulitzer Prize-winning playwright August Wilson to help deepen understanding of the characteristics of African American families for school social workers and other child welfare practitioners. The stories and metaphors bring social research on African American culture to life and illuminate the characteristic strengths and traditional values of mutual aid through extended kin, class cooperation, male-female equality, and prosocial behavior of children. Potential vulnerable areas, the ravages of racial injustice, and new possibilities also emerge in such areas as parental interaction, fathers' relationship with children, and leaving home.

ISSN:0306-0012    

DOI:10.1093/cs/14.1.15

出版商:Oxford University Press    

年代:1992

数据来源: OUP

摘要:

AbstractThree groups of children from grades 3, 6, 9, and 12 were compared to determine acceptance levels of nondisabled young people toward peers with disabilities and the impact of mainstreaming efforts on these attitudes. The three groups consisted of (1) residents of a community with a major rehabilitation program, (2) students from the county center for educational mainstreaming efforts, and (3) a control group that lacked opportunity for special contact. They were compared in terms of their acceptance of hypothetical peers with a behavior disorder, mental retardation, or a physical handicap. Based on previous studies regarding attitudes and contact theory, it was hypothesized that children with behavior disorders would be the least accepted and that participants in the mainstreaming efforts would be more accepting of disabled children than the control group would be. Children with behavior disorders emerged at particularly high risk for rejection; however, mainstreaming was not associated with increased acceptance. Participants in educational mainstreaming were less accepting of disabled children than either the control group or the rehabilitation community. Implications for school social workers are discussed.

ISSN:0306-0012    

DOI:10.1093/cs/14.1.25

出版商:Oxford University Press    

年代:1992

数据来源: OUP

摘要:

AbstractIt is important for practice and evaluation that school social workers collect and maintain data. An information management system for school social work practice is described that allows for input of data related to both direct and indirect service activities. The benefits of such a system are described.

ISSN:0306-0012    

DOI:10.1093/cs/14.1.36

出版商:Oxford University Press    

年代:1992

数据来源: OUP

摘要:

AbstractRecent literature has raised concern over the increasing number of middle-class, high-achieving youth who are dropping out of school. Growing evidence suggests that these dropouts do not fit the profile of the traditional dropout and that their needs are not being adequately addressed by existing dropout programs. This paper reports a discriminant analysis of differential characteristics of a group of low-income, low-achieving and high-income, high-achieving dropouts who attended two different alternative school programs from 1987 to 1988. The data indicate that these dropouts can be differentiated on a number of psychosocial and family variables. Implications are discussed with reference to the need for alternative dropout programs to address the academic, social, and behavioral problems of these different types of dropouts.

ISSN:0306-0012    

DOI:10.1093/cs/14.1.42

出版商:Oxford University Press    

年代:1992

数据来源: OUP

ISSN:0306-0012    

DOI:10.1093/cs/14.1.57

出版商:Oxford University Press    

年代:1992

数据来源: OUP

ISSN:0306-0012    

DOI:10.1093/cs/14.1.63

出版商:Oxford University Press    

年代:1992

数据来源: OUP

ISSN:0306-0012    

DOI:10.1093/cs/14.1.69

出版商:Oxford University Press    

年代:1992

数据来源: OUP

ISSN:0306-0012    

DOI:10.1093/cs/14.1.70

出版商:Oxford University Press    

年代:1992

数据来源: OUP