ISSN:0306-0012    

DOI:10.1093/cs/15.3.131

出版商:Oxford University Press    

年代:1993

数据来源: OUP

摘要:

AbstractThis article describes a school-based support group attempting to meet the needs of African American parents in an urban area that has been depicted by the media and the parents themselves as unsafe. The group, called “Help! My kids are driving me crazy!” is open to parents, grandparents, and relatives with children attending the school being served. Empowerment theory, a key element in working with oppressed populations, is used to guide practice. Group theory and family therapy theory are also used. Issues of structure, coleadership, and racial difference are explored. Common concerns raised by the parents are discussed, as are efforts to change the perception of the neighborhood.

ISSN:0306-0012    

DOI:10.1093/cs/15.3.133

出版商:Oxford University Press    

年代:1993

数据来源: OUP

摘要:

AbstractYouths leaving school before they graduate is a significant social problem. Current dropout prevention programs do not sufficiently address the complex and interactive nature of the dropout problem. To address these limitations, guidelines for developing dropout prevention programs that are broader in focus and more preventive in nature are presented. As a result of their unique person-in-environment perspective and their extensive knowledge of family and community conditions that contribute to the dropout problem, school social workers are uniquely qualified to assume a greater leadership role in developing these more encompassing and effective dropout prevention programs. An example of a dropout prevention program based on these guidelines is presented. The challenges and barriers in developing dropout prevention programs that reflect these guidelines are also discussed.

ISSN:0306-0012    

DOI:10.1093/cs/15.3.141

出版商:Oxford University Press    

年代:1993

数据来源: OUP

摘要:

AbstractThis study evaluated preexisting high school-level Child Abuse Prevention and Training Act (CAPTA) programs using student self-report data collected from six model programs and interviews with students, parents, and professionals. The study assessed two broad outcome areas: (1) the learning of attitudes, knowledge, and intended skills and (2) program impact. The research design used components of several classical quasi-experimental designs, including cross-sectional and longitudinal approaches. At posttest, students showed moderately positive, and often statistically significant, gains. At follow-up, all scores were significantly higher than at pretest, and more than half the scores were significantly higher than at posttest. Students, parents, and professionals gave generally positive evaluations of the programs and offered recommendations for ways to improve the current curricula and class-based approaches and for ways to achieve a desirable refocusing of adolescent maltreatment prevention programs away from singular reliance on classroom-based approaches toward better coordinated school- and community-based approaches.

ISSN:0306-0012    

DOI:10.1093/cs/15.3.151

出版商:Oxford University Press    

年代:1993

数据来源: OUP

ISSN:0306-0012    

DOI:10.1093/cs/15.3.169

出版商:Oxford University Press    

年代:1993

数据来源: OUP

摘要:

AbstractRural school systems face a host of barriers to quality service delivery that urban schools do not. Funding disparities between rural and urban systems are often identified by administrators as causing these barriers; however, a host of historical, social, and cultural trends are responsible for the gap. The author explores past and current trends that negatively affect the delivery of social work services in rural Appalachian schools. Included is identification of the unique social work-education-community system in which practitioners can have a positive effect. School social workers can help close service gaps by understanding system components and the interplay of goals.

ISSN:0306-0012    

DOI:10.1093/cs/15.3.179

出版商:Oxford University Press    

年代:1993

数据来源: OUP

ISSN:0306-0012    

DOI:10.1093/cs/15.3.187

出版商:Oxford University Press    

年代:1993

数据来源: OUP