ISSN:0306-0012    

DOI:10.1093/cs/10.1.2

出版商:Oxford University Press    

年代:1987

数据来源: OUP

摘要:

AbstractThe role of the school social worker must be varied to meet the changing social and community needs. This variation, however, may confuse educators regarding that role. By developing school social work service priorities on a department and building level, the role of the school social worker can be clarified.

ISSN:0306-0012    

DOI:10.1093/cs/10.1.5

出版商:Oxford University Press    

年代:1987

数据来源: OUP

摘要:

AbstractChildren's phobias are a topic of resurging interest to social workers in child welfare. In this article, some of the current theories of children's phobias are reviewed, and treatment modalities that have developed are discussed. Certain themes of particular interest to school social workers emerge from interviews with five phobic adults about the onset of a phobia.

ISSN:0306-0012    

DOI:10.1093/cs/10.1.14

出版商:Oxford University Press    

年代:1987

数据来源: OUP

摘要:

AbstractThe authors have reviewed theoretical knowledge and research about violent children. Factors that affect the development of violent behavior in children are elaborated. A paradigm that uses a family-school intervention in the late elementary school years is proposed as the treatment of choice.

ISSN:0306-0012    

DOI:10.1093/cs/10.1.28

出版商:Oxford University Press    

年代:1987

数据来源: OUP

摘要:

AbstractGifted children are an underserved minority population that is neglected because of societal acceptance of myths and stereotypes about the gifted. In reviewing the literature, the author presents specific suggestions for school social workers in dealing with this population and highlights actions that school social workers can take to increase recognition of and responsiveness to the needs of gifted children.

ISSN:0306-0012    

DOI:10.1093/cs/10.1.43

出版商:Oxford University Press    

年代:1987

数据来源: OUP

摘要:

AbstractThe suggestion that the social work profession should produce creative professionals has considerable intuitive and logical appeal. In this article, a study of the person-job fit between creative school social workers and their role in public schools is described. In the study, job burnout among school social workers was examined based on role theory concepts and correlated with levels of creativity. Standardized scales were used to determine the level and type of stress (role conflict or role ambiguity), type of personality (low- or high-creative potential), and level of job satisfaction (burnout). The creative personality was found to influence the perception of role ambiguity, which resulted in a positive correlation with job burnout. Role conflict and role ambiguity were analyzed independent of the creative personality and were found to correlate positively with burnout. In view of these findings, recommendations regarding the definition of the creative school social worker's role are discussed.

ISSN:0306-0012    

DOI:10.1093/cs/10.1.60

出版商:Oxford University Press    

年代:1987

数据来源: OUP

ISSN:0306-0012    

DOI:10.1093/cs/10.1.72

出版商:Oxford University Press    

年代:1987

数据来源: OUP