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Artigos de revistas sobre o tema "Social work"

Autor: Grafiati

Publicado: 4 de junho de 2021

Última modificação: 16 de novembro de 2024

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1

Kelk, Norman. "DOES SOCIAL WORK WORK?" Lancet 330, n.º 8574 (dezembro de 1987): 1528–29. http://dx.doi.org/10.1016/s0140-6736(87)92665-1.

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2

Bywaters, Paul. "Social work - health work". Practice 6, n.º 4 (outubro de 1992): 277–84. http://dx.doi.org/10.1080/09503159208411600.

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3

Kim, Jae Ran. "Social Work". Adoption & Culture 4, n.º 1 (2014): 149–58. http://dx.doi.org/10.1353/ado.2014.0018.

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4

Gross, Gregory D. "Social Work". Journal of Progressive Human Services 18, n.º 1 (5 de abril de 2007): 5–23. http://dx.doi.org/10.1300/j059v18n01_02.

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5

Di Benedetto, Marie, e Viola Pirie. "Social Work". Computers in Human Services 4, n.º 1-2 (agosto de 1989): 41–47. http://dx.doi.org/10.1300/j407v04n01_05.

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6

Oliver, Michael. "Social Work". International Journal of Rehabilitation Research 15, n.º 2 (junho de 1992): 184. http://dx.doi.org/10.1097/00004356-199206000-00019.

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7

Tanner, Robert M. "Social Work:". Employee Assistance Quarterly 6, n.º 3 (29 de abril de 1991): 71–84. http://dx.doi.org/10.1300/j022v06n03_05.

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8

Manthorpe, Jill. "Social work". Ageing and Society 18, n.º 6 (novembro de 1998): 713–19. http://dx.doi.org/10.1017/s0144686x98217156.

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Alison J. Hirschel, 1996. Setting the stage: the advocates' struggle to address neglect in Philadelphia nursing homes. Journal of Elder Abuse and Neglect, 8, 3, 5–20.Raymond Jack and Stephen Mosley, 1997. The client group preferences of Diploma in Social Work students. British Journal of Social Work, 27, 2, 893–912.Ruth Landau, 1997. Ethical judgement and decision making orientation in social work. Issues in Social Work Education, 17, 2, 66–81.The abuse of older people has seized the imagination of social workers, and conferences or training on the subject are frequently well subscribed. For many, the concept appears to have brought together aspects of their concerns about older people, while perhaps helping to justify their professional or academic interest. The reality of abuse remains generally unreported so any material derived from ‘real’ events that is well documented and carefully analysed is likely to be thought-provoking and influential.

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9

Meijer, Rietje. "Social Work". Maatwerk 6, n.º 2 (abril de 2005): 153–56. http://dx.doi.org/10.1007/bf03070578.

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10

. "Social Work". Maatwerk, 2007 8, n.º 3 (junho de 2007): 91. http://dx.doi.org/10.1007/bf03070801.

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11

Fink-Samnick, Ellen. "Social Work". Professional Case Management 24, n.º 6 (2019): 320–22. http://dx.doi.org/10.1097/ncm.0000000000000397.

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12

Hudson, Annie. "Social work". Children and Young People Now 2014, n.º 1 (7 de janeiro de 2014): 16. http://dx.doi.org/10.12968/cypn.2014.1.16.

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13

Isaksson, Cristine, e Stefan Sjöström. "Looking for ‘social work’ in school social work". European Journal of Social Work 20, n.º 2 (27 de junho de 2016): 191–202. http://dx.doi.org/10.1080/13691457.2016.1188775.

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14

Hardy, Mark. "Trust in social work and social work research". Qualitative Social Work 12, n.º 2 (março de 2013): 229–30. http://dx.doi.org/10.1177/1473325012473681.

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15

Stenson, Kevin. "Social work discourse and the social work interview". Economy and Society 22, n.º 1 (fevereiro de 1993): 42–76. http://dx.doi.org/10.1080/03085149300000002.

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16

Sheehan, Rosemary. "Forensic Social Work: Implementing Specialist Social Work Education". Journal of Social Work 16, n.º 6 (7 de julho de 2016): 726–41. http://dx.doi.org/10.1177/1468017316635491.

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17

Zufferey, Carole, e Sue King. "Social work learning spaces: the Social Work Studio". Higher Education Research & Development 35, n.º 2 (29 de setembro de 2015): 395–408. http://dx.doi.org/10.1080/07294360.2015.1087470.

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18

Markovič, Daniel. "Digital social work or e-social work? Towards social work in a digital environment". SHS Web of Conferences 184 (2024): 05005. http://dx.doi.org/10.1051/shsconf/202418405005.

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The goal of this paper is to summarise and remark on contemporary issues of emerging social work in the digital environment, which were accelerated by social distancing during the COVID-19 pandemic. We discuss the concepts of e-social work and digital social work. We debate where the boundaries of social work in the digital environment are and whether it constitutes a new, distinct branch of social work. We investigate the process and barriers to enhancing social workers’ digital capabilities (using the Technology Acceptance Model, SAMR theory, and Digital Natives-Digital Immigrants contexts). We analyse the key advantages and disadvantages of social work in the online setting.

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19

Adhikari, Harasankar. "Social Work or Relief Work? A Crisis in Professional Social Work". Social Change Review 13, n.º 1 (1 de julho de 2015): 55–78. http://dx.doi.org/10.1515/scr-2015-0009.

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AbstractSocial work is a sharing and caring profession based on scientific methods. This problem solving profession makes people self-reliant and self-dependent when he/she is in any sorts of crises. Thus, it differs from relief work, social services or social welfare delivered during emergence crises. This paper examined the application of professional social work as relief work, which did not bring any change among the beneficiaries; rather it set their mind as opportunist. For this purpose, the programme sponsored by the government of India and implemented by nongovernmental organizations for rehabilitation of the street children (i.e., pavements and slums dwellers, children of sex workers, and so forth) of Metro cities like Kolkata had priority. This evaluative study assessed the progress and changes among 500 street children who were the beneficiaries for 10 years of the programme, selected according to their parental residents/occupation through stratified sampling. Interviews, case studies and group interaction were used to collect data on various aspects, i.e. personal background, education, and occupation of these children. It revealed that after almost 10 years of services, the problem of children was static. Firstly, service delivery system was as relief work. The methods of social work were not implied while the professionals were in implementation. On the other hand, the scope of monitoring and evaluation of the programme by government was suspended due to several reasons. Definitely, the politicalization in human development would be restricted. The problems of suffering would be root out and it should not be a continued process.

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20

Hozven Valenzuela, Raúl. "Interpelaciones identitario-laborales: ¿Trabajo social o trabajo socio-técnico?" Revista Austral de Ciencias Sociales, n.º 40 (2021): 91–105. http://dx.doi.org/10.4206/rev.austral.cienc.soc.2021.n40-05.

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21

Galarza, Jayleen, e Becky Anthony. "Sexuality Social Justice and Social Work: Implications for Social Work Education". Journal of Baccalaureate Social Work 20, n.º 1 (1 de janeiro de 2015): 27–41. http://dx.doi.org/10.18084/1084-7219-20.1.27.

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This article focuses on reviewing the existing peer- reviewed literature to offer a working definition of the term sexuality social justice and explore how sexuality social justice is currently understood and applied in social work education. The authors recommend that given the recent increased visibility and discussion of sexuality- related issues in society, it is imperative for social workers to apply a social justice lens when addressing sexuality issues in bachelor's- level programs and classrooms. Given the limited studies and literature that are focused specifically on the topic of sexuality social justice as applied to social work practice as well as on undergraduate social work education, implications for future practice and education are presented and elaborated on.

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22

Szmagalski, Jerzy. "Dictionary of social work and social care/Dictionary of social work". European Journal of Social Work 18, n.º 1 (setembro de 2014): 162–63. http://dx.doi.org/10.1080/13691457.2014.952928.

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23

Martínez, Silvana, e Juan Agüero. "Emancipatory social work and social intervention: contributions from Argentinian social work". Critical and Radical Social Work 4, n.º 1 (14 de março de 2016): 7–20. http://dx.doi.org/10.1332/204986016x14528475765875.

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24

Epple, Dorothea Marie. "Inter and Intra Professional Social Work Differences: Social Works Challenge". Clinical Social Work Journal 35, n.º 4 (26 de julho de 2007): 267–76. http://dx.doi.org/10.1007/s10615-007-0098-0.

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25

Nowakowski-Sims, Eva, e Jo Kumar. "Soul work in social work". Journal of Religion & Spirituality in Social Work: Social Thought 39, n.º 2 (10 de janeiro de 2020): 188–203. http://dx.doi.org/10.1080/15426432.2019.1706694.

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26

Holden, Gary, Kathleen Barker, Lucinda Covert-Vail, Gary Rosenberg e Stephanie A. Cohen. "Does Social Work Abstracts Work?" Research on Social Work Practice 18, n.º 5 (25 de outubro de 2007): 487–99. http://dx.doi.org/10.1177/1049731507308986.

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27

Staub-Bernasconi, Silvia. "Social Action, Empowerment and Social Work—An Integrative Theoretical Framework for Social Work and Social Work with Groups". Social Work With Groups 14, n.º 3-4 (28 de março de 1992): 35–51. http://dx.doi.org/10.1300/j009v14n03_04.

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28

Sun, An-Pyng. "Homophobia Among Social Work and Non-Social Work Students". Journal of Baccalaureate Social Work 7, n.º 2 (1 de março de 2002): 15–32. http://dx.doi.org/10.18084/1084-7219.7.2.15.

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This study compares degree of homophobia between social work and non-social work students. The results show that although social work students are not significantly different from non-social work students in their levels of homophobia, both male and female social work students are significantly less homophobic than male non-social work students. On the other hand, somewhat surprisingly, female social work students are significantly more homophobic than female non-social work students on the issues of whether homosexuality is a sin and whether homosexuality is disgusting. Implications for social work education are discussed.

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29

Anderson, David. "Social work in extremis: lessons for social work internationally". European Journal of Social Work 16, n.º 4 (setembro de 2013): 578–81. http://dx.doi.org/10.1080/13691457.2013.835519.

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30

Ellenhorn, Ross. "Toward a Humanistic Social Work: Social Work for Conviviality". Humanity & Society 12, n.º 2 (maio de 1988): 166–88. http://dx.doi.org/10.1177/016059768801200205.

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31

Middleman, Ruth R., e Gale Goldberg Wood. "From Social Group Work to Social Work with Groups". Social Work With Groups 13, n.º 3 (outubro de 1990): 3–20. http://dx.doi.org/10.1300/j009v13n03_02.

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32

Hall, N. "Social Work in Extremis: Lessons for Social Work Internationally". British Journal of Social Work 41, n.º 6 (1 de setembro de 2011): 1218–20. http://dx.doi.org/10.1093/bjsw/bcr124.

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33

Christie, A. "Radical Social Work Today: Social Work at the Crossroads". British Journal of Social Work 41, n.º 7 (1 de outubro de 2011): 1404–6. http://dx.doi.org/10.1093/bjsw/bcr145.

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34

Turbett, C. "Personalisation in Social Work (Transforming Social Work Practice series)". British Journal of Social Work 41, n.º 7 (1 de outubro de 2011): 1406–8. http://dx.doi.org/10.1093/bjsw/bcr146.

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35

Healy, Lynne M. "Social work in extremis: lessons for social work internationally". China Journal of Social Work 5, n.º 1 (21 de março de 2012): 100–102. http://dx.doi.org/10.1080/17525098.2012.658607.

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36

Çifci, Elif Gökçearslan. "Social work profession and social work education in Turkey". Procedia - Social and Behavioral Sciences 1, n.º 1 (2009): 2063–65. http://dx.doi.org/10.1016/j.sbspro.2009.01.362.

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37

Schubert, Leanne. "Is Social Work Art, Or Is Art Social Work?" International Journal of the Humanities: Annual Review 4, n.º 5 (2007): 43–52. http://dx.doi.org/10.18848/1447-9508/cgp/v04i05/41895.

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38

Gambrill, E. D., e J. G. Hopps. "Social Work Research and Social Work: Combined or Separate?" Social Work Research and Abstracts 24, n.º 2 (1 de junho de 1988): 2–3. http://dx.doi.org/10.1093/swra/24.2.2.

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39

Corcoran, K. J., S. A. Kirk e G. D. Metrey. "Merging Social Work and Social Work Research & Abstracts". Social Work Research and Abstracts 26, n.º 1 (1 de março de 1990): 6–7. http://dx.doi.org/10.1093/swra/26.1.6.

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40

Mooney, Hannah, Michael Dale e Kathryn Hay. "Quality social work placements for Māori social work students". Aotearoa New Zealand Social Work 32, n.º 3 (2 de novembro de 2020): 54–67. http://dx.doi.org/10.11157/anzswj-vol32iss3id769.

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INTRODUCTION: Māori perspectives should be genuinely represented and integrated into social work education to ensure Māori and non-Māori social work students alike are prepared for working effectively in Aotearoa New Zealand. In field education, Māori students may have particular needs and expectations that should be considered by academic staff and placement host organisations. Consequently, the placement experience for Māori students should reflect these needs and expectations.METHOD: As part of a wider research project which aimed to advance the quality of social work placements for Māori and Pasifika students, a hui was undertaken with a roopu (Māori branch) of the Aotearoa New Zealand Association of Social Work (ANZASW) in late 2014. This article focuses on their views of what constitutes a quality placement for Māori social work students. The project explored two key areas: what does a quality placement look like for Māori social work students and what can tertiary institutions do to better support Māori students to have a quality placement?FINDINGS AND CONCLUSIONS: Participants emphasised the usefulness of placement preparedness, clear expectations and open communication prior to, and during, placement. The placement should also be culturally safe and adequately challenge the student. Tertiary providers should support the student’s placement by being in regular face-to-face contact; preparing the student for the placement environment; supporting external cultural supervision; and by critically reviewing their curriculum.

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41

Fook, Jan. "Radical Social Work Today: Social Work at the Crossroads". Asia Pacific Journal of Social Work and Development 22, n.º 1-2 (março de 2012): 139–40. http://dx.doi.org/10.1080/02185385.2012.681152.

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42

Abo El Nasr, Medhat. "Social Justice and Social Work". مجلة کلیة الخدمة الاجتماعیة للدراسات والبحوث الاجتماعیة 3, n.º 3 (1 de abril de 2016): 81–94. http://dx.doi.org/10.21608/jfss.2016.58756.

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43

Csók, Cintia. "Social pedagogy and social work". Hungarian Educational Research Journal 12, n.º 1 (24 de março de 2022): 124–29. http://dx.doi.org/10.1556/063.2021.00076.

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44

Úcar, Xavier. "Social pedagogy and social work". European Journal of Social Work 23, n.º 5 (5 de fevereiro de 2020): 900–902. http://dx.doi.org/10.1080/13691457.2020.1722443.

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45

Holmström, Cath. "Social Work and Social Theory". Social Work Education 33, n.º 3 (20 de agosto de 2013): 412–13. http://dx.doi.org/10.1080/02615479.2013.831245.

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46

Challis, David. "Social Work and Social Services". Ageing and Society 6, n.º 1 (março de 1986): 79–84. http://dx.doi.org/10.1017/s0144686x00005511.

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47

Challis, David. "Social Work and Social Services". Ageing and Society 6, n.º 3 (setembro de 1986): 361–66. http://dx.doi.org/10.1017/s0144686x00006036.

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48

Challis, David. "Social Work and Social Services". Ageing and Society 8, n.º 1 (março de 1988): 98–104. http://dx.doi.org/10.1017/s0144686x00006565.

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49

Challis, David. "Social Work and Social Services". Ageing and Society 5, n.º 1 (março de 1985): 97–99. http://dx.doi.org/10.1017/s0144686x00011302.

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50

Challis, David. "Social Work and Social Services". Ageing and Society 5, n.º 3 (setembro de 1985): 322–25. http://dx.doi.org/10.1017/s0144686x00011788.

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