Relevant bibliographies by topics / Boston School for Social Workers

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Boston School for Social Workers'

Author: Grafiati
Published: 26 July 2024

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Journal articles on the topic "Boston School for Social Workers"

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Rider, Elizabeth A., Deborah D. Navedo, and William T. Branch, Jr. "Training interprofessional faculty in humanism and professionalism: a qualitative analysis of what is most important." International Journal of Whole Person Care 9, no. 1 (January 17, 2022): 46–47. http://dx.doi.org/10.26443/ijwpc.v9i1.340.

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Introduction: The capacity of healthcare professionals to work collaboratively influences faculty and trainees’ professional identity formation, well-being, and care quality. Part of a multi-institutional project*, we created the Faculty Fellowship for Leaders in Humanistic Interprofessional Education at Boston Children’s Hospital/ Harvard Medical School. We aimed to foster trusting relationships, reflective abilities, collaboration skills, and work together to promote humanistic values within learning environments. Objective: To examine the impact of the faculty fellowship from participants’ reports of “the most important thing learned”. Methods: We studied participants’ reflections after each of 16 1½ hour fellowship sessions. Curriculum content included: highly functioning teams, advanced team formation, diversity/inclusion, values, wellbeing/renewal/burnout, appreciative inquiry, narrative reflection, and others. Responses to “What was the most important thing you learned?” were analyzed qualitatively using a positivistic deductive approach. Results: Participants completed 136 reflections over 16 sessions–77% response rate (136/176). Cohort was 91% female; mean age 52.6 (range 32-65); mean years since completion of highest degree 21.4; 64% held doctorates, 36% master’s degrees. 46% were physicians, 27% nurses, 18% social workers, 9% psychologists. 27% participated previously in a learning experience focusing on interprofessional education, collaboration or practice. Most important learning included: Relational capacities/ Use of self in relationships 96/131 (73%); Attention to values 46/131 (35%); Reflection/ Self-awareness 44/131 (34%); Fostering humanistic learning environments 21/131 (16%). Discussion: Results revealed the importance of enhancing relational capacities and use of self in relationships including handling emotions; attention to values; reflection/self-awareness and recognition of assumptions; and fostering humanistic learning environments. These topics should receive more emphasis in interprofessional faculty development programs and may help identify teaching priorities. *Supported in part by a multi-institutional grant from the Josiah Macy, Jr. Foundation (Dr. Branch as PI; Dr. Rider as site PI).
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Intaratat, Kamolrat. "Digital Eco-system Development Proved its Sustainable Success under the Technology Covid-19 Disruption: Asia’s Silicon Valley Singapore Global ICT Power House South Korea." International Journal of Engineering and Advanced Technology 11, no. 1 (October 30, 2021): 89–98. http://dx.doi.org/10.35940/ijeat.a3155.1011121.

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The study of “Digital Eco-system Development Proved Its Sustainable Success under the Technology & Covid-19 Disruption: Asia’s Silicon Valley (Singapore) & Global ICT Power House (South Korea) ” has its objectives under the context of COVID-19 pandemic and technology disruption as follow; 1)to study the scenario of digital eco-system development of Singapore and South Korea; 2) to study the government’s policy of Singapore and South Korea in its digital eco-system development; and 3) to propose the best Practices of digital eco-system development of Singapore and South Korea for further development in other countries. The qualitative research with document study and e-interview among 25 key informants from all of the relevant stakeholders: the policy, the private sector, and the marginal workers. Narrative description was used. Findings found Best Practices of digital eco-system development from both countries which aligned with most of the findings such as the Boston Consulting Group (2020) and others could be applied in other countries as follow; 1) The strong leadership and concrete and achievable vision from top management of both countries. Holistic, inclusive and sustainable development is the dominant flagship of both countries : The Skill Future of Singapore, and the Digital New Deal of South Korea; 2) The Partnership model with integrated strategy under the Win& Win Principle with clear innovation goals at all levels: “the Skills Future of Singapore” from Engineer Good Program to the last mile people in the Touch Community Services; and the 1) the Meister High schools 2) the Digital Upskill by each own company; 3) the Tax Credit, Tax Incentive measures; 4) the Training Levy Grant system; and 5) the SME Training Consortiums of South Korea. 3)The broad perspective and agile way of working. According to a study by Boston Consulting Group, effective 'Agile leadership' was found to have an impact on all the successful digital transformation projects. Leaders must manage change with a broader mindset and apply agile behavior broadly across the eco-system: Asia’s Silicon Valley” with its fully back up mission of “A Smart Nation”; and the “Korean New Deal” with its futuristic of digital eco-system as its national eco-system composed of its main Digital New Deal composed of the Green New Deal and the Human New Deal overarching social safety net, climate change and economic growth under the sustainable and inclusive development.
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Sabatino, C. A., M. E. Alvarez, and C. Anderson-Ketchmark. ""Highly Qualified" School Social Workers." Children & Schools 33, no. 3 (July 1, 2011): 189–92. http://dx.doi.org/10.1093/cs/33.3.189.

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Constable, Robert T. "Families … and School Social Workers." Children & Schools 8, no. 2 (1986): 74–75. http://dx.doi.org/10.1093/cs/8.2.74.

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Bye, L., M. Shepard, J. Partridge, and M. Alvarez. "School Social Work Outcomes: Perspectives of School Social Workers and School Administrators." Children & Schools 31, no. 2 (April 1, 2009): 97–108. http://dx.doi.org/10.1093/cs/31.2.97.

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Finigan-Carr, Nadine M., and Wendy E. Shaia. "School social workers as partners in the school mission." Phi Delta Kappan 99, no. 7 (March 26, 2018): 26–30. http://dx.doi.org/10.1177/0031721718767856.

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Social workers in schools provide benefits not just for struggling students, but for the entire school community. But, the authors argue, school social workers are often relegated to monitoring IEPs and doing basic casework. By using skills and values that have long been fundamental to social work practice, school social workers can advocate for, develop, and assume leadership in providing services that bring together the school, the family, and the community to meet students’ needs.
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Gregson, Liz, and Julann Fielding. "Student social workers in school settings." Journal of Practice Teaching and Learning 8, no. 2 (January 1, 2008): 91–101. http://dx.doi.org/10.1921/81135.

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Agresta, Jacqueline. "Job Satisfaction Among School Social Workers." Journal of Social Service Research 33, no. 1 (November 29, 2006): 47–52. http://dx.doi.org/10.1300/j079v33n01_05.

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Astor, R. A., and L. Gutierrez. "Gender, Schools, and School Social Workers." Children & Schools 21, no. 4 (October 1, 1999): 195–200. http://dx.doi.org/10.1093/cs/21.4.195.

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Slovak, K., and J. B. Singer. "School Social Workers' Perceptions of Cyberbullying." Children & Schools 33, no. 1 (January 1, 2011): 5–16. http://dx.doi.org/10.1093/cs/33.1.5.

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Dissertations / Theses on the topic "Boston School for Social Workers"

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Daniels, Keynasia Kami. "Do educators value school social workers?" CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2834.

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The purpose of this study is to examine educators' (teachers and school administrators) level of knowledge about the professional role of school social workers and the value that educators place on the functions carried out by social workers as pupil support personnel.
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Ching, Siu-ling. "A job working in secondary setting : a study of the job stress and coping strategies of school social workers /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2013132X.

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Whitmore, Karen Y. "School-based family counseling practices: A national survey of school counselors, school psychologists, and school social workers." W&M ScholarWorks, 2004. https://scholarworks.wm.edu/etd/1550154189.

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Stephens, Rosetta. "Strategies Employed by High School Social Workers to Help Young Mothers Remain in High School." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7755.

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Strategies Employed by High School Social Workers to Help Young Mothers Remain in High School by Rosetta Stephens MSW, Monmouth University, 2014 BA, Kean University, 2005 Dissertation Submitted in Partial Fulfillments of Requirements for the Degree of Doctor of Social Work Walden University November 2019 The focus of this study was to explore the ways high school social workers employ 6 evidence-based strategies to foster academic persistence among young mothers currently enrolled in high school. High school social workers are often tasked with helping young mothers overcome the challenges associated with motherhood. It is necessary for social workers to assess students’ personal situations and provide support and resources to assist. High school social workers are essential to addressing the problem of pregnancy among young mothers between the ages of 15 and 19 years old. The roles of high school social workers are essential to ensuring academic persistence among young mothers. A qualitative action research study design was employed to explore the research-based strategies employed by high school social workers in New Jersey to assist young mothers. Data was collected via focus groups. Results indicated school social workers personally fostered relationships with young mothers, and they also worked to nurture relationships between young mothers, teachers, and guidance counselors. Developing these relationships helped to create a support and accountability team for each young mother. Improving the assistance provided to young mothers can help ensure academic persistence, graduation, and ultimately foster better long-term social, economic, and health outcomes for young mothers and their children.
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Ruffin, Cedrina Monique. "School Social Workers' Roles Involving Teacher-Student Sexual Misconduct and Exploitation." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4481.

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Incidents of sexual misconduct by educators continue to become more prevalent in the United States, resulting in negative social, emotional, and psychological effects on many students. School social workers are professionals with backgrounds in prevention, intervention, and advocacy; however, very little literature has examined the roles of school social workers in preventing and addressing teacher-student sexual misconduct. This case study explored school social workers' roles and their perceptions thereof in relation to incidents that involved teacher-student sexual misconduct and exploitation. General systems theory provided the framework for understanding the roles of social workers and their approaches to working with the different systems associated and connected with the entire education system, including teachers and students. Nine school social workers participated in 30-45-minute audiotaped, in-depth, face-to-face interviews and provided data for this study related to their roles and responsibilities in addressing sexual misconduct in schools. Transcribed interviews were coded, first using emergent open coding and then using focused/axial coding, to form 2 main themes. School social workers in this district were identified as having no well-defined primary or secondary roles related to prevention of and response to teacher-student sexual misconduct, which was reported to result from a number of barriers to school social workers' ability to deliver effective services. A reevaluation of school social workers' roles to include addressing crises such as sexual misconduct has the potential to promote positive social change by improving the educational system and the school's ability to provide a healthier educational environment for students.
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Tobler, Sonja. "A descriptive study of teachers' perceptions of the school social workers' role." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1996. http://digitalcommons.auctr.edu/dissertations/1374.

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The purpose of the study was to identify the current role of the school social worker in Atlanta Public Schools and to determine whether teachers in the school system understood the function of the school social worker, as well as the need for social work services in the school system. Currently there exists confusion and overlap in the roles of various professionals in youth services. The participating school system was the Atlanta Public School System. The site for the sample was John F. Kennedy Middle School. The sample consisted of 36 of the 42 teachers assigned to this location. The subjects were surved using an instrument from a previous study by Woodard in 1966. The analysis revealed that the teachers in the school system had a general knowledge of the school social worker's function in the school setting. The study also revealed a significant number of teachers recognize the need for social workers in the school system.
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Chan, Yuk-sim. "A study of job stress and burnout among social worker in primary school." Click to view the E-thesis via HKUTO, 2004. http://sunzi.lib.hku.hk/hkuto/record/B4257769X.

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Minnich, Kathy J. "A phenomenological study of workplace empowerment and self-efficacy of school social workers." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1119.

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The divergent goals of educational institutions versus those of school social workers can lead to school social workers feeling disenfranchised. A major premise in the profession of social work is empowerment; yet, practitioners of school social work report feeling marginalized, misunderstood, underappreciated, and at-risk for elimination, common expressions of a lack of empowerment and self-efficacy. The experiences of school social workers with empowerment and self-efficacy within the workplace have been overlooked as a potential factor in the ability of these workers to empower and serve their clients. The purpose of this study was to understand the lived and share experience of this population. The conceptual framework for the study was based on the theories of selfefficacy and empowerment. A qualitative method of phenomenological inquiry was used to gain insight into the meaning ascribed to the empowerment and self-efficacy experiences of this population, as well as the resulting thoughts, beliefs, attitudes, and implications. Interviews, observation, reflective journaling, and thematic content analysis were incorporated with a purposeful, criterion-based sample of 12 school socialworkers located within the state of Pennsylvania. Data were analyzed using Moustakas's method of content analysis and the study produced 6 themes and 3 subthemes. The findings indicate that school social workers can become more empowered and efficacious through communication with stakeholders and advocacy efforts. Social change implications of this study may include informing pupil-services professionals with a better understanding of these characteristics, thereby enhancing their contribution to public schools, as well as their service delivery to children and families.
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White, Garrick. "An exploratory study: school social workers' perceptions of effective truancy interventions for African American high school students." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2009. http://digitalcommons.auctr.edu/dissertations/80.

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This embedded mixed methods study explored school social workers’ perceptions regarding the effectiveness of current truancy interventions, which truancy interventions are most effective in reducing truancy among African American high school students, and what makes the truancy interventions effective. The study population included school social workers from the state of Georgia who had at least one year of school social work practice with African American high school students. The independent variables were parental involvement, professional development for teachers, mentoring, collaboration with community partners and filing truancy petitions with the juvenile courts. To carry out the study, a questionnaire was used to collect the quantitative data and focus groups were facilitated to collect the qualitative data. Descriptive analysis (mean, central tendency) was used to analyze the quantitative data with a paired t-test to determine any significance between the degree of importance and effectiveness of the truancy interventions in general. Discussion was used to analyze the qualitative results of the study. The findings of the study reveal that all of the truancy interventions were generally rated as important and effective truancy interventions. However, mentoring was rated specifically, as the most effective truancy interventions to reduce truancy among African American high school students. Implications for policy and social work practice are discussed.
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Lehnert, Megan Elaine. "Child Welfare-School Interactions." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1249315218.

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Books on the topic "Boston School for Social Workers"

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Belgrave, Michael. Social workers in schools: Expansion evaluation. Wellington, N.Z: Ministry of Social Development, 2002.

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Paulus, Sorenson Gail, ed. School law for counselors, psychologists, and social workers. New York: Longman, 1985.

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Paulus, Sorenson Gail, ed. School law for counselors, psychologists, and social workers. 2nd ed. New York: Longman, 1991.

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G, McCullagh James, and Allen-Meares Paula 1948-, eds. Conducting research: A handbook for school social workers. Des Moines: State of Iowa, Iowa Dept. of Education, 1988.

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Paulus, Sorenson Gail, ed. School law for counselors, psychologists, and social workers. 3rd ed. White Plains, NY: Longman Publishers USA, 1996.

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Response to intervention: A guide for school social workers. New York: Oxford University Press, 2010.

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P, Clark James, and Alvarez Michelle, eds. Response to intervention: A guide for school social workers. New York: Oxford University Press, 2010.

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Sałustowicz, Piotr. Schulsozialarbeit, ein Plädoyer für verlorene Sache?: Kritische Aufsätze zu der Frage der Kooperation zwischen Jugendhilfe und Schule. Darmstadt: Verlag für Wissenschaftliche Publikationen, 1986.

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1948-, Harrison Thomas C., ed. Substance abuse: Information for school counselors, social workers, therapists, and counselors. 5th ed. Boston: Pearson, 2013.

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Fisher, Gary L. Substance abuse: Information for school counselors, social workers, therapists, and counselors. 4th ed. Boston: Pearson, 2009.

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Book chapters on the topic "Boston School for Social Workers"

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Biggs, Mary Jo Garcia, and Sean A. Morales. "School Social Workers." In Collaboration, 225–36. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233688-20.

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Miralles, Antonio. "School Choice: The Case for the Boston Mechanism." In Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, 58–60. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-03821-1_9.

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Sedillo-Hamann, Dayna, Jessica Chock-Goldman, and Marina A. Badillo. "School Social Workers Responding to the COVID-19 Pandemic: Experiences in Traditional, Charter, and Agency-Based Community School Agency Settings." In Essential Clinical Social Work Series, 135–44. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61442-3_15.

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Siva Raju, S., and Khushboo Ahire. "Enhancing the Quality of Pre-school Education Through Training of Anganwadi Workers: A CSR Initiative." In Corporate Social Responsibility in India, 81–95. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3902-7_5.

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Chen, Yan, and Onur Kesten. "From Boston to Shanghai to Deferred Acceptance: Theory and Experiments on a Family of School Choice Mechanisms." In Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, 58–59. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-30913-7_17.

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Bagattini, Daniela, Beatrice Miotti, and Fiorella Operto. "Educational Robotics and the Gender Perspective." In Makers at School, Educational Robotics and Innovative Learning Environments, 249–54. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77040-2_33.

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AbstractIn this paper we explore the role of stereotypes in educational choices. Data on secondary school enrollments show that girls are abandoning STEM subjects. There are many reasons for this, including social and family expectations, but also the perception that jobs and careers in technical and scientific sectors will make it hard to take care of a family. This is an important theme for the future. The number of jobs in ICT will increase, and the low quantities of women in these sectors will have a strong impact on the availability of skilled workers, as well as increasing the gender gap. What is the role of school in this context? What activities can get more girls interested in science? We focus, in particular, on how innovative approaches such as educational robotics can help girls engage with STEM subjects, as happened with the “Roberta” project, whose results will be illustrated in this work.
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Bonura, Sandra E. "Taking Honolulu by Storm." In Light in the Queen's Garden. University of Hawai'i Press, 2017. http://dx.doi.org/10.21313/hawaii/9780824866440.003.0017.

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Throughout her tenure at Kamehameha Schools, Pope continued her graduate work at the University of Chicago. Pope spent three separate semesters learning the latest educational methods from the most progressive leaders of the time in order to elevate education in Hawaii. She also traveled throughout the United States to consult with the brightest minds in the budding vocational education and social change movement. In turn, the movement’s leaders visited her. She was able to use her experiences to facilitate the first social survey of Honolulu, which contributed to the overhaul of labor laws, vastly improving working conditions for Hawaiian women. In 1910, Pope attended the first National Conference on Vocational Guidance in Boston. Educators, social workers, and corporate figures from 45 cities met to discuss how to improve the lives of immigrants by making sound vocational choices. Conference presenters and attendees included Jane Addams, Homer Folks, G. Stanley Hall, George Mead, Henry Metcalf, and Edward Thorndike. Pope joined these pioneers in the field of education and sociology for two days of stimulating discourse that ultimately ignited a national interest in public school career guidance. Pope advocated for a vocational bureau in Honolulu until her death.
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Santayana, George. "My Host the World." In The Many Faces of Philosophy, 394–400. Oxford University PressNew York, NY, 2003. http://dx.doi.org/10.1093/oso/9780195134025.003.0033.

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Abstract The son of a Spanish father and a Boston mother, George Santayana (1863–1952) came to the United States as a child. After attending the Boston Latin School and Harvard University, he went to Germany to study Plato and idealism. On returning to Harvard, he worked with William James and wrote a thesis on Lotze. He remarked that James had succeeded in making him a naturalist without making him a pragmatist. Remnants of his Platonic studies are manifest in his early work, The Sense of Beauty (1896) and The Life of Reason (1905–1906), in which he developed the view that artistic creativity is the primary human activity. He regarded society, religion, and even science and philosophy are expressions of that exuberance. In his four-volume The Realms of Being (1927– 1940) he attempted to reconcile his naturalism with Platonic idealism, analyzing the relation among (what he called) the four realms of being: essence, matter, spirit, and truth. Santayana taught at Harvard until 1912, when he retired to live in England, Paris, and Rome. Besides occasionally writing poetry, he also wrote a much acclaimed novel, The Last Puritan (1935), a subtle and nuanced account of the social and intellectual life of Boston Brahmins.
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Rosenfeld, Michael J. "Displacing and Nondisplacing Movements." In The Rainbow after the Storm, 228–39. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197600436.003.0017.

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Chapter 17 contrasts the rapid adoption of marriage equality everywhere in the U.S. with the more than sixty years of resistance to school integration. The difference owes a lot to the fact that marriage equality is a nondisplacing movement, meaning no one lost their right to marry when same-sex couples gained the right to marry. In contrast, school integration was a displacing social change. Displacing social changes are harder to achieve and harder to complete. Chapter 17 discusses the Bostock v. Clayton County Supreme Court decision of 2020, which expanded workplace protections to gay, lesbian, and transgender workers everywhere in the U.S. Workplace nondiscrimination is a displacing social change, which means that even with the change in the law, workplace discrimination against LGBT people will not disappear.
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Raines, James C., Susan Stone, and Andy Frey. "An Evidence-Informed Process for School Social Workers." In School Social Work, 42–51. Oxford University Press, 2010. http://dx.doi.org/10.1093/acprof:oso/9780195373905.003.0003.

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Conference papers on the topic "Boston School for Social Workers"

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Capp, Gordon. "School Social Workers During COVID: Going Back to Basics to Support Students." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1689927.

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Watson, Kate. "School Social Workers' Views About Trauma and Mental Health During COVID-19." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1890796.

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Habibah, Suci, Herman Nirwana, and Afdal Afdal. "Contribution of social support co-workers and social self concept to conditions of school counselor burnout." In International Conferences on Educational, Social Sciences and Technology. Padang: Fakultas Ilmu Pendidikan, 2018. http://dx.doi.org/10.29210/201812.

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Almeida, Maria Sidalina. "CULTURAL COMPETENCES OF SCHOOL SOCIAL WORKERS: PERCEPTIONS OF CULTURALLY SENSITIVE SOCIAL WORK IN THE CONSTRUCTION OF INCLUSIVE EDUCATION." In 17th International Technology, Education and Development Conference. IATED, 2023. http://dx.doi.org/10.21125/inted.2023.0804.

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Suk, Koh Myung, Kang Mal Soon, Xiaoyang Mei, and Jeon Mi Yang. "Comparison with family planning knowledge and attitudes between South Korea and China's High School Students." In Does Nonprofit Board of Directors Affect the Management of Social Welfare Organization?-Focusing on Social Workers’ Perception of Organizational Ethics. Science & Engineering Research Support soCiety, 2016. http://dx.doi.org/10.14257/astl.2016.131.27.

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Benner, John. "From Clients to Collaborators and Co-Designers: An Ethnography of School Social Workers Transforming Their Practice (Poster 39)." In 2024 AERA Annual Meeting. Washington DC: AERA, 2024. http://dx.doi.org/10.3102/2114759.

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Kim, Young-Chun. "The Influence of Middle-school Students’ Self-esteem and Social Relationship on their Multicultural Acceptance -Centered in Mediation Effect of Sense of Community." In Does Nonprofit Board of Directors Affect the Management of Social Welfare Organization?-Focusing on Social Workers’ Perception of Organizational Ethics. Science & Engineering Research Support soCiety, 2016. http://dx.doi.org/10.14257/astl.2016.131.31.

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Маралов, Владимир Георгиевич, Вячеслав Алексеевич Ситаров, Марина Александровна Кудака, Татьяна Петровна Маралова, and Ирина Ивановна Корягина. "PSYCHOLOGICAL FEATURES OF THE ATTITUDE TO DANGERS OF PEOPLE OF DIFFERENT SOCIAL GROUPS." In Национальная безопасность России: актуальные аспекты: сборник избранных статей Всероссийской научно-практической конференции (Санкт-Петербург, Январь 2021). Crossref, 2021. http://dx.doi.org/10.37539/nb189.2021.37.69.005.

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Статья посвящена психологическому анализу отношения различных категорий людей к опасностям: школьников, студентов, курсантов военного училища, работников промышленного предприятия, медицинских работников и сотрудников правоохранительных органов. Дана характеристика восьми типам отношения к опасностям, выявлены различия в зависимости о принадлежности людей к той или иной социальной группе. The article is devoted to the psychological analysis of the attitude of different categories of people to dangers: schoolchildren, students, cadets of military school, employees of industrial enterprise, medical workers and law enforcement officers. Eight types of attitudes to dangers are characterized, and differences depending on whether people belong to a particular social group are revealed.
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Bulgakova, Oksana. "Social and political sentiments of scientific and pedagogical workers of higher school of Ukraine in the period of partial democratic changes in the late 1950." In 20th International Scientific Conference Engineering for Rural Development. Latvia University of Life Sciences and Technologies, Faculty of Engineering, 2021. http://dx.doi.org/10.22616/erdev.2021.20.tf286.

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Shamsunder, Saritha, Kavita Agarwal, Archana Mishra, and Sunita Malik. "Sample survey of cancer awareness in health care workers." In 16th Annual International Conference RGCON. Thieme Medical and Scientific Publishers Private Ltd., 2016. http://dx.doi.org/10.1055/s-0039-1685266.

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Objective: To see the awareness about cancer in women among ASHA workers. Place of Study: Awareness Sessions at Safdarjung Hospital, New Delhi. Background: ASHA workers are the first point of contact for women in the community & bridge the back between the hospital and women. They have been instrumental in the success of the family planning programme & polio eradication program in India. Materials and Methods: A questionnaire about educational status, awareness about breast & cervical cancer statistics, methods of screening and diagnosis was distributed to Accredited Social Health Activists appointed by the government at two educational sessions organized at Safdarjung hospital. Results: Of the 200 ASHA workers attending, 188 completed the questionnaire. Their educational status ranged from 7th standard to post-graduate, majority had studied up to 10th standard. Their sources of information were mostly television and mobile phones, 23% had knowledge about internet, 36% were using Whats app. Only 28% knew about the commonest cancer in Indian women. Regarding breast cancer, 63% were aware of self examination of breasts, 41% knew the frequency of self examination; awareness about symptoms of breast cancer was prevalent in 46%, 24% knew about risk factors of breast cancer. Regarding Cervical Cancer, 28% knew about risk factors, 22% knew about symptoms of cervical cancer; 19% knew about screening methods for cervical cancer, 9.5% knew the screening intervals. Conclusion: Health education about cancer prevention should start at the primary school level. Special educational & motivational sessions for ASHA workers could help in cancer prevention programs.
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Reports on the topic "Boston School for Social Workers"

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Merritt, Raymond. An Attitudinal Study of Secondary School Teachers Toward School Social Workers. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1737.

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Hallink, Courtney, and Amanda Lenhardt. Lessons on South Africa’s Social Protection Response to Covid-19. Institute of Development Studies, June 2023. http://dx.doi.org/10.19088/cpan.2023.006.

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South Africa stands out for its social protection response to Covid-19, especially regarding the expansion of programmes, number of beneficiaries and benefit amount. At the height of the pandemic, the government introduced the emergency Social Relief of Distress (SRD) grant was introduced for over 10 million unemployed adults and informal workers through a digitised system. Despite successes in expanding the grant system, digitisation of the system presented challenges and led to exclusion errors. An alternative to the country’s school feeding scheme, the National School Nutrition Programme which regularly fed around 10 million children, could not be found.
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Levin, Stephanie, Daniel Espinoza, and Michael Griffith. Supporting students experiencing homelessness: District approaches to supports and funding. Learning Policy Institute, September 2022. http://dx.doi.org/10.54300/557.894.

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This study examines how five school districts work to serve students experiencing homelessness. We draw on interview data with homeless program staff, including coordinators, liaisons, and social workers, and budget data to describe how the districts identify and address the needs of students experiencing homelessness, how districts fund and staff their programs, and the challenges that districts confront in meeting the needs of students experiencing homelessness.
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O’Brien, Tom, Deanna Matsumoto, Diana Sanchez, Caitlin Mace, Elizabeth Warren, Eleni Hala, and Tyler Reeb. Southern California Regional Workforce Development Needs Assessment for the Transportation and Supply Chain Industry Sectors. Mineta Transportation Institute, October 2020. http://dx.doi.org/10.31979/mti.2020.1921.

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COVID-19 brought the public’s attention to the critical value of transportation and supply chain workers as lifelines to access food and other supplies. This report examines essential job skills required of the middle-skill workforce (workers with more than a high school degree, but less than a four-year college degree). Many of these middle-skill transportation and supply chain jobs are what the Federal Reserve Bank defines as “opportunity occupations” -- jobs that pay above median wages and can be accessible to those without a four-year college degree. This report lays out the complex landscape of selected technological disruptions of the supply chain to understand the new workforce needs of these middle-skill workers, followed by competencies identified by industry. With workplace social distancing policies, logistics organizations now rely heavily on data management and analysis for their operations. All rungs of employees, including warehouse workers and truck drivers, require digital skills to use mobile devices, sensors, and dashboards, among other applications. Workforce training requires a focus on data, problem solving, connectivity, and collaboration. Industry partners identified key workforce competencies required in digital literacy, data management, front/back office jobs, and in operations and maintenance. Education and training providers identified strategies to effectively develop workforce development programs. This report concludes with an exploration of the role of Institutes of Higher Education in delivering effective workforce education and training programs that reimagine how to frame programs to be customizable, easily accessible, and relevant.
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Palmer, Jennifer, and Diane Duclos. Key Considerations: Community-Based Surveillance in Public Health. Institute of Development Studies, May 2023. http://dx.doi.org/10.19088/sshap.2023.010.

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Recent large-scale epidemics and pandemics have demonstrated the importance of engaging communities as partners in preventing, detecting and responding to public health emergencies. Community-based surveillance (CBS), which relies on communities to report public health information, can be an important part of effective, inclusive and accountable responses to humanitarian and public health emergencies, as well as long-term disease control. This brief offers key considerations for CBS programming to guide policymakers, public health officials, civil society organisations, health workers, researchers, advocates, and others interested in health surveillance. It is based on a rapid review of CBS guidance and social science literature. It was written by Jennifer Palmer and Diane Duclos (both London School of Hygiene & Tropical Medicine, LSHTM) with contributions by Mariam Sharif (École des Hautes Études en Sciences Sociales, EHESS). It was reviewed by Ruwan Ratnayake (LSHTM), Maysoon Dahab (LSHTM) and Luisa Enria (LSHTM). This brief is the responsibility of the Social Science in Humanitarian Action Platform (SSHAP).
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Schelzig, Karin, and Kirsty Newman. Promoting Inclusive Education in Mongolia. Asian Development Bank, November 2020. http://dx.doi.org/10.22617/wps200305-2.

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Children with disabilities suffer disproportionately from the learning crisis. Although they represent only about 1.5% to 5% of the child population, they comprise more than half of out-of-school children globally. Inspired by a commitment that every child has the right to quality education, a growing global drive for inclusive education promotes an education system where children with disabilities receive an appropriate and high-quality education that is delivered alongside their peers. The global commitment to inclusive education is captured in the Sustainable Development Goal 4—ensuring inclusive and equitable education and promoting lifelong learning opportunities for all. This paper explores inclusive education for children with disabilities in Mongolia’s mainstream education system, based on a 2019 survey of more than 5,000 households; interviews with teachers, school administrators, education ministry officials, and social workers; and visits to schools and kindergartens in four provinces and one district of the capital city. Mongolia has developed a strong legal and policy framework for inclusive education aligned with international best practice, but implementation and capacity are lagging. This is illustrated using four indicators of inclusive education: inclusive culture, inclusive policies, inclusive practices, and inclusive physical environments. The conclusion presents a matrix of recommendations for government and education sector development partners.
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D, Masson, Nicolas S, Szumilin E, and Balkan S. The design, implementation, and effectiveness of teen models of care: lessons from MSF supported programmes providing treatment and care for adolescents aged 10 to 19 living with HIV in Malawi and Uganda. Doctors Without Borders/Médecins Sans Frontières, April 2024. http://dx.doi.org/10.57740/3mmnvmad0.

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This “lessons learned” report presents a thorough documentation of the implementation process of the models of care for adolescents (aged ~10-19 years) living with HIV (ALHIV) in two HIV programmes supported by MSF. The first is in Arua, a town in the West Nile Province in Uganda and, the second, in Chiradzulu rural district, Southern Malawi. Both countries are among the top 15 countries to be affected by HIV in the world. Whilst Arua is in a lower HIV-prevalent setting, Chiradzulu district remains one of the most affected regions of Malawi. The key lessons learned from this implementation were: ▸ Schedule all adolescents on the same day(s); preferably during out-of-school hours. ▸ Ensure disclosure is a repeated and ongoing process and not an on/off one. ▸ Maintain close collaboration between clinicians and counsellors to continuously transmit information to the changing and evolving concerns of teens. ▸ Organize sessions by age band, separating the pre-pubescent adolescents from older ones. Full HIV disclosure is recommended before integrating the adolescents into group activities. ▸ Include sexual and reproductive health in the package of care. Health workers and peers must be trained to address the specific concerns of adolescents. ▸ Recognize peers are an important asset to conveying messages and sharing positive experiences. While peers are useful actors in the management of teens, they should not be solely responsible for managing the cases of adolescents failing on treatment. ▸ Perform a viral load (VL) every six months for this vulnerable age group. Point-of-care VL, with same-day results, permits a rapid management of the unsuppressed patients, and requires logistic organization in rural contexts. ▸ Utilize a multidisciplinary team – clinicians, counsellors, psychologists, social workers, and peers – to address the complex situations faced by some adolescents.
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Lazonick, William, Philip Moss, and Joshua Weitz. The Unmaking of the Black Blue-Collar Middle Class. Institute for New Economic Thinking Working Paper Series, May 2021. http://dx.doi.org/10.36687/inetwp159.

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In the decade after the Civil Rights Act of 1964, African Americans made historic gains in accessing employment opportunities in racially integrated workplaces in U.S. business firms and government agencies. In the previous working papers in this series, we have shown that in the 1960s and 1970s, Blacks without college degrees were gaining access to the American middle class by moving into well-paid unionized jobs in capital-intensive mass production industries. At that time, major U.S. companies paid these blue-collar workers middle-class wages, offered stable employment, and provided employees with health and retirement benefits. Of particular importance to Blacks was the opening up to them of unionized semiskilled operative and skilled craft jobs, for which in a number of industries, and particularly those in the automobile and electronic manufacturing sectors, there was strong demand. In addition, by the end of the 1970s, buoyed by affirmative action and the growth of public-service employment, Blacks were experiencing upward mobility through employment in government agencies at local, state, and federal levels as well as in civil-society organizations, largely funded by government, to operate social and community development programs aimed at urban areas where Blacks lived. By the end of the 1970s, there was an emergent blue-collar Black middle class in the United States. Most of these workers had no more than high-school educations but had sufficient earnings and benefits to provide their families with economic security, including realistic expectations that their children would have the opportunity to move up the economic ladder to join the ranks of the college-educated white-collar middle class. That is what had happened for whites in the post-World War II decades, and given the momentum provided by the dominant position of the United States in global manufacturing and the nation’s equal employment opportunity legislation, there was every reason to believe that Blacks would experience intergenerational upward mobility along a similar education-and-employment career path. That did not happen. Overall, the 1980s and 1990s were decades of economic growth in the United States. For the emerging blue-collar Black middle class, however, the experience was of job loss, economic insecurity, and downward mobility. As the twentieth century ended and the twenty-first century began, moreover, it became apparent that this downward spiral was not confined to Blacks. Whites with only high-school educations also saw their blue-collar employment opportunities disappear, accompanied by lower wages, fewer benefits, and less security for those who continued to find employment in these jobs. The distress experienced by white Americans with the decline of the blue-collar middle class follows the downward trajectory that has adversely affected the socioeconomic positions of the much more vulnerable blue-collar Black middle class from the early 1980s. In this paper, we document when, how, and why the unmaking of the blue-collar Black middle class occurred and intergenerational upward mobility of Blacks to the college-educated middle class was stifled. We focus on blue-collar layoffs and manufacturing-plant closings in an important sector for Black employment, the automobile industry from the early 1980s. We then document the adverse impact on Blacks that has occurred in government-sector employment in a financialized economy in which the dominant ideology is that concentration of income among the richest households promotes productive investment, with government spending only impeding that objective. Reduction of taxes primarily on the wealthy and the corporate sector, the ascendancy of political and economic beliefs that celebrate the efficiency and dynamism of “free market” business enterprise, and the denigration of the idea that government can solve social problems all combined to shrink government budgets, diminish regulatory enforcement, and scuttle initiatives that previously provided greater opportunity for African Americans in the government and civil-society sectors.
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Moro, Leben, and Alice Robinson. Key Considerations: Cross-Border Dynamics between Uganda and South Sudan in the Context of the Outbreak of Ebola, 2022. Institute of Development Studies, December 2022. http://dx.doi.org/10.19088/sshap.2022.045.

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This brief summarises key considerations concerning cross-border dynamics between South Sudan and Uganda in the context of the 2022 outbreak of Ebola in Uganda, and the risk of the spread of the virus into South Sudan. It is one of four briefs exploring cross-border dynamics in the context of the outbreak, alongside Kenya, Rwanda and Tanzania. The outbreak is of the Sudan strain of Ebola (Sudan Virus Disease, SVD). SVD is used in this paper to refer to the current outbreak in East Africa, whereas outbreaks of Zaire Ebolavirus disease or general references to Ebola are referred to as EVD. The outbreak of SVD began in Mubende, Uganda, on 19 September 2022. At the time of writing (25 November), there had been 141 confirmed cases and 55 deaths, including seven health workers. Infections had been confirmed in nine districts in Uganda, including in Kampala – a major transport hub. Vaccines used in previous Ebola outbreaks are effective against the Zaire strain of Ebola, and vaccines that could work against the Sudan strain remain under investigation. As of November 2022, there have been no confirmed cases of SVD imported into South Sudan, although several alerts have been investigated. However, the fear that travellers from Uganda might bring the disease into South Sudan has spurred preparations by government institutions and partner organisations, building on the experiences acquired during past outbreaks, particularly Ebola and COVID-19. An EVD High Level Taskforce has been formed, chaired by the Minister for Cabinet Affairs and co-chaired by the Minister of Health. The South Sudan Ministry of Health (MoH) has activated the Public Health Emergency Operation Centre (PHEOC) and Incident Management System (IMS). A national EVD Readiness Plan has been developed and endorsed by the government. A free hotline (number 6666) is in place, which can be used either to report suspected cases or for information on Ebola. Training of staff at border entry points has started. This brief is based on a rapid review of published and grey literature, and informal discussions with the South Sudan Red Cross, IOM, academics from University of Juba, and the PHEOC. It was requested by the Collective Service and was written by Leben Nelson Moro (University of Juba) and Alice Robinson (London School of Economics). It was reviewed by colleagues at the University of Bath, the PHEOC, Internews, Anthrologica, the Institute of Development Studies and the Collective Service. The brief is the responsibility of the Social Science in Humanitarian Action Platform (SSHAP).
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Overview of Sanitation Workers Programme in Trichy. Indian Institute for Human Settlements, 2021. http://dx.doi.org/10.24943/tnussposwpt0603.2021.

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The Indian Institute for Human Settlements and its partners along with the Trichy City Corporation have collaborated to improve the health, occupational safety and livelihoods of sanitation workers. The Tamil Nadu Urban Sanitation Support Programme has identified and engaged with different types of sanitation workers employed in urban areas such as Urban Local Body-managed workers, school toilet cleaners, public and community toilet cleaners, independent cleaners as daily wage workers, desludging truck operators and cleaners, privately managed solid waste workers, rag-pickers, and railway cleaners. The initiatives undertaken integrate multiple social, engineering, and behavioural aspects that focus on improving the living and working conditions of this vulnerable section of society. This note provides an overview of the initiatives.
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