Alvin L. Schorr (ed.), Children and Decent People, Basic Books, New York, 1974. xvii + 222 pp. $7.95, Allen and Unwin, London, 1975, National Institute Social Services Library, xvii + 222 pp. £4.95, paper £2.75.

1976 ◽  
Vol 5 (2) ◽  
pp. 199-200
Author(s):  
Jean Snelling
Keyword(s):  
New York ◽  
Social Services ◽  
Decent People

ROLE OF THE CHILD PROTECTIVE ORGANIZATION

PEDIATRICS ◽  
1973 ◽  
Vol 51 (4) ◽  
pp. 793-795
Author(s):  
James S. Cameron
Keyword(s):  
New York ◽  
Child Welfare ◽  
Social Services ◽  
New York State ◽  
York State Department ◽  
Protective Services ◽  
Protective Service ◽  
Child Welfare League ◽  
Abused And Neglected Children

A Review of recent literature and press pronouncements has no doubt left many confused about what degree of concern should be channeled into the problem of the abused child. Part of the confusion results from a tendency to resort to the numbers game in trying to highlight the critical child welfare problems that face this nation, state, and city. Rather than wonder which numbers to believe, or whether physical and emotional battering of children is increasing, I think that the abuse and neglect of children in New York City is of such significant proportions as to justify our dedicated concern. For some years there has been a specialized approach to the problems of the neglected and abused child. This specialized approach has been termed child protective services. It has been developed in response to the problems of abused and neglected children, which the community feels must be looked into and treated. The Child Welfare League defines protective service as "A specialized child welfare service which carries a delegated responsibility to offer help on behalf of any child considered or found to be neglected." The New York State Department of Social Services defines protective services as "Those provided to children living in their own homes who are seriously neglected, abused, or subjected to demoralizing circumstances by their parents or others responsible for their care." Child protective service is not a new service. It has a very illustrious history that really started in this city, back in the late 1800s, through the development of the Society for the Prevention of the Cruelty to Children.

Quest for Jobs and Housing

2020 ◽  
pp. 9-40
Author(s):  
Joe William Trotter
Keyword(s):  
New York ◽  
World War I ◽  
Social Services ◽  
Black Families ◽  
Economic Downturn ◽  
World War ◽  
Deep Roots ◽  
The Core ◽  
The Great Depression ◽  
National Headquarters

The fight for much needed social services for Pittsburgh's poor and working-class black families had deep roots in the prewar years. But this struggle intensified during and after World War I with the formation and development of the Urban League of Pittsburgh (ULP). Following the lead of national headquarters in New York City, the Steel City's small “ban of reformers” placed the provision of migration, work, housing, and health services at the core of its mission to Pittsburgh and western Pennsylvania. After a brief moment of extraordinary success, the agency's programs dissipated during the economic downturn after the war but rebounded before the onset of the Great Depression.

Early Childhood Programs

2005 ◽  
Author(s):  
Andrew Seltzer
Keyword(s):  
New York ◽  
New York City ◽  
Early Childhood ◽  
Public School ◽  
Head Start ◽  
Social Services ◽  
York City ◽  
Early Head Start ◽  
Early Childhood Programs ◽  
Health And Social Services

The Children’s Aid Society (CAS) early childhood initiative is located in two of our New York City community schools, Primary School (PS) 5 and PS 8, in the Washington Heights section of northern Manhattan. This initiative was conceived as a partnership between the New York City Board of Education and CAS. The collaboration brought newborns and their families into the schools in which the children would complete fifth grade. The initiative began in 1994 and has been in full operation since 1996. Since then, the need for such a project has been confirmed and experience has provided insights into how a program for pregnant women and children through age five (often called a Zero to Five Program) can be effectively implemented within a public school. The CAS Zero to Five model connects two federally funded programs—Early Head Start (birth to age three) and Head Start (ages three to five)—to provide comprehensive educational and social services to low-income families and their children. The population attending the Zero to Five Program confronts the obstacles facing all new immigrant families living in poverty in an urban setting. In both schools more than 75% of the families are from the Dominican Republic; another 20% come from other Central and South American countries. The parents’ language is Spanish, and language barriers and acculturation issues result in social isolation. In addition, because many residents lack legal documentation, they are reluctant to access health and social services. The few early childhood programs in the neighborhood all have long waiting lists. A majority of the families share overcrowded apartments with other families or extended family; whole families often live in one bedroom where books and age-appropriate toys are scarce and there may be little child-centered language interaction. However, in spite of the difficulties, these parents have a drive to succeed and they understand the importance of education. By combining and linking Early Head Start and Head Start programs and integrating them into a community school, the CAS Zero to Five Program provides children and families with quality educational, health, and social services, after which the children transition into public school classes within the same building.

Teachers and Teaching: Teaching Undergraduates about AIDS: An Action-Oriented Approach

1991 ◽  
Vol 61 (3) ◽  
pp. 337-357 ◽  
Author(s):  
Kimberly Christensen
Keyword(s):  
New York ◽  
Risk Reduction ◽  
Social Services ◽  
Social Forces ◽  
Access To Information ◽  
State University ◽  
Risk Reduction Behavior ◽  
Reduction Behavior ◽  
Aids Epidemic ◽  
Aids Crisis

Since 1981, over 100,000 Americans have died from AIDS. More than 1.5 million others are infected with HIV, the virus believed to cause AIDS. Schools and colleges across the country have responded to the AIDS epidemic by providing a variety of education and risk-reduction programs for their students. In this article, Kimberly Christensen describes the content and pedagogy of an action-oriented, semester-long undergraduate course she taught on AIDS at the State University of New York College at Purchase in the spring of 1990. It is her view that educators must not only teach risk-reduction behavior, but also explore the deeper causes of the AIDS epidemic:the social forces that grant differential access to information, health care, and social services for people of different race, gender, sexual orientation, and social class. Furthermore, she suggests that successful AIDS educational efforts should also be designed to help students combat their pervasive feelings of powerlessness by actively involving them in efforts to end the AIDS crisis. In this article, Christensen provides a critique and evaluation of the content and pedagogy of the course, shares her students' reactions to the class, and makes suggestions for designing similar courses.

Counting on Context: Cross-Sector Collaborations for Education and the Legacy of James Coleman’s Sociological Vision

2017 ◽  
Vol 674 (1) ◽  
pp. 262-280 ◽  
Author(s):  
Carolyn Riehl ◽  
Melissa A. Lyon
Keyword(s):  
United States ◽  
New York ◽  
Social Services ◽  
Social Ties ◽  
The United States ◽  
Children And Youth ◽  
Multnomah County ◽  
Outcomes For Children ◽  
Available Information ◽  
Education Business

Many localities across the United States are pursuing efforts to improve outcomes for children and youth through place-based, cross-sector collaborations among education, business, government, philanthropy, and social services agencies. In this article, we examine these place-based initiatives, investigating how they attempt to ameliorate educational inequity and how they might reflect the broader sociological vision of James S. Coleman. We draw from publicly available information on a set of 182 cross-sector collaborations across the United States and from in-depth case studies of collaborations in Buffalo, New York; Milwaukee, Wisconsin; and Portland/Multnomah County, Oregon. We find evidence that in some ways, cross-sector collaborations contribute to improving schools, offer interventions and resources to support families and communities, and attempt to revitalize localities with strong norms and social ties to support education and equity. However, these outcomes are not yet fully formed, widespread, or guaranteed to last over time.

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