: Social Perspectives on Behavior: A Reader in Social Sciences for Social Work and Related Professions . Herman D. Stein, Richard A. Cloward.

1959 ◽  
Vol 6 (4) ◽  
pp. 376-376
Author(s):  
Arthur Hillman
2017 ◽  
Vol 6 (Especial) ◽  
pp. 76 ◽  
Author(s):  
Gabriela Rubilar Donoso

This article reviews the scope and potential of research done using a biographical approach and the role that this approach adopts in giving voice to experiences lived by the subjects. Special emphasis is placed on the use of narratives to construct life stories, histories and testimonies, incorporating elements for a discussion about their use and enhancement as an approach for research and intervention. This article is written from an interdisciplinary perspective, recognizing the strengths of this approach that can be applied to diverse disciplines within social sciences, humanities and health sciences. This paper analyzes the trends that have influenced in studies from a biographical approach, considering historical and epistemological aspects. This is particularly relevant for disciplines related to human care, such as Nursing or Social Work that deal with narratives of participants who have faced situations of pain or illness. The narrative-biographical approach allows us to retrieve these histories and to contribute to the memories of people willing to narrate their experiences. The article concludes by examining the contemporary uses of this approach both in research and in social interventions. Current challenges related to this approach are discussed and also the possibility of combining it with multimedia devices and the use of information technology.


Author(s):  
Rubens Ramón Méndez

Cuando el Trabajo Social comenzó a sistematizarse y a organizarse a partir de Mary Richmond, se proponía como un programa de investigación distinto dentro de las Ciencias Sociales (Lakatos, 1999). Distinto porque toma los planteos teóricos dados en las Ciencias Sociales desde �las circunstancias históricamente determinadas y existencialmente posicionadas; creando nuevas perspectivas sobre esos planteos teóricos� (Méndez, 2006) y porque con su práctica profesional, evalúa y muestra el problema de las consecuencias efectivas y potenciales de la utilización de los conocimientos (Dewey, 1967) en la construcción de las prácticas sociales (discursivas o no discursivas).Presentar la emergencia de un discurso propio de las personas y documentar lo real de las prácticas sociales, mostrar cómo es que a algunos enunciados que no son en sí mismos ni verdaderos ni falsos, se les otorgan el �estatuto de verdad�; es lo que hace que el Trabajo Social deba ser vigilado y desarmado en sus efectos.Si el discurso no es el medio por lo que se establecen las luchas en esta sociedad de discursos; sino que es por el discurso, por lo que se lucha. Si el discurso es �aquel poder del que quiere uno adueñarse� (Foucault, 1983), las Ciencias Sociales no podían dejar al azar el discurso del Trabajo Social.When Social Work became systematized and organized after Mary Richmond, it was described as a different research program within the social sciences (Lakatos, 1999). It was different because it considered the theoretical propositions in the social sciences from �historically determined and existentially positioned circumstances, thereby creating new perspectives on those theoretical propositions� (Méndez, 2006) and because through professional practice Social Work assesses and highlights the problem of the real and potential consequences of the use of knowledge in the construction of social practices (Dewey, 1967), whether discursive or non-discursive.As Social Work presents the emergence of people�s own discourse and documents the reality of social practices while it also presents statements which are neither true nor false as necessary truths, Social Work should be watched and disarmed in its consequences.Discourse is not the means through which fights are established in our discourse society; it is discourse that is fought about. If discourse is �that power we wish to get hold of� (Foucault, 1983), then the social sciences should not ignore the discourse of Social Work.


Author(s):  
О. О. Стрельнікова

The present article is devoted to the problems of inclusion in modern Ukrainian society. The concept and essence of inclusion are studied from the point of view of the theory of social comprehension (of the essence of inclusive group), dynamics of social structure and social interactions. The inclusion is divided into social and educational forms according to the modern approaches to considering types of inclusion. The main forms of inclusion are analyzed from the point of view of pedagogical and social sciences. Special attention is given to the social inclusion in modern Ukrainian society. The comparative analysis of the categories «integration» and «inclusion» is carried out and the main common and distinctive features of these categories are determined in the article. It is said that social inclusion can be analyzed only in context of social exclusion, because they are both parts of the same social process. The potential of such further analysis are researched. The peculiarities of the process of social inclusion in modern Ukrainian society are analyzed. The main characteristics of social inclusion are described in the article on the basis of analysis of modern scientific literature. Special attention is given to the social inclusion in social work and social science. From the point of view of socio-pedagogical science social inclusion is analyzed as democratic action about comprehension somebody or the whole social group into some activity or cultural process. Social inclusion in modern Ukrainian society becomes social mechanism, some kind of an instrument, aimed at overcoming the barriers and constraints on the path to social well-being, which radically changes the existing state social politics. The results of the research are used in the social work, pedagogical and social sciences.


2012 ◽  
Vol 57 (6) ◽  
pp. 566-575 ◽  
Author(s):  
Chaime Marcuello-Servós

The aim of this article is to analyse and describe social work education and its professional context in Spain. Specifically, it analyses new degree implementation as a consequence of the Bologna Process over the last 10 years. It posits some ideas about the social sciences beyond the dominant paradigms with the aim of overcoming corporatism. It concludes that social sciences could be used as a toolkit where several instruments and techniques may be useful in tackling social problems in a transdisciplinary way and in systems thinking. What one is able to solve and learn in the present is more interesting than remaining in the past and asking about one’s background.


2020 ◽  
pp. 105413732093230
Author(s):  
Charles A. Corr

Professional social work is a discipline in which practitioners often find themselves engaged in addressing issues related to illness, crises, and loss. Professional social work is also a discipline with links to many associated disciplines, especially those in the social sciences such as psychology, sociology, and gerontology, as well as provision of care in such fields as hospice/palliative care, bereavement support, and counseling. Exploring some aspects of educational programs for professional social workers may help illuminate how professionals are prepared to function in many of these disciplines and areas of human services. This article offers a critical analysis of one limited but important aspect of the education offered to social work students, namely how the work of Elisabeth Kübler-Ross and her five stages model are presented in five recent social work textbooks. In each case, there is a description and critical analysis of what authors of these five books write about these subjects. These analyses lead to suggestions concerning how these subjects should or should not be presented in educational programs for students and as guidelines for practice in social work, associated disciplines, and related areas of human services.


Author(s):  
Darlyne Bailey

Ruby B. Pernell (1917–2001) was a scholar and leader in the development of social group work knowledge, values, and skills. She was professor emerita of Social Work at the School of Applied Social Sciences at Case Western Reserve University (1968–2001).


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