貧困の中に育つ子どもを支える 連携支援プロセスの視覚化－SSWとCSWの学び合いプロセスを中心として－

views and personal experiences of people who have especially contributed to the evolution of ideas in the Journal's field of interest.

We investigate 1) trends in use of community mental health care (CMHC) and community social work (CSW) by Dutch households in 1979-1995; 2) whether such trends can be explained by long-term relative changes in service use or in sizes of particular household categories. Data was derived from the Facilities Use Surveys, cross-sectional population studies recording Dutch household characteristics and service use since 1979. A simulation technique was used to explain trends in service use. Use of CMHC and CSW virtually doubled in recent decades. Such trends are not explained by increasing relative service utilization in particular household categories, and only marginally by shifts in the relative sizes of such categories. They are attributable to growing rates of utilization throughout society. Trends in service use are explained by broad changes in help-seeking behaviour. Policymakers should act on these findings to narrow the persisting inequalities in service uptake.

Previous articleNext article FreeThe Life and Career of Matthew O. HowardJeffrey M. JensonJeffrey M. JensonUniversity of Denver Search for more articles by this author PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinked InRedditEmailQR Code SectionsMoreMatthew O. HowardView Large ImageDownload PowerPointOn December 15, 2018, social work and the Journal of the Society for Social Work and Research (JSSWR) lost one of its most prolific scholars, outstanding teachers, and thoughtful mentors in recent memory. Matthew O. Howard, PhD—the Frank A. Daniels Distinguished Professor of Human Services Policy Information and associate dean for doctoral education in the School of Social Work at the University of North Carolina at Chapel Hill—passed away following a lengthy hospitalization. As an associate editor for JSSWR, Matthew had a significant impact on improving the quality and influence of the journal. He will be sorely missed by our editorial team.Matthew was a consummate scholar who possessed a singular ability to understand and conceptualize social problems of all types. His research contributed greatly to existing knowledge of the etiology, prevention, and treatment of substance abuse, alcohol dependence, and mental health disorders. And, Matthew’s provocative articles assessing the state of social work education, practice, and research set forth ideas that will affect the trajectory of social work for years to come. His passion for knowledge—conveyed quietly and effectively to countless graduate students—was felt deeply by the many lives he touched over the course of an academic career that included appointments in the Department of Psychiatry and Behavioral Sciences at the University of Washington, the Department of Psychiatry at the Oregon Health Sciences University, the George Warren Brown School of Social Work at Washington University in St. Louis, the School of Social Work and the Department of Psychiatry at the University of Michigan, and the University of North Carolina at Chapel Hill.Matthew’s training in social work coincided with my own enrollment in the University of Washington School of Social Work doctoral program in 1984. Matthew and I became immediate and close friends during our graduate studies in Seattle, and we spent hours discussing social work, class assignments, and the research projects we worked on as doctoral students. Many of these conversations occurred in an alley coffee shop in Seattle’s University District, just a stone’s throw from the School of Social Work. Known by the employees as “Matt and Jeff,” we were treated as regulars who would sit at our customary window table for what was likely far too long. It was a time of great intellectual pursuit, and I had found the perfect colleague and friend with whom to share ideas and discuss future plans. It was the beginning of a personal friendship and professional relationship that lasted 34 years.Matthew entered doctoral education with a well-developed interest in understanding the etiology of alcohol and other substance use disorders. Over the nearly four decades that followed, he devoted his career to conducting basic and applied research aimed at ameliorating substance abuse dependence and co-occurring problems associated with alcohol and drug abuse. He became particularly well known for his basic research and intervention studies addressing the vexing problem of inhalant abuse (e.g., Howard, Balster, Cottler, Wu, & Vaughn, 2008; Howard, Bowen, Garland, Perron, & Vaughn, 2011; Howard & Jenson, 1999b). Matthew’s innovative and rigorous research in this area led to three grants from the National Institute on Drug Abuse and to widespread recognition as one of the world’s foremost experts on inhalant abuse. In recent years, Matthew extended his work to testing mindfulness-oriented interventions for people with chronic pain and opioid misuse. His coinvestigator in much of this work was Eric Garland, professor and associate dean for research in the University of Utah College of Social Work. Eric, a former student of Matthew’s at the University of North Carolina at Chapel Hill, describes some of the important lessons he learned under Matthew’s tutelage in an accompanying article in this issue (Garland, 2019).Matthew also made significant contributions to social work education and research. In the Aaron Rosen Lecture at the 2015 Annual Conference of the Society for Social Work and Research, Matthew traced key developments in social work during the past 30 years and reflected on a vision of the field that stretched to 2044—30 years into the future (Howard & Garland, 2015). The ideas he shared in this lecture have provided a useful framework for assessing the relatively recent history of social work and addressing the challenges in educating master’s-level practitioners and doctoral students in the future. Matthew delivered a similarly thought-provoking lecture on the current state and future of social work doctoral education at the 2016 Annual Conference of the Group for the Advancement of Doctoral Education. Ideas presented in his lectures were coupled with action. One such example is illustrated by Matthew’s early development of a University of North Carolina at Chapel Hill doctoral-level course on conducting systematic reviews. Students in this class often produced publishable papers as a result of Matthew’s fastidious attention to breadth and quality. In earlier work at the Brown School of Social Work at Washington University in St. Louis, Matthew and colleagues advanced the idea of evidence-based practice as a paradigm for training MSW social work practitioners (Howard, McMillen, & Pollio, 2003). Enola Proctor, the Shanti K. Khinduka Distinguished Professor in the Brown School of Social Work at Washington University in St. Louis, was a colleague of Matthew’s at the time. She remembers Matthew as… a brilliant scholar and dear person. Highly regarded for his excellence in the classroom at the Brown School, he was demanding yet was a frequent winner of student-elected teaching awards. Matthew used his seemingly boundless energy to better the fields of addiction research and social work practice. He had my highest respect and unending affection. His passing is a tremendous loss to our field and community of scholars [and] saddens me deeply. (E. Proctor, personal communication, January 9, 2019)In 1999, Matthew and I had the good fortune to guest edit a special issue of Research on Social Work Practice that explored the utility of clinical practice guidelines for social work practice (Howard & Jenson, 1999a). Collectively, Matthew’s lectures and published papers assessing the state of social work education and practice stimulated debate and produced tangible curricula changes in schools across the country.A prolific writer, Matthew published more than 250 peer-reviewed papers in his career. His written work also included 40 book reviews, editorials, and government reports. Matthew’s h-index of 55 and nearly 9,000 citations of his work to date illustrate just how much his scholarship was valued by colleagues. His written contributions will be recognized and used by practitioners, policymakers, and researchers for decades to come.Matthew was a fellow and a board member of the American Academy of Social Work and Social Welfare and a fellow of the Society for Social Work and Research. A proponent of interdisciplinary work, he also was a faculty research fellow in the Cecil G. Sheps Center for Health Services Research at the University of North Carolina at Chapel Hill at the time of his passing. Matthew’s devotion to empirical research and scholarship is widely recognized. However, what may be most impressive about Matthew’s career is the recognition he received as both a scholar and a teacher. He was awarded eight outstanding teaching and mentoring awards from students and colleagues at Washington University in St. Louis and the University of North Carolina at Chapel Hill. Two of Matthew’s doctoral students at North Carolina (Eric Garland, University of Utah; and Carrie Pettus-Davis, Florida State University) received Doctoral Fellow Awards from the Society for Social Work and Research. Matthew connected with his students by combining high scientific standards with a compassionate approach to helping people succeed. He was soft-spoken, but his ideas and words carried great weight and influence.Matthew’s service to the fields of social work and addiction was also exemplary. He reviewed manuscripts for more than 60 different academic journals in his career. He was on the editorial boards of more than 50 journals—including serving a JSSWR associate editor for the past several years—and he previously served as editor-in-chief of the Journal of Social Service Research, Social Work Research, and the Journal of Addictive Diseases. Matthew also was vice president and served on the Society for Social Work and Research Board of Directors from 2005 to 2008.The task of summarizing the life and career of a prolific and impactful scholar, teacher, and mentor like Matthew is daunting. Mark Fraser, professor emeritus at the University of North Carolina at Chapel Hill and the founding editor of JSSWR, was a longtime friend, collaborator, and colleague. Reflecting on Matthew’s career, he recalls,As a scholar and a teacher, Matthew was eloquent and encyclopedic. Students flocked to his classes. A gentle spirit who treasured collaboration with others, his greatest joys came in exploring new ideas and reading recent research. In the profession as a thought leader, Matthew was a tour de force. At once, he was creative, insightful, sensitive, critical, and thorough. Matthew was—quite simply—incomparable. (M. Fraser, personal communication, January 8, 2019)Tangible accomplishments like those summarized here do not tell the complete story of a person. Matthew had an uncanny ability to effectively express his strong personal beliefs and ethical values in everyday interactions with friends and colleagues. He had a deep interest in applying the lessons gained from his own empirical work to promote fairness and equity for all people. Matthew’s invaluable input and feedback to students and colleagues about their ideas, papers, or projects came with great civility and kindness. He was an insatiable reader whose knowledge extended to topics well beyond social work or the addictions. In this sense, one could discuss a wide range of topics with Matthew with the preordained understanding that he had very likely already read much of what had been written on the topic. Matthew’s longstanding practice of underscoring written text with yellow highlighters was applied to thousands of empirical and conceptual articles and manuscripts during his career.On a personal level, Matthew enjoyed taking walks, listening to music, and reading novels and poetry. His wry sense of humor often left many of his closest friends and colleagues writhing in laughter. I was among them.JSSWR is proud to count Matthew as one of its most influential associate editors and contributors. His place as an important teacher and scholar in social work education and research is secure. Matthew’s many contributions will be discovered anew by emerging scholars for decades to come. His presence in social work and the broad field of the addictions will be missed by us all.NotesJeffrey M. Jenson, PhD, is Editor-in-Chief of the Journal of the Society for Social Work and Research and the Phillip D. & Eleanor G. Winn Endowed Professor Children and Youth at the University of Denver Graduate School of Social Work.Correspondence regarding this article should be directed to Jeffrey M. Jenson, University of Denver, 2148 S. High St., Denver, CO 80208 or via e-mail to [email protected]ReferencesGarland, E. L. (2019). Standing on the shoulders of giants: Matthew O. Howard as a mentor and his influence on the science of mindfulness as a treatment for addiction. Journal of the Society for Social Work and Research. Advance online publication. doi:10.1086/702654First citation in articleGoogle ScholarHoward, M. O. (2016, March 31). Hot topics in doctoral education. Presentation at the 2016 Annual Conference of the Group for the Advancement of Doctoral Education, Chapel Hill, NC.First citation in articleGoogle ScholarHoward, M. O., Balster, R., Cottler, L. B., Wu, L., & Vaughn, M. G. (2008). Inhalant use among incarcerated adolescents: Prevalence, characteristics, and predictors of use. Drug and Alcohol Dependence, 93, 197–209. https://doi.org/10.1016/j.drugalcdep.2007.08.023First citation in articleCrossrefGoogle ScholarHoward, M. O., Bowen, S., Garland, E. L., Perron, B. E., & Vaughn, M. G. (2011). Inhalant use and inhalant use disorders in the United States. Addiction Science & Clinical Practice, 6, 18–31.First citation in articleGoogle ScholarHoward, M. O., & Garland, E. L. (2015). Social work research: 2044. Journal of the Society for Social Work and Research, 6, 173–200. https://doi.org/10.1086/681099First citation in articleLinkGoogle ScholarHoward, M. O., & Jenson, J. M. (1999a). Clinical practice guidelines: Should social work develop them? Research on Social Work Practice, 9, 283–301. https://doi.org/10.1177/104973159900900302First citation in articleCrossrefGoogle ScholarHoward, M. O., & Jenson, J. M. (1999b). Inhalant use among antisocial youth: Prevalence and correlates. Addictive Behaviors, 24, 59–74. https://doi.org/10.1016/s0306-4603(98)00039-2First citation in articleCrossrefGoogle ScholarHoward, M. O., McMillen, J. C., & Pollio, D. (2003). Teaching evidence-based practice: Toward a new paradigm for social work education. Research on Social Work Practice, 13, 234–259. https://doi.org/10.1177/1049731502250404First citation in articleCrossrefGoogle Scholar Previous articleNext article DetailsFiguresReferencesCited by Journal of the Society for Social Work and Research Volume 10, Number 1Spring 2019 Published for the Society for Social Work and Research Article DOIhttps://doi.org/10.1086/702653HistoryPublished online February 04, 2019 © 2019 by the Society for Social Work and Research. All rights reserved.PDF download Crossref reports no articles citing this article.

relate to faculty members; to administrators, the school social worker, the school nurse, and the attendance supervisor; to the community social workers and other agency representatives; to the parents? For the past four years, an active counselor training program has been operative in the Francisco Junior High School. While the program is not all-inclusive, it represents one school's approach to a basic problem and may be of interest to others who are faced with the same concern.

A Note From the Editor-in-Chief

For the past 100 years, since the inception of school social work, a comprehensive list of the duties of social workers in schools has remained intangible; thus, the professional identity of school social workers (SSWs) has not been well-defined. An ambiguous professional identity gives rise to a lack of legitimacy, role confusion, and inconsistency in responsibilities faced by current SSWs employed in a public-school setting. A comprehensive understanding of how SSWs function, both in theory and in practice, is essential to producing social workers who are qualified, competent, and equipped to support students. This study utilizes quantitative methods to investigate areas of convergence and divergence between the National Association of Social Workers’ (NASW’s) Standards for School Social Work Services, the Certification and Staffing Policy Guidelines (CSPG) established by the Pennsylvania Department of Education (PDE), and Pennsylvania (PA) school social workers’ (SSWs) self-reported tasks and responsibilities. The research examines the historical backdrop of school social work and employs role theory as the lens through which to explore how school social workers navigate their roles within public education. Primary task classifications are identified, including assessment/intervention, direct services, case management, consultation/collaboration, and professional development. The research outlines implications for school social work practice, including advocacy for the profession, creation of a statewide SSW model, influence on school social work certification programs, guidance for a statewide induction program, and facilitation of ongoing professional development. Finally, conclusions are drawn and recommendations made for policymakers to promote role clarity in the field.

The purpose of this paper is to provide an overview of community social work practice in Egypt. To achieve this a brief preliminary discussion of social work in Egypt is needed to place community social work in context. Also, empirical data are presented for a sample of social workers in Cairo in 1987. The paper concludes with the great importance of practising community social work in Egypt as a developing country.

Professional associations have been present since the birth of the visiting teacher/school social work movement in 1906. The five major associations—National Association of School Social Workers, National Association of Social Workers, the Midwest School Social Work Council, State School Social Work Associations (both individually and as a group), and the School Social Work Association of America—collectively provide vital services such as conferences and publications that form the foundation of the profession. Their decisions have shaped the history of school social work as well as maintain the current level of services to the school social work community. The practice of school social work today is based in large part on the decisions made by the professional associations in the past and now.

Referring to scientific literature, the article aims to define definition and model Emotional intelligence (EI). Emotional intelligence (EI), the term first used in 1966, is still considered a new area of science. The increase in requirements for social workers and their personal and professional qualities made it important to know their own emotions and those of the others and manage them. Personal qualities – self-awareness, motivation, flexibility, interpersonal skills, the ability to adapt to change, to understand and recognize emotions is very important to the social worker's activities. Management of emotional intelligence in the personal and interpersonal community social worker activities is one of the main acts in relations with others. Expression of emotional intelligence in activities of community social worker is the object of this paper. The theoretical part of the work substantiates the theory of emotional intelligence expression in activities of community social worker after discussing emotional intelligence. The research empirically investigated social workers opinions about the expression of emotional intelligence community. The study uses the following methods: analysis of documents, scientific and methodological literature, websites, quantitative research method, questionnaire survey. The study was carried out in questionnaire method, interviewing 212 respondents in 44 institutions. Results of the study confirmed the hypothesis that community social worker activities is worth to foster through self-improvement of emotional intelligence expression.

Project-based teaching mode has been widely used in many disciplines in the teaching field. "Community social work" as a highly practical subject, but in the teaching process of many colleges and universities, there is a state of separation between theory and practice. In order to enhance college students' cognition of social problems and improve their ability to integrate theory with practice and serve the community, this paper explores the project-based teaching reform in the teaching process of Community Social Work. This paper puts forward a holistic and systematic teaching process of "community concept teaching-community visit-community work mode teaching-community problem demand analysis-community work method and skill teaching-community service plan formulation and implementation-community work process summary". It is believed that through the project-based teaching reform, the potential of teachers and students can be fully explored, and the "teaching" of teachers and the "learning" of students can be truly realized, both relying on the reality of the community.

Research centers in schools of social work are growing in number and scope. In this article the authors argue that this increase is in line with the growing recognition that research and science are critical components of the mission of the social work profession. The authors examine the purposes and various models for establishing research centers in schools of social work. They highlight the phases of development in the Hamovitch Center for Science in the Human Services at the University of Southern California School of Social Work and articulate the operational principles on which the center is based and that have driven its operation and significant growth during the past decade. KEY WORDS: center; infrastructure; organization; research; social work ********** The Hamovitch Center for Science in the Human Services was conceived, developed, and continues to advance in a specific historical context. Two main, and partly contradictory, perspectives of the nature of social work have been predominant: social work as an art and social work as a professional activity based on science. The assumption that social work is an art has a lengthy tradition, and goes back to values such as human beings' readiness to help others (Soydan, 1999), and later to the institutional reflection of such values in charity movements and organizations. Historically, the assumption that social work is a profession that must base its actions on science began with the genesis of modern social science during the second half of the 1700s and early 1800s. This belief was reflected in later positivist paradigms, such as the work of Mary Richmond and Jane Addams (Soydan, 1999). More recently during the 1980s and 1990s, this discourse was reactivated and became rather controversial. Hugh England's (1986) boo5k, Social Work as Art: Making Sense for Good Practice, is considered a modern milestone for this sentiment. Siporin (1988) emphasized this position further, Reamer (1993) substantiated its philosophical foundations, and Goldstein (1990) took a controversial position by suggesting that social work had become a victim of scientific promises and had turned away from its commitment to practice wisdom. The assumption that social work has to be organized around a solid base to advance its professionalism has suffered setbacks over the years. Fischer (1976) argued that the effectiveness of social casework was not supported by existing experimental evidence. The Task Force on Social Work Research (1991) found that too little research in social work was done and that what was done was mostly irrelevant and inadequate in enabling social work professionals to respond better to clients and stakeholders. Fraser and colleagues (1991) increased awareness about the lack of pertinent and good quality research in social work. Other studies during the first half of the 1990s also emphasized the poor state of the science in social work (Gambrill, 1994; Hepworth & Larsen, 1992; Wakefield, 1996a, 1996b). However, there were also proposals about how to remedy some of these problems to make social work research more pertinent, rigorous, and extensive. It is not surprising that one solution was suggested in the combination of art and science (Papel & Skolnik, 1992; Schon, 1983). A proposal from Lindsey and Kirk (1992) argued that research resources in social work should be concentrated on a few social work research schools in which a critical mass of researchers from a range of disciplines and perspectives could be gathered to address some of the central problems of our profession. At this point in time, whether or not research centers are seen by the field of social work as useful, they continue to emerge and develop around the country. This is consistent with the growing recognition that research and science are critical components of the mission of the social work profession. What is left to he considered is how these centers can be organized, can grow, and can be sustained. …

Summary This article investigates community work as a method in social work in Northern Ireland. It traces the processes that have led to the marginalisation of community work within social work practices and the complex relationship between community development and social work. Nonetheless, the welfare state is undergoing change, wherein new agendas of personalisation, service user involvement, community engagement and partnership are emerging, which are changing the occupational space of social work. We argue that this change can be an opportunity through which social work can and must re-engage with community development, particularly within the existing political arrangements and sectarian context of Northern Ireland. However, social work’s engagement in the community presents risks given its current relationship with the state and loss of trust within the Northern Irish community. We discuss these risks and further possibilities. Findings The article draws from contemporary literature on the current context of community development and service provision in Northern Ireland social work’s involvement. The possibilities for community social work are explored through recent policy initiatives and the current situation of the community sector. Risks that stem from social work’s relationship with the state, and with community organisations as well as the contradiction between discourses of partnership in service delivery and the ground reality are considered. Applications Our analysis suggests the need for (a) collective action by social workers through collective representation, (b) a new conceptualisation of professionalism that incorporates partnerships with other workers in the care sector and (c) education that has contemporary resonance.

This study examines the organizational and institutional factors that may be associated with the success of schools of social work (SOSWs) in securing research grant awards from the National Institutes of Health (NIH) and constituent agencies. Using data from the CRISP database on NIH grant funding, the Lombardi Program on Measuring University Performance, the Council on Social Work Education, the American Association of University Professors, and other sources, several key factors were identified as being associated with SOSWs'grant success: having a PhD program, not having a BSW program, being an independent academic unit, faculty publication rates, having a medical school in the home university, having higher faculty salaries in the home university, and the home university's overall grant success. The principle of “accumulative advantage” describes relative grant success well: During 1993-2005, only 13 SOSWs accounted for almost 75% of all NIH grants awarded to SOSWs.

Social problems in Singapore are becoming more complicated, requiring multiple perspectives to address root causes. In contrast, social workers are trained to address these challenges with a person-in-environment approach, especially in community social work. This review article shows that there are clear parallels between community work and the need to understand the interconnectedness of social problems to address them, along with the importance of systems thinking in assessing social challenges and developing interventions to address them. A pragmatic community work framework infused with systems thinking is needed to support social workers’ interventions in bringing about long-term change in social problems.

In China, for community social workers, work-family conflict has become a common phenomenon that may harm their well-being. Based on the analysis of a survey of community social workers in four cities in China, this study demonstrated that community workers' work-family conflict significantly affects burnout, role overload mediates the relation between work-family conflict and burnout, and cognitive crafting negatively moderates the relation between role overload and burnout. The conclusions validate the job crafting theory and enrich the research on job burnout under the JD-R model. The practical significance of the study is that on the one hand, community and individual workers can effectively alleviate burnout by clarifying their roles. On the other hand, it also reminds managers that they should pay attention to the physical and mental health of social workers to enable them to develop healthily.