The changing context of China: Emerging issues for school social work practice

Levine, Kathryn; Zhu, Kaiheng

doi:10.1177/0020872809359751

Cited by 7 publications

(3 citation statements)

References 37 publications

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“….social injustices exist and to provide an opportunity for all children to optimize their educational potential'. Levine and Zhu (2010) in discussing the Chinese context suggest that 'the role of school social work is to ensure the optimum fit between the student and his/her environment, through intervention at the interface of the ecological levels'. (p. 340).…”

Section: Literaturementioning

confidence: 99%

Managing identity in a host setting: School social workers' strategies for better interprofessional work in New Zealand schools

Beddoe

2017

Qualitative Social Work

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Social workers in New Zealand other schools work with other school professionals to respond to potential child maltreatment in the school setting, but little is reported about their experience of interprofessional collaboration. An exploratory qualitative study focused on school professionals’ process when responding to child maltreatment. The author conducted 20 semi-structured telephone interviews with social workers to explore their interprofessional work with teaching professionals. Many challenges were reported including power imbalances; resource issues, especially inadequate time given their placement in multiple schools; marginalisation, and teachers’ inconsistent understanding of the social work role. Social workers reported relationship-based strategies to manage these challenges, and a sense of pride and identity was apparent in these accounts. Patient relationship building was a key strategy to build respect and understanding of social work knowledge and skills. A reading of Bourdieu's discussion of social distinction suggests social work is often perceived as a profession lacking the confidence of the “distinguished possessor” of capital and more of the uncertainty of the “pretentious challenger”. A professional capital framework, that positions school-based social workers as ‘guests’ in a host setting, is useful in understanding these dynamics and how social workers choose to respond. This study suggests that preparation for school social work might usefully focus on interprofessional working and in particular support the development of conscious, principled yet pragmatic relationship-building skills to bridge the gap between the teaching and social work professions and improve the welfare of children.

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Section: Literaturementioning

confidence: 99%

Managing identity in a host setting: School social workers' strategies for better interprofessional work in New Zealand schools

Beddoe

2017

Qualitative Social Work

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“…The school change model encountered bottlenecks because the school reform was bound to affect their own interests (Levine and Zhu, 2010).…”

Section: School Change Modelmentioning

confidence: 99%

Construction of a service mode of school social work in post-disaster areas in China: A case study on the project of disaster relief schools after the Sichuan earthquake

Liang

Shu

2016

International Social Work

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In China, school social work services after disasters are at the exploratory stage. After the Sichuan earthquake in 2008, the recognition of social work intervention to reconstruct post-disaster areas has emerged. This article illustrates the process of school social work service in the disaster relief schools of Sichuan by viewing the project undertaken by the China Youth Development Foundation, which is associated with the China Association of Social Work Education. It likewise explores the service modes for the local development of school social work, which marks a new stage in the development of social work in China.

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“…However, accompanied with these changes, there has also been a disintegration of traditional family and social-supportive networks (e.g. divorce rates have risen from 0.07% in 1990 to 0.17% in 2008 [ 1 ]), contributing to greater stress among children and adolescents [ 2 ]. In a meta-analysis of 40 studies, self-reported anxiety levels were observed to have increased 0.7 standard deviations from 1992 to 2005, and anxiety levels were positively correlated with the Gini coefficient, divorce rate, unemployment rate, and crime rate [ 3 ].…”

Section: Introductionmentioning

confidence: 99%

Developing a predictive tool for psychological well-being among Chinese adolescents in the presence of missing data

Lynn

Tsang²

2011

BMC Med Res Methodol

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BackgroundMulti-dimensional behavioral rating scales like the CBCL and YSR are available for diagnosing psychosocial maladjustment in adolescents, but these are unsuitable for large-scale usage since they are time-consuming and their many sensitive questions often lead to missing data. This research applies multiple imputation to tackle the effects of missing data in order to develop a simple questionnaire-based predictive instrument for psychosocial maladjustment.MethodsQuestionnaires from 2919 Chinese sixth graders in 21 schools were collected, but 86% of the students were missing one or more of the variables for analysis. Fifteen (10 training, 5 validation) samples were imputed using multivariate imputation chain equations. A ten-variable instrument was constructed by applying stepwise variable selection algorithms to the training samples, and its predictive performance was evaluated on the validation samples.ResultsThe instrument had an AUC of 0.75 (95% CI: 0.73 to 0.78) and a calibration slope of 0.98 (95% CI: 0.86 to 1.09). The prevalence of psychosocial maladjustment was 18%. If a score of > 1 was used to define a negative test, then 80% of the students would be classified as negative. The resulting test had a diagnostic odds ratio of 5.64 (95% CI: 4.39 to 7.24), with negative and positive predictive values of 88% and 43%, and negative and positive likelihood ratios of 0.61 and 3.41, respectively.ConclusionsMultiple imputation together with internal validation provided a simple method for deriving a predictive instrument in the presence of missing data. The instrument's high negative predictive value implies that in populations with similar prevalences of psychosocial maladjustment test-negative students can be confidently excluded as being normal, thus saving 80% of the resources for confirmatory psychological testing.

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The changing context of China: Emerging issues for school social work practice

Cited by 7 publications

References 37 publications

Managing identity in a host setting: School social workers' strategies for better interprofessional work in New Zealand schools

Managing identity in a host setting: School social workers' strategies for better interprofessional work in New Zealand schools

Construction of a service mode of school social work in post-disaster areas in China: A case study on the project of disaster relief schools after the Sichuan earthquake

Developing a predictive tool for psychological well-being among Chinese adolescents in the presence of missing data

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