Fligstein / Rossi Going North

Migration of Blacks and Whites from the South, 1900-1950
1. Auflage 2013
ISBN: 978-1-4832-7767-7
Verlag: Elsevier Science & Techn.
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 246 Seiten, Web PDF

Going North: Migration of Blacks and Whites from the South, 1900-1950 discusses the historical, demographic, sociological, and economic reasons for black and white migrations. The book explains the transition from a rural, extractive economy to an urban, industrial and service economy, with emphasis on the effects on the Southern rural population. After the Civil War, emerging business concerns became politically and economically significant, making the South a source for needed resources. 1930 was a defining year. Before 1930, migration reflected the growth and contraction of cotton agriculture in the South. After 1930, the transition from a tenant, labor-intensive cotton agriculture economy to a capitalist machine-driven economy caused the black and white migration to the north. American development was not a simple process-it shows how northern business interests defeated southern planters. This transformation has created a permanent underclass in society that can be found in the cities of the South, North, and Midwest regions of America today. Sociologists, economists, academicians doing sociological research, and students of U.S. history can benefit from reading the book.

Autoren/Hrsg.

Fligstein, Neil

Rossi, Peter H.

Inhaltsverzeichnis

1;Front Cover;1
2;Residential Care: A Reader in Current Theory and Practice;4
3;Copyright Page;5
4;Table of Contents;14
5;FOREWORD;6
6;PREFACE;8
7;ACKNOWLEDGEMENTS;10
8;CONTRIBUTORS;12
9;PART I: THE TASK IN RESIDENTIAL CARE;18
9.1;INTRODUCTION;20
9.2;CHAPTER 1. CRITICISMS AND POSITIVE ASPECTS OF RESIDENTIAL CARE;22
9.2.1;References;31
9.3;CHAPTER 2. SOME CURRENT ISSUES IN RESIDENTIAL WORK: IMPLICATIONS FOR THE SOCIAL WORK TASK;32
9.3.1;The Keyworker Concept;32
9.3.2;Resident Participation;35
9.3.3;Resident Population Changes;37
9.3.4;Conditions of Service;38
9.3.5;Training for Residential Social Work;40
9.3.6;Notes and References;41
9.4;CHAPTER 3. THE SOCIAL WORK TASK IN RESIDENTIAL CARE;44
9.4.1;The Residential Social Work Task;51
9.4.2;References;54
9.5;PART I: QUESTIONS AND EXERCISES;56
10;PART II: SOCIAL WORK PROCESS IN RESIDENTIAL CARE;58
10.1;SECTION ONE: ASSESSMENT;60
10.1.1;INTRODUCTION: CRITERIA IN THE ASSESSMENT FOR RESIDENTIAL CARE;60
10.1.2;CHAPTER 4. ASSESSMENT, LABELLING OR EXPEDIENCY?;62
10.1.2.1;References;72
10.1.3;CHAPTER 5. FROM RESIDENTIAL TO DAY ASSESSMENT IN BELFAST;74
10.1.3.1;A team approach;74
10.1.3.2;The Intake Team;75
10.1.3.3;Referrals;75
10.1.3.4;Allocation;75
10.1.3.5;Family Group Team;76
10.1.3.6;Philosophy;76
10.1.3.7;Contract;76
10.1.3.8;Family Meetings;77
10.1.3.9;Travelling to the Centre;78
10.1.3.10;Programme Activities;78
10.1.3.11;Group Work;79
10.1.3.12;Recording;79
10.1.3.13;Consolidation;80
10.1.3.14;Case Conference and Report;80
10.1.3.15;Postscript;81
10.1.3.16;References;81
10.1.4;CHAPTER 6. COLLECTING AND USING DATA FOR ASSESSMENT;82
10.1.4.1;The Model;83
10.1.4.2;Example of Practice Using Model and Case Plan;87
10.1.4.3;Notes and References;94
10.1.5;CHAPTER 7. AN ASSESSMENT CHALLENGED;96
10.1.5.1;Admission;96
10.1.5.2;The First Evening;97
10.1.5.3;Day Two;98
10.1.5.4;Day Three;98
10.1.5.5;Day Four—Mrs J.'s Birthday;99
10.1.5.6;Day Five;100
10.1.5.7;Day Six;100
10.1.5.8;Day Eighteen;101
10.1.5.9;Day Twenty-Two;101
10.1.5.10;Day Twenty-Eight;101
10.1.5.11;Day Thirty-Three;101
10.1.5.12;Day Forty-One;101
10.1.5.13;Day Forty-Two;102
10.1.5.14;Day Forty-Eight;102
10.1.5.15;Day One Hundred and Three;103
10.1.5.16;Discussion;104
10.1.5.17;Further Reading;104
10.2;SECTION TWO: CONTINUING CARE AND REHABILITATION;106
10.2.1;INTRODUCTION: AN INTEGRATED APPROACH TO CARE AND TREATMENT;106
10.2.1.1;Values;106
10.2.1.2;Processes' Skills and Techniques;107
10.2.1.3;Knowledge Areas;107
10.2.1.4;Notes and References;112
10.2.2;CHAPTER 8. RESIDENTIAL CARE WITH THE PHYSICALLY HANDICAPPED – A VIEW FROM A VOLUNTARY ORGANISATION;114
10.2.2.1;Physical Accommodation;114
10.2.2.2;Activities and Work;115
10.2.2.3;Activities Involving Risk;116
10.2.2.4;Relationships within the Home;117
10.2.2.5;The Boundaries of the Institution;119
10.2.2.6;Emotional Needs—The Acceptance of Deterioration and Death in the Institution;121
10.2.2.7;Staff in Residential Homes for the Physically Handicapped;122
10.2.2.8;Conclusion—Looking to the Future;123
10.2.2.9;References;123
10.2.3;CHAPTER 9. POSITIVE CARE FOR THE ELDERLY;124
10.2.3.1;A Case Study;127
10.2.3.2;Further Reading;129
10.2.4;CHAPTER 10. SOCIAL LEARNING IN RESIDENTIAL CARE;130
10.2.4.1;The Importance of Giving Attention;131
10.2.4.2;Praise and Encouragement;132
10.2.4.3;Modelling Effects;133
10.2.4.4;Inducements (Material and Activity Reinforcers);133
10.2.4.5;Activities as Reinforcers;135
10.2.4.6;Tokens;136
10.2.4.7;A Cautionary Note;136
10.2.4.8;Contracts and Self-Modification;137
10.2.4.9;Punishment;139
10.2.4.10;Time Out;140
10.2.4.11;Recording and Assessment;141
10.2.4.12;Ethical Considerations;142
10.2.4.13;Concluding Comments;143
10.2.4.14;References;143
10.2.5;CHAPTER 11. THE C.U.S.S. GROUP HOME: A REVIEW OF PRINCIPLES AND PRACTICES IN THE CARE AND TRAINING OF MENTALLY HANDICAPPED PEOPLE;146
10.2.5.1;References;156
10.2.6;CHAPTER 12. SUSAN: THE SUCCESSFUL RESOLUTION OF A "SEVERE BEHAVIOUR DISORDER" WITH A MENTALLY HANDICAPPED YOUNG WOMAN IN A COMMUNITY SETTING;158
10.2.6.1;Subject and Setting;159
10.2.6.2;Specific Problems;160
10.2.6.3;Objectives of the Teaching Programme;161
10.2.6.4;The Teaching Programme;161
10.2.6.5;Results;162
10.2.6.6;Discussion;163
10.2.6.7;References;167
10.2.7;CHAPTER 13. METHODS OF TREATMENT IN A PSYCHIATRIC UNIT FOR ADOLESCENTS;168
10.2.7.1;Introduction;168
10.2.7.2;Description of the Young People's Unit, Whitchurch Hospital, Cardiff;168
10.2.7.3;The Philosophy of the Agency;170
10.2.7.4;Specific Aspects of the Therapeutic Programme;173
10.2.7.5;Some Process Issues;176
10.2.7.6;Conclusion;178
10.2.7.7;References;178
10.2.8;CHAPTER 14. RESIDENTIAL WORK WITH ADOLESCENT GIRLS;180
10.2.8.1;Introduction;180
10.2.8.2;The Residential Environment as a Response to the Girls' Situations and Problems;181
10.2.8.3;Integration as a Guiding Concept;182
10.2.8.4;Treatment Principles and Practice;183
10.2.8.5;Dealing with Girls' Emotional and Sexual Development in a Single-Sex Regime;186
10.2.8.6;Conclusion;187
10.2.8.7;Further Reacting;188
10.2.9;CHAPTER 15. HOSTEL PROVISION FOR ADOLESCENT BOYS;190
10.2.9.1;Relationship Work;193
10.2.9.2;Preparation for Leaving;196
10.2.9.3;Further Reading;197
10.3;SECTION THREE: MANAGEMENT AND ORGANISATIONAL ISSUES;200
10.3.1;INTRODUCTION;200
10.3.2;CHAPTER 16. SOCIAL SERVICES DEPARTMENT STRUCTURES AND THE ORGANISATION OF RESIDENTIAL SOCIAL WORK;202
10.3.2.1;Introduction;202
10.3.2.2;Management Types and Management Styles;202
10.3.2.3;Organisational Descriptions;204
10.3.2.4;Reification;205
10.3.2.5;Models of Organisational Structure;206
10.3.2.6;Implications for Residential Work: Some Arguments;208
10.3.2.7;Interaction between Field SW and RSW;211
10.3.2.8;Further Discussion;212
10.3.2.9;References;213
10.3.3;CHAPTER 17. MANAGEMENT ISSUES IN AN INDIVIDUAL HOME;216
10.3.3.1;Further Reading;225
10.3.4;CHAPTER 18. TOWARDS CARING THROUGH DESIGN;226
10.3.4.1;Introduction;226
10.3.4.2;Themes in the Residential Care of Old People;226
10.3.4.3;An Example: a Home of "Conventional" Design;228
10.3.4.4;The Design of the Home: an Evaluation;233
10.3.4.5;Concluding Comments;240
10.3.4.6;Further Reading;242
10.3.5;CHAPTER 19. EVALUATING RESIDENTIAL CARE AS A METHOD OF SOCIAL WORK INTERVENTION;244
10.3.5.1;References;250
10.3.6;PART II: QUESTIONS AND EXERCISES;252
11;PART III: ETHICAL ISSUES IN RESIDENTIAL CARE;256
11.1;INTRODUCTION;258
11.2;CHAPTER 20. CHARTER OF RIGHTS: THE END OR THE BEGINNING?;260
11.3;CHAPTER 21. RESIDENT PARTICIPATION, A CONSUMER VIEW;264
11.3.1;Appendix 1;271
11.4;CHAPTER 22. SECURE PROVISION FOR CHILDREN AND YOUNG PEOPLE;274
11.4.1;References;283
11.5;CHAPTER 23. SEX AND THE RESIDENTIAL SETTING;284
11.5.1;References;293
11.6;PART III: QUESTIONS AND EXERCISES;294
12;PART IV: EDUCATION AND TRAINING FOR RESIDENTIAL WORK;296
12.1;INTRODUCTION;298
12.2;CHAPTER 24. THE TRAINING OF GROUP CARE PERSONNEL IN THE PERSONAL SOCIAL SERVICES;300
12.2.1;The Present Situation;300
12.2.2;Post-Training Provision and Current Prospects;303
12.2.3;Work Strata and Levels of Training;304
12.2.4;Direct Care Workers—a New Initiative;307
12.2.5;Service Trends and the Training Challenge;309
12.2.6;References;310
12.3;CHAPTER 25. IN-SERVICE TRAINING FOR RESIDENTIAL WORK;312
12.3.1;Further Reading;319
12.4;CHAPTER 26. A STUDENT UNIT FOR RESIDENTIAL PLACEMENTS;320
12.4.1;Beginnings;320
12.4.2;Aims of the Unit;321
12.4.3;The Residential Setting;322
12.4.4;The Seminar;324
12.4.5;Thoughts on this Venture;325
12.4.6;Further Reading;327
12.5;CHAPTER 27. A STUDENT PLACEMENT IN A RESIDENTIAL SETTING;328
12.5.1;The Residential Setting;329
12.5.2;The Placements;331
12.5.3;Placement at a Hostel;333
12.5.4;Further Reading;339
12.6;CHAPTER 28. STAFF AND STUDENT SUPERVISION IN THE RESIDENTIAL SETTING;340
12.6.1;I. The Contribution of Theory to Supervision Practice;340
12.6.2;II. Organisational Setting;342
12.6.3;III. Organisational Structure;343
12.6.4;IV. Staff Group Consultation;343
12.6.5;V. Staff and Student Individual Supervision;346
12.6.6;VI. Senior Social Worker: Superintendent Support;349
12.6.7;VII. Applications and Conclusion;350
12.6.8;References;352
12.7;PART IV: QUESTIONS AND EXERCISES;354
13;CONCLUSION;356
14;BIBLIOGRAPHY;358
15;INDEX;364