Handler The Coercive Social Worker

British Lessons for American Social Services
1. Auflage 2014
ISBN: 978-1-4832-6014-3
Verlag: Elsevier Science & Techn.
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 180 Seiten, Web PDF

The Coercive Social Worker: British Lessons for American Social Services focuses on the role of social services in public departments of welfare, with emphasis on the enormous power of the social worker to impose the casework plan on the client. It explains how traditional social work theory combines with the delivery of 'hard' services in the integrated, comprehensive family service to produce social workers with such power. Some of the lessons that can be learned by American social service agencies from the British experience are discussed. Comprised of seven chapters, this volume begins with a historical background on Britain's public social service program, launched in 1970 to provide a comprehensive, integrated family service at the local government level. The significance of the British experience to American social services is considered, with particular reference to the relationship between social work theory and social service policy and administration. The foundations of the modern welfare state are also discussed, along with social services in America in an income maintenance setting. The final chapter examines the problems facing the consumer of a comprehensive, integrated family service; the creation and implementation of administrative discretion in the social service context; legal rights of consumers; and alternative systems for the delivery of social services. This book is intended for social work professionals, administrators, policymakers, and advocates of the rights of people who deal with social welfare agencies.

Autoren/Hrsg.

Handler, Joel F.

Inhaltsverzeichnis

1;Front Cover;1
2;Language, Cognitive Deficits, and Retardation;5
3;Copyright Page;6
4;Table of Contents;7
5;Contributors and Participants;11
6;Acknowledgements;14
7;Introduction;15
7.1;REFERENCES;20
8;Chapter 1. The Concept of Language Differentiation;23
8.1;ABSTRACT;23
8.2;INTRODUCTION;23
8.3;RELATIONS AND COMPUTATIONS;24
8.4;CONTINUITIES AS PROPER PSYCHOLOGICAL AND PHYSIOLOGICAL CORRELATES;26
8.5;LINGUISTIC CATEGORIES ARE RELATIONSHIPS: THEY ARE DEFINABLE ONLY CONTEXTUALLY;31
8.6;SEMANTIC AND SYNTACTIC PROPERTIES HAVE A COMMON ORIGIN IN ONTOGENY;32
8.7;DIFFERENTIATION IN THE GROWTH OF VOCABULARY;36
8.8;CONCLUSION;38
8.9;REFERENCES;39
9;Commentary;41
9.1;REFERENCES;45
10;Chapter 2. Speech Perception in the Absence of Speech Productive Ability;47
10.1;ARTICULATORY INTERPRETATION OF THE ACOUSTIC–PHONETIC TRANSFORMATION;47
10.2;NECESSARY IMPLICATIONS OF THE MOTOR THEORY;49
10.3;ACOUSTIC PATTERN PROCESSING;50
10.4;PRACTICAL APPLICATION OF SPEECH PATTERN WORK;52
10.5;INITIAL RESULTS OF SPEECH PATTERN EXPERIMENTS;53
10.6;REFERENCES;56
11;Commentary;58
11.1;REFERENCES;60
12;Chapter 3. Universal Tendencies in the Child's Acquisition of Phonology;61
12.1;ABSTRACT;61
12.2;(a) The child's understanding of adult speech;62
12.3;(b) 'Overlapping phonemes';63
12.4;(c) The across-the-board nature of changes in the child's developing phonology;63
12.5;(d) Indirect manifestations of adult contrasts superficially merged by the child;64
12.6;(e) Restructuring;65
12.7;(f) Puzzles;67
12.8;(g) Recidivism;68
12.9;(a) C.S. – an eleven-year-old dysphasic;74
12.10;(b) A comparison of Down's syndrome and normal children;77
12.11;REFERENCES;79
13;Commentary;80
13.1;REFERENCES;87
14;Chapter 4. Vocal Communication in Pre-verbal Normal and Autistic Children;89
15;Commentary;95
15.1;REFERENCES;99
16;Chapter 5. A Study of Language Impairments in Severely Retarded Children;101
16.1;INTRODUCTION;101
16.2;SUBJECTS;102
16.3;METHOD;103
16.4;RESULTS;104
16.5;DISCUSSION;114
16.6;SUMMARY;118
16.7;APPENDIX A List of sections in the structured interview, schedule concerning children's handicaps and behaviour;119
16.8;APPENDIX B (i) Example of a section concerning developmental items;120
16.9;APPENDIX C Threshold values for the sections mentioned in the paper;122
16.10;REFERENCES;124
17;Commentary;127
18;Chapter 6. Brain Injury in Childhood and Language Development;131
18.1;PRESENT STUDY;133
18.2;DISCUSSION;138
18.3;REFERENCES;140
19;Commentary;141
20;Chapter 7. Seeing, Speaking and Ordering;143
20.1;REFERENCES;151
21;Commentary;153
21.1;REFERENCES;156
22;Chapter 8. Language and Memory in the Severely Retarded;157
22.1;MEMORY;157
22.2;LANGUAGE;158
22.3;EXPERIMENTS;159
22.4;CONCLUSIONS;163
22.5;REFERENCES;163
23;Commentary;165
23.1;REFERENCES;168
24;Chapter 9. Language and Cognition in Subnormals: a Piagetian View;169
24.1;RELATIONS BETWEEN COGNITIVE DEVELOPMENT AND LANGUAGE;169
24.2;A STUDY OF THE REASONING PROCESSES OF INTELLECTUALLY SUBNORMAL CHILDREN FROM THE POINT OF VIEW OF PIAGET'S THEORY;172
24.3;LANGUAGE ACQUISITION IN NORMAL AND SUBNORMAL CHILDREN;174
24.4;REFERENCES;179
25;Commentary;181
26;Chapter 10. Are Subnormals Linguistic Adults?;183
26.1;STAGES DURING ACQUISITION;187
26.2;A LEARNING EXPERIMENT ON THIS LINGUISTIC STRUCTURE;194
26.3;REFERENCES;200
27;Commentary;202
27.1;REFERENCES;206
28;Chapter 11. Language and Cognition in Autistic and 'Dysphasic' Children;207
28.1;INTRODUCTION;207
28.2;METHODS;208
28.3;RESULTS;210
28.4;CONCLUSIONS;213
28.5;REFERENCES;215
29;Commentary;217
29.1;LANGUAGE AS MEANS OF THINKING;218
29.2;LANGUAGE AND LANGUAGE-RELATED FUNCTIONS AS MEANS OF COMMUNICATION;220
29.3;NON-VERBAL I.Q. TESTS;220
29.4;SPECIFIC SYMPTOMS;221
30;Chapter 12. Language Deficit and Behaviour Modification;223
30.1;GENERAL CHARACTERISTICS OF BEHAVIOUR MODIFICATION;224
30.2;PLANNING TREATMENT;227
30.3;OPERANT SPEECH TRAINING WITH RETARDED CHILDREN;227
30.4;THE ROLE OF IMITATION TRAINING;228
30.5;MORPHOLOGICAL AND SYNTACTICAL INFLEXIONS;229
30.6;GENERAL RESULTS;230
30.7;METHODOLOGICAL AND OTHER CRITICISMS;230
30.8;SPEECH OR LANGUAGE TRAINING;232
30.9;CONCLUSIONS;234
30.10;REFERENCES;234
31;Commentary;238
32;Index;241