Suchergebnisse

Prefatory note : This paper was originally written under another title as part of a conference programme, and is now reprinted by kind permission of the Editor of "Social Work" (the UK journal of this name) who first published it in Vol. XXVI No. 4 1969. It is not intended to imply (as some readers have thought) that it is enough for social workers to understand the individual, even within his family and his sub- cultural setting. Clearly the social worker also needs a knowledge of society per se, its power structure, its administrative structure and its economic system; a knowledge of the processes of social change, of how to intervene effectively to relieve economic, social and educational deprivation; and, I would add, some skill in predicting the unintended side-effects of such intervention. However, in what follows we are concerned with that element in the education of social workers which is concerned with human personality and interaction, whether within the family, the small group or the community.

Why are institutions of higher education interested in internationalization? The question was asked at a faculty meeting in our university college. A variety of arguments and opinions were expressed. Many "when", "what", "how", "who" and "why" questions were asked. Some arguments were normative and altruistic emphasizing the need of helping to develop countries in improving their educational system, others took a more ideological stand explaining internationalization within a neo-liberal and globalized frame, and some arguments emphasized the importance of a comparative approach to improve the quality of national education.

A major value of any international meeting lies in the opportunity it provides for interchange of views and experience among delegates from all parts of the world. At the Eleventh International Congress of Schools of Social Work, special emphasis was placed on discussion in small groups of the major theme of the Congress. The following reports summarize the major subject areas covered by three English-speaking groups, one French- speaking group, and four groups in which Spanish and Portuguese were the languages of communication. The summary reports which were presented at a general session on August 17, 1962 were based on accounts prepared by the chairmen and recorders of each of the groups. The IASSW takes this opportunity to express its great appreciation to the general rapporteurs, the chairmen and the recorders for their immensely valuable contribution to the success of the Congress.

Military social work is a specialized field of practice spanning the micro-macro continuum and requiring advanced social work knowledge and skills. The complex behavioral health problems and service needs of Iraq and Afghanistan veterans highlight the need for highly trained social work professionals who can provide militarily-relevant and culturally-responsive evidence-informed services. Responding to the military behavioral health workforce and service needs of recently returned veterans presents both opportunities and challenges for military social work education. This article discusses the rationale for a military social work specialization, the need for military social work education, and opportunities and challenges for social work education. An integrated model of intellectual capital is proposed to guide strategic planning for future military social work education.

Ethical and moral conflicts are bound to arise in the problems of living that social workers confront in practice. This personal essay proposes an approach to education for practice that includes both theoretical knowledge and the development of experiential wisdom. The analogy of practice as a performing art suggests that the narrative and the literature of the humanities offer fertile sources for learning how to be and how to help in instances of such conflicts.