Suchergebnisse

Few researchers have set out to explore parents' feelings about their experiences with Child Protective Services (CPS) particularly as they relate to the relationship between workers and parents who come to the attention of CPS. Yet the worker-client relationship is a central aspect of social work intervention, contributing to positive case resolutions. Understanding aspects of this relationship can contribute to improved CPS. This article reports findings from a qualitative study that used in-depth interviews to explore the experiences of 61 parents who had involvement with CPS.1 Parents appreciated workers who were caring, genuine, empathetic, exceptionally helpful, non-judgmental, and accepting. Negative qualities of workers identified by parents were being judgmental, cold and uncaring, poor listeners, critical, and insincere. Child protection interventions can result in greater actual and/or perceived power imbalances between the client and the worker compared to other social work interventions. Our findings, however, suggest that a positive alliance can be achieved within the context of the adversarial and complex nature of CPS. Possible ways to maintain relationships or rebuild 'ruptured' relationships are suggested.

The book examines the power of young people's social relationships in schools to transform, or more often, to continue, differences that pervade societies: mind-body-emotional diff erences or Special Educational Needs and Disability, gender, poverty, race/ethnicity, sexuality and their intersections. The book details extensive qualitative research with young people, foregrounding their accounts. In challenging educators and others to engage with young people's own agencies and to make space for their socialities, the concepts of embodied social and emotional capital and young people as contextual bodies/subjectivities/agencies are developed, emphasising both young people's agencies and how these are socio-spatially situated, constrained and enabled. The book is most concerned with how and when young people challenge and change enduring differences. The concept of 'immersive geographies' outlines the potential of change inherent in the repeated coming together of the same people in space, doing similar things that are, however, always provisional and always with the potential to be done diff erently. Examples of when diff erence is transformed are presented. The book marks a major interdisciplinary contribution to geographies and social studies of children, youth and education, child development, social work, social policy and education studies. Furthermore, it is of appeal to anyone interested in young people, social reproduction and sociality: from educators, policy makers, youth workers and social workers to parents.

In this article I propose a relational understanding of emotions which I believe overcomes many of the dualisms in previous sociological attempts to understand this realm of social life. I also suggest that it is rare in such studies for the object under scrutiny to be defined, and attempt to answer the question of what it is we are exploring when we approach emotions. The view is put forward of emotions as complexes rather than things, ones that are multi-dimensional in their composition: they only arise within relationships, but they have a corporeal, embodied aspect as well as a socio-cultural one. They are constituted by techniques of the body learned within a social habitus, which produces emotional dispositions that may manifest themselves in particular situations. Furthermore, these techniques of the body are part of the power relations that play an important part in the production and regulation of emotion. Using examples of emotions like love and aggression, I argue my central thesis - that emotions are not expressions of inner processes, but are modes of communication within relationships and interdependencies.

This edited volume establishes a state-of-the-art perspective on theory and research on gender, power, and communication in human relationships. Both theoretical essays and review chapters address issues relevant to female and male differences in power, dominance, communication, equality, and expectations/beliefs. All chapter contributors share two commonalities. First, each provides a 1990s assessment of power and equality in female and male relationships. Second, each reviews respective programs of research and focuses attention on the relevance of this research to understanding the relation

Macharia Munene reminds readers that there are other avenues to international esteem besides economic & technological supremacy. He suggests that the leaders of African nations follow the example of Nelson Mandela, & exert their moral, ethical & logical abilities to garner increased international respect for their countries. Adapted from the source document.