Suchergebnisse

O presente trabalho analisa o Trabalho Social com Famílias no acompanhamento familiar implementado por meio de grupos, no Cras da cidade de Piripiri (PI), como instrumento de promoção da participação, da autonomia e do protagonismo. A pesquisa de campo foi feita por meio de entrevistas com profissionais e usuários, analisadas aqui à luz da discussão teórica dos principais estudiosos da temática. A pesquisa foi submetida a Comitê de Ética e todos os participantes assinaram termo de Consentimento Livre e Esclarecido. Conclui-se que é possível identificar resquícios de conservadorismo na Política de Assistência Social, e que, apesar dos entraves provocados pela falta de capacitação profissional, pela não mobilização de bagagem teórica e pela falta de estrutura física e de incentivos profissionais, é possível identificar traços de mobilização para a participação social e algum grau de protagonismo social nas ações implementadas.Palavras-Chave: trabalho social com famílias; participação; autonomia; protagonismo. Abstract – This article analyzes the social work in family support implemented through groups, in the Reference Center for Social Assistance (CRAS) in the city of Piripiri, Piaui as an instrument to promote participation, autonomy and protagonism. The field research was done through interviews with professionals and users, analyzed here in light of the theoretical discussion of the main scholars of the subject. The research was submitted to the Ethics Committee and all the participants signed a Free and Informed Consent term. It concludes that it is possible to identify traces of conservatism in the Social Assistance Policy and that despite the obstacles caused by the lack of professional training, the lack of mobilization of a theoretical backgraound, and the lack of infrastructure and professional incentives, it is possible to identify traits of mobilization for social participation and some degree of social protagonism in the implemented actions.Keywords: social work with families; participation; autonomy; protagonism.

If social work education is truly committed to social justice and self-determination, it will have to liberate the knowledge of groups with which it works. To do so, it is necessary to recognize the unique role of practitioners in discovering and interpreting subjugated knowledge, which requires that academicians, practitioners, and consumers of services have opportunities to dialogue. Four strategies for freeing subjugated knowledge are proposed in this article. Dialogue that results from these strategies allows academicians and practitioners to focus on gaps between the practice theories they teach and the work they have to do and can contribute to curricular reformation.

PurposeExisting work on convergence/divergence among HRM practices in MNCs and local firms mainly focuses on Europe and the USA. Limited research examines these organizations in Pakistan, hindering our understanding of what policies MNCs are likely to adopt there as well as the extent of any differences between HRM in MNC subsidiaries and local firms. The purpose of this paper is to examine the similarities and differences between the HRM practices of MNC subsidiaries and domestic firms to assess if there is evidence for convergence or divergence.Design/methodology/approachThe authors targeted MNC subsidiaries and domestically owned firms working in the banking, information technology and pharmaceutical sectors in Pakistan. These sectors have enjoyed a steady inflow of foreign direct investment and have a sizeable number of MNC subsidiaries. Out of 1,081 companies, some 392 participated in a face-to-face survey (response rate of 36.4 percent). The authors ran a series of binary logistic regression models to test the hypothesized relationships between HR practices and nationality of ownership.FindingsThe authors reveal that a small minority of both types of firm use some practices, such as high compensation contingent on performance and performance review, appraisal and career development. However, domestic firms use some practices, such as extensive training, performance appraisals and performance-related pay significantly less than their multinational counterparts. The authors argue that these differences reflect institutional influences in Pakistan as well as a potential opportunity for local firms to change their HRM practices. In other areas, such as recruitment and employee involvement, there are no differences between the two groups.Originality/valueThe authors deepen our understanding of the types of HR practices that local companies in an emerging economy are likely to adopt as well as those that they are unlikely to adopt. Existing research has tended to downplay HRM in Pakistan and the different use of individual HRM practices among MNC subsidiaries and local firms. This research reveals that some companies in Pakistan have sophisticated HRM practices in place in some areas; however, MNC subsidiaries make greater use of some HR practices, reflecting different cultural norms between the two groups.

A key challenge for psychology is how to conceptualize the life problems faced by individuals in such a way as to take into account both the subjective and situated dimensions and the societal and historical character of human life. This challenge is apparent in the conflicts surrounding problems in children's school lives. Psychological concepts are both embedded in and permeate understandings of problems at school contributing to individualization, abstraction, categorization and the displacement of problems. In this article, we suggest that a theoretical development of the concept of conflict may support the widespread endeavors to transcend such reductionism by developing contextual and dialectical understandings of problems in children's school lives. Through a focus on conflicts, we discuss theoretical challenges in conceptualizing the dialectic relationship between historical conditions and situated interplay in concrete everyday practice. Such conceptualizations can be used to analyze connections between personal dilemmas and contradictions of social practice. ; How can theoretical psychology develop concepts for analyzing connections between subjective dilemmas in everyday life and contradictions in historical social practice? We discuss this question by analyzing conflicts related to problems in children's school lives. One frequent conflict is whether school problems should be explored in relation to individual deficits and deviations, family background, how the school is organized, the societal task of education, etc. However, such conflicts often become concealed by psychological concepts, which contributes to individualization, categorization, and the displacement of problems. We argue that theoretical development of the concept of conflict may support the widespread endeavors to transcend such reductionism by developing contextual and dialectical understandings of personal dilemmas. Through examples from empirical studies, the article illustrates how political conflicts concerning societal institutions (such as schools) form part of both intersubjective conflicts about common matters and personal conflicts in the conduct of everyday life.

This paper discusses the development of evidence-based policy and practice in Iceland, focusing on the areas of social services and family policy. It highlights both the advantages and disadvantages of being a small nation. It outlines the Icelandic context and illustrates the increasing demand for evidence-based policy and practice at both central and local government levels, and the ways in which researchers have both stimulated and responded to these demands. Three case examples from the social services and family policy field are examined in the process of characterising developments to date and prospects for the future.

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.