Suchergebnisse

AbstractLegislation in New Zealand has established a preference for reparation in sentencing property offenders. Judges may request probation officers to prepare reparation reports, making it the officers' responsibility to attempt to secure victim and offender agreement. Although judges and probation officers perceive mediation and victim‐offender meetings as helpful to both parties and as appropriate mechanisms for setting reparations, mediation occurs infrequently, partly because judges and probation officers also perceive that victims do not want to meet offenders. A victim survey suggests this perception may be incorrect. Also, positive perceptions require administrative support to be translated into practice.

I Introduction: Research On Organization and Accountability For State Intervention -- 1. Independent Representation of Children in Protection Proceedings -- 2. Adolescent Childbearing and Prevention Strategies: Battleground for Testing the Limits of Government Intervention -- 3. The American Indian Child Welfare Act: Achievements and Recommendations -- 4. Policy Development as a Hegemonic Strategy: Example of the Child and Family Services Act in Ontario -- 5. Decentralizing Child Welfare Services: An Assessment of Service Impact, Costs and the Morale of Staff -- 6. Managing the Family Contacts of Children Absent in Care, Professional and Legislative Issues: The Experience of England and Wales -- 7. Efficiency in Foster Family Care: Proceeding with Caution -- 8. The State as Parent: Assessing Outcomes in Child Care -- 9. Child Care Placement Outcomes -- II Introduction: Research On Young Persons In Conflict With The Law -- 10. Social Change, Legal Transformation, and state Intervention: Youth Justice in the Arab Republic of Egypt -- 11. The Scottish Children's Hearing System: Community or State Control? -- 12. Custodial Control or Community Alternative?: An Examination of the Impact of the 1982 Criminal Justice Act in One Local Authority -- 13. Evaluating Conflicts Between Intention and Outcome Within Changing Canadian Juvenile Justice Policy: Just Listen to What the Data Says! -- 14. Tackling the Conflict: A Framework Analysis of Dispute Settlement -- 15.Closed Units in Institutions for Children -- 16.Law Policies and Implications for the Youth Welfare System: The Hamburg Example -- 17. Hind the Gap: The Creation of the Non-Divertible -- 18. Deviant Interventions or Deviant Youth? -- III Introduction: Research On Child Abuse -- 19. Child Abuse, Social Theory, and Everyday State Practices -- 20. Intrafamilial Child Sexual Abuse: State Intervention in Canada -- 21. Sexual Abuse Prevention Training: Issues of State Intervention -- 22. False Allegations of Child Sexual Abuse: Implications for Policy and Practice -- 23. The Use of Criminal Sanctions in Child Abuse and Neglect -- IV Introduction: Research On Children In Care -- 24. Evaluation of Foster-Family-Based Treatment in Comparison with Other Programs: A Preliminary Analysis -- 25. Foster Care Breakdown: A Study of a Special Teenager Fostering Scheme -- 26. Intensive Home-Based Family Treatment: Client Outcomes and Issues for Program Design -- 27. A Belgian Approach to Work Rehabilitation -- 28. Research on Trends in Intervention on Behalf of Children and Youth in Aarhus, Denmark -- 29. In Care, In Contact? -- 30. The Effectiveness of Permanent Substitute Family Placement for Older Children in Care -- 31. An Examination of Long Term Foster Family Care for Children and Youth -- 32. Patterns of Care: The First Twelve Months -- 33. Effectiveness Analysis of Residential Child Care Services in Belgium -- 34. Integrating Professional and Community Resources for Young Persons -- 35. The Transition From Long Term Care to Adoption -- Authors -- Name Index.

This study was conducted to determine the extent ofpractice experience of graduate social work faculty members teaching methods courses. A survey of 705 faculty members produced 365 us able responses. The group reported a mean of 8 years' post-MSW practice experience, but a mean of 12.3 years had elapsed since the faculty members had been involved infull-time practice experience. Sixty-eight percent reported that they were currently involved in social work practice on a regular basis. The most common methods of secunng practice experience were supervision of social work students in a field placement (55% of the respondents) or private practice (41% of respondents). There was strong agreement among the group that current social work practice experience was important for teaching (only 4% indicate it was not important), yet 65% of the respondents indicated that their school did not encourage faculty to secure current practice experience.