School Social Work in Hartford, Connecticut: Correcting the Historical Record

This paper corrects the historical record on why and how school social work began in Hartford and who was instrumental in establishing the new service. The findings, based on a study of primary sources, revealed that a school principal, and not a psychologist as previously claimed, initiated the process that led the Hartford Charity Organization Society to appoint its Visitor, Winifred Singleton Bivin, a social caseworker, to also become the first social worker in the schools in January 1907. The social work profession, which owes its origin to the Charity Organization Movement, is also obligated to the Hartford Charity Organization Society for its cooperative work with the schools, which led to the inception and subsequent development of school social work by the schools and, in 1909, the appointment of Miss Sara Holbrook who subsequently became a national leader in the development of the fledgling profession

Satisfaction with the Profession and Career Status among BSW Social Workers

This study replicates a measurement of social workers\u27 professional satisfaction and expands the findings to include career status among BSW graduates. It was hypothesized that (1) graduates of BSW programs who practice social work were more satisfied with selected symbolic rewards than those who did not remain in the profession, and that (2) MSW\u27s will express more professional satisfaction than BSW\u27s. A 50 percent random sample of the 538 graduates from a midwestern university for the period 1971-1980 was surveyed. A total of 172 graduates participated, representing a 68 percent response rate. BSW graduates who remain in the profession were significantly more satisfied with selected symbolic rewards than those who left the social work profession. MSW\u27s are significanlty more satisfied with their professional choice, their work performance, and find the monetary rewards to be more satisfying than BSW practitioners

Challenging the Proposed Deregulation of P.L. 94-142: A Case Study of Citizen Advocacy

Public Law 94-142, The Education for All Handicapped Children Act of 1975, considered by many to be the most significant federal legislation for children in need of special education, was proposed for deregulation by the Reagan administration in 1982. This study examines actions taken by citizen advocates-consumer/advocacy/parent (CAP) organizations and groups, parents, and other advocates for exceptional children-who gave testimony in opposition to the proposed changes at public hearings held by the United States Department of Education in late 1982. The most controversial proposed rules were withdrawn on September 29, 1982, while the remaining proposed changes were not implemented. Citizen advocates\u27 overwhelming presence at the hearings and their other activities were instrumental in defeating the administration\u27s efforts at deregulation

Students\u27 Views on the Future of Social Work

The need for the social work profession to understand the meaning of socio-economic and political trends has never been more important than at present. However, the application of future projection technology has lagged behind this need. The authors studied the views of students from eighteen universities and colleges on present socioeconomic trends, as represented by future specific scenarios. The implications of the future scenarios are discussed in relation to social justice, social work practice and education

Professional Retention of BSW Social Workers: Planned and Actual Career Choices

The assumption that BSW students will remain in social work was examined with a survey of 107 current students and 177 graduates from 1977 through 1980. The findings suggest that most of the current students planned to practice social work and most of the graduates entered social work practice upon graduation. Recent graduates, however, had more difficulty obtaining social work jobs than graduates in 1977. Characteristics of social work education are not associated with retention, leading to the hypothesis that factors outside the control of social work education are more predictive of BSWS\u27 retention in the profession

The University of Choice: Social Work Students at UNI

The study examined expressed reasons for choosing the University of Northern Iowa (UNI) by undergraduate students majoring in social work there. Responses of 205 social work majors to a questionnaire found that these students chose UNI primarily because of location; size; cost; the presence of a social work program; to get a good education; to be with their friends; and to continue a family tradition. Other findings indicated that 44% of students had attended other colleges previously; that many students considered other majors before deciding on social work; that 84% of the students had been born in Iowa; that 50% planned to go to graduate school; that the mean age of social work majors was 24.3 (though 74% were between 18 and 23 years old); and that 89% of the students were female. The study concludes that the social work program at UNI does not unnecessarily duplicate other Regents\u27 programs because students deliberately choose both UNI and the social work program there. Findings are detailed in six appendixes. (DB

Barriers to Adoption of Special Needs Children: A National Study

This exploratory study analyzed the incidence and nature of barriers experienced by applicants wishing to adopt special needs children; defined as: children who are older; have physical disabilities; are emotionally troubled; or are mentally retarded. Many are Black or Hispanic. Some are brothers and sisters who need a home together. Between mid-January and the end of June 1984; approximately 13;000 questionnaires were mailed to affiliates of the North American Council on Adoptable Children (NACAC); foster parents associations; and other groups and individuals. Usable surveys were returned by 535 respondents; of whom 55.7 percent were identified as having experienced a homestudy barrier. Of the 191 white married respondents; 125 experienced a homestudy barrier. Consistent with other investigative findings; Blacks and single females and males clearly encountered homestudy barriers. Very few respondents expressed interest in adopting mentally retarded children or those with severe or even moderate disabilities. Almost 60 percent were unwilling to adopt a child older than 9 years. It is concluded that there is a mismatch between available children offered by agencies and what most respondents apparently want. Identified limitations of the study include the inability to identify the number of persons who believe they actually experienced a homestudy barrier. In addition; it is suggested that investigators may need to study number and race of staff available to prepare homestudies; examine eligibility criteria; and study application forms. More than half the document is made up of statistical tables displaying the study data. The NACAC questionnaire is appended. (JW

Chronicles of Oklahoma

Article traces the life and genealogy of S. R. Walkingstick to show the ways in which one Cherokee family contributed to the tribal and state community

Chronicles of Oklahoma

Article investigates the education of three sons of Theodore M. Rights, a Moravian missionary to the Cherokee Nation, at Cherokee National Male Seminary and discusses the controversy surrounding the graduation of the second son, Eugene Jesse Rights

Chronicles of Oklahoma

Notes and Documents section from Volume 90, Number 4, Winter 2012-13. It includes James G. McCullagh's "Mayme Jane Starr (1879-1901): A "Cherokee Rose Bud" and Her Family Remembered," a short article that remembers the life of Mayme Jane Starr, a Cherokee woman and educator at Cherokee National Female Seminary