Poor Children Know Their Place : Perceptions of Poverty, Class, and Public Messages

This qualitative study hears and clarifies some of the voices of children concerning how they feel their lives are circumscribed by living in poverty, by public messages about the poor, and by their views of their socioeconomic status. Twenty-four children between the ages of 5-12 years were interviewed using snapshots of different economic level homes in order to capture their uncensored responses. Findings reveal that the children view poverty as a deprivation, perceive societal messages as disparaging of the poor, and have some difficulty holding on to positive views of themselves. These children\u27s thoughts about the realities of their lives helped to shape suggestions for social work practic

When Personal Dreams Derail: Rural Cameroonian Women Aspire For Their Children

Data gathered from a convenience sample of 36 women who reside in rural villages lying on the outskirts of Buea, Cameroon is not consistent with the “culture of poverty” proposition which states that personal characteristics of the poor tie them to a life of poverty. These findings run counter to an assumed “culture of poverty” in which persons do not hold career aspirations and socialize their children with attitudes that assure the generational transmission of poverty. Respondents, as a case vignette illustrates, conveyed that besides marriage they had wanted a career in order to achieve a living wage. After their own career dreams were dashed, they devoted themselves to the hard work of farming and petty trading in the hope they could help their children escape subsistence living. Results of this study point away from policies that would seek to change the outlook and habits of mothers living in poverty and toward external changes that would permit them earnings commensurate with their persistent efforts

Class Activist Lens for Teaching about Poverty

The mission of social work is to serve the poor and oppressed and engage in social reform. This article proposes a conceptual framework, and teaching and practice strategies to equip students to understand poverty from a class perspective. The action component is to politicize practice and become allies with the poor in resisting injustice and promoting their social and economic development

Ethics in Field Education: Promise, Pretension, or Practice?

Ethics are the foundation of every profession. Field education is central to the education of professional social workers. There is a consensus among educators that field education should include ethics education. The field education literature pays lip service to the importance of ethics. Ethical practice is being taught infield education in a cursory manner. Reasons for the discrepancy between promise and practice are discussed. Suggestions are made for including ethics education in the field

Development of a hand-held computer platform for real-time behavioral assessment of physicians and nurses

AbstractWe developed a hand-held data collection tool to facilitate real-time collection of data on the factors that affect hospital staff performance. To assure high-yield of data from busy clinicians, the design objectives included low response burden, the ability to collect complex real-time data in dynamic work environments, and automated data integration. Iterative user-centered design of custom interfaces resulted in a dynamic intuitive platform where branching logic was applied to present a series of survey questions dependent on the participant’s responses. Over a 12-month period, 304 inpatient physicians and nurses completed (with minimal initial training) a total of 11,381 survey responses. For randomly timed repeated survey prompts, complete (73%) or partial (12%) responses were obtained in a median time of 96s