School social work services in federally funded programs : an African American perspective / Hope M. Bland and Ashraf Esmail ; [foreword by Joy Smith McElveen].
نوع المادة : نصالسلاسل:Issues in black education seriesالناشر:Lanham, Md. : University Press of America, [2012]تاريخ حقوق النشر: copyright 2012وصف:xvii, 152 pages ; 23 cmنوع المحتوى:- text
- unmediated
- volume
- 0761860096 (pbk)
- 9780761860099 (pbk)
- LB3013.4 B53 2012
نوع المادة | المكتبة الحالية | رقم الطلب | رقم النسخة | حالة | تاريخ الإستحقاق | الباركود | |
---|---|---|---|---|---|---|---|
كتاب | UAE Federation Library | مكتبة اتحاد الإمارات General Collection | المجموعات العامة | LB3013.4 B53 2012 (إستعراض الرف(يفتح أدناه)) | C.1 | Library Use Only | داخل المكتبة فقط | 300100310553 | ||
كتاب | UAE Federation Library | مكتبة اتحاد الإمارات General Collection | المجموعات العامة | LB3013.4 B53 2012 (إستعراض الرف(يفتح أدناه)) | C.2 | المتاح | 300100310556 |
Includes bibliographical references (pages 141-147) and index.
Series foreword / Abul Pitre -- Foreword / Joy Smith McElveen -- Preface / Ira Arthell Neighbors -- Introduction -- Literature review -- Methodology -- Data collection and analysis -- Results, conclusions, and recommendations.
"This book identifies the barriers between social work intervention in education and government-funded programs that impact African American students. The chapters approach these issues from a child-centered perspective, which has proven critical in developing positive and sustainable relationships with African American students. As children begin to understand more about their lives and the world around them, they also develop opinions that help them identify who they are as individuals and where they see themselves in the world. From a qualitative research methodology approach, trust has been identified as a fundamental factor and potential barrier among all variables acknowledged. Interviews with ten African American high school and college students were conducted to discuss their perspectives on education, family life, peer interaction, and social work intervention."--P. [4] of cover.