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This article summarizes and interprets the results of the paper-and-pencil questionnaires filled in by the ministers of the Hungarian Unitarian Church, as well as the suggestions made in order to preserve their health, emphasizing primarily mental health issues in order to promote burnout prevention and intervention. The research focuses on how the ministers perceive their own state of health and the extent to which subjective health is consistent with objective indicators of health and a health-conscious lifestyle, and how church size, marital status, and age affect life satisfaction, and the degree of risk of burnout, or how age determines the level of depression and life satisfaction among ministers.
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This article commemorates the 50th anniversary of the 1971 death of bishop Elek Kiss (1888–1971). It focuses on the Romanian Department of State Security (Securitate) documents to help reconstruct the late bishop’s policies. Kiss was a minister and professor of the Protestant Theological institute of Kolozsvár (Cluj-Napoca). He first came to the Securitate’s attention in 1951, when they started following the Unitarian Church headquarters and its employees. The article explores the compromises that bishop Kiss felt necessary to make in order to protect his Church as much as it was possible under the Communist regime. He had a keen sense to detect when to resist, when to conform with the system.
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Supervision has its origins as early as in the 19th century. In the first period, it involved supervising overseers or otherwise supervisors over the activities of volunteers who, among poor families, spread the pattern of correct (“healthy”) relationships. The task of supervisors was to control and advise volunteers. Since then, the notion of supervision has changed a little, but its meaning began to grow. In today’s understanding, we call supervision a process during which a social worker develops his or her interpersonal skills and learns how to deal methodically with a social worker (Domaradzki, Krzyszkowski i in. 2016: 17). In other words, it is a meeting of a person working in the aid sector with a certified supervisor in order to create space for reflection on the relationship between the supervisor and his client. Among the types of supervision we can distinguish: individual supervision (follow-up and participatory), programme and project supervision and group supervision (follow-up and participatory). In my paper I would like to describe the most important aspects related to supervision and show why it is an important element of social work that improves the quality of social assistance services.A family is an important link of the whole society. Its existence ensures the continuity of the social system. Properly functioning family is a guarantee of conditions for proper child development. The problem appears at the time of occur care and upbringing difficulties that family cannot manage with. In the past it was thought that the best kind of help for child is excluding from the problematic environment. This trend is currently being reversed. Both state policy as well as local community are the foundations for helping families in crisis. Various legislative solutions are implemented to protect the biological family. Social support activates aid mechanisms which are important to cope with difficulties. The aim of the article is, therefore, to show the links between the state’s social policy and social support. The complementarity of these services provides effective help, and thus prevents placing children in foster care.
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Supervision has its origins as early as in the 19th century. In the first period, it involved supervising overseers or otherwise supervisors over the activities of volunteers who, among poor families, spread the pattern of correct (“healthy”) relationships. The task of supervisors was to control and advise volunteers. Since then, the notion of supervision has changed a little, but its meaning began to grow. In today’s understanding, we call supervision a process during which a social worker develops his or her interpersonal skills and learns how to deal methodically with a social worker (Domaradzki, Krzyszkowski i in. 2016: 17). In other words, it is a meeting of a person working in the aid sector with a certified supervisor in order to create space for reflection on the relationship between the supervisor and his client. Among the types of supervision we can distinguish: individual supervision (follow-up and participatory), programme and project supervision and group supervision (follow-up and participatory). In my paper I would like to describe the most important aspects related to supervision and show why it is an important element of social work that improves the quality of social assistance services.
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When talking about supervision and its impact on the practice of social work, it is impossible not to refer to the idea it contains within itself and the optics it helps to achieve, in a better understanding of the reality around us. In the course of intense reflection, sooner or later, the question arises as to what rank does supervision become in relation to the real needs of people and working environments? Or perhaps its persistent and critical practice can be compared to walking the path to discovering a panacea for the world’s concerns and worries? And actually asking these questions, it makes sense to leave room for all to say something about it. For one can suppose that there are many sides, beliefs and concepts about the role of supervision in social work and what role it could additionally play. According to this phrase, it will be factual to recall the definition of supervision, its functions and contexts that have a significant impact on the relativity of the process of supervision in its broadest sense and its effectiveness, thus answering the question of the necessity of its application in the field of social work.
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Supervision is one of the tools in social work that serves several different purposes: learning, professional development, exchange of experiences, control of emotions, introduction of innovations to social work. One of the definitions describes supervision in this way: “Social work supervision is a specific learning process in which a social worker or another person performing social work, working with a supervisor, develops his or her interpersonal skills and learns how to methodically deal with a social welfare client or solve a social issue. The process of supervision is based on cooperation with a supervisor or cooperation with a supervisor and a supervised group” (Domaradzki, Krzyszkowski et al. 2016: 17). In the paper I will present some of the most important issues related to the concept of supervision (different approaches, socio-philosophical contexts influencing the use of this tool in social work, functions and goals of supervision, ethical dilemmas in supervision and my own reflections taking into account those areas of social work that concern me professionally and in relation to my interests).
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Supervision does not have a single definition, but on the contrary, it is vast and they emphasize its various aspects, dimensions, depending on what profession we are dealing with. The common point of all explanations of this concept is that it is understood as a learning process in which a social worker works with a supervisor (i.e. a more experienced “colleague”) in order to enrich his skills, reflect on his own behaviour and emotions. Thanks to it, he improves his methodical behaviour in working with a client or solving social problems. Indirectly, this affects the welfare and safety of the social worker, as the increasing competence of the supervisor benefits the client, who can be better assisted, and the supervisor is supposed to monitor the social worker’s practice from an ethical point of view, which provides additional protection. The aim of this paper is to reflect on the extent to which supervision can be a path to change for the better, that is, a path to excellence in and for social work.
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Supervision is a concept that is already firmly rooted in the Polish reality of social work, but also in other professions, whose primary activity is the one carried out for the benefit of another person. It serves to maintain a high level of services provided by the employee and his professional competence. It is supposed to prevent professional burnout of employees by constantly “controlling” their needs, difficulties they face. It is constantly developing and transforming. We can say that we are dealing with a process of institutionalization of supervision, the direction of which cannot be fully predicted. The aim of this work is therefore to signal selected theoretical threads in the field of supervision and indicate their practical applications.
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Supervision is very complex and has different forms. In general, it can be said that supervision is a learning process in which mistakes in communication with the client are discovered and the therapy is made more effective. Supervision is also a space for reflection and analysis of one’s own work. The aim of this work is to share what is important to me in supervision and to invite those for whom (self) development through supervision enriches them in working with clients.
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I recently told a friend of mine that I have a supervision subject in college. Then he asked me what that term means. I think my answer to his question adequately illustrates how I perceive the concept of supervision individually. I told him that it is something like therapy, only for the staff of a particular institution to feel better at work and perform their tasks better. I think this explanation may be a sufficient introduction to an essay in which I try to explain my understanding of the term supervision and its most important aspects, such as relationship and contact.
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In permanently introducing this new section to our periodical, we wish to call the reader’s attention to a unique approach we are consciously taking. In a desire to identify impending foci in our field, we have invited the youngest of our colleagues – MA and PhD candidates in social work – to act as our reviewers. Furthermore, considering the vast multitude of scholarly articles published annually, we have asked our students to primarily focus on this segment which is more likely to reflect the most recent findings. That said, we have not set a strict date range in the hope that our reviewers will freely discover or recover studies which might have been overlooked heretofore. Eriksson K., Englander M. (2017). Empathy in Social Work. “Journal of Social Work Education”, 53 (4): 607‒621. OI:10.1080/10437797.2017.1284629.Reviewed by: María Acevedo Limón. Poole J.M., Jivraj T., Arslanian A., Bellows K., Chiasson S., Hakimy H., Pasini J., Reid J. (2012). Sanism. ‘Mental Health’, and Social Work/Education: A Review and Call to Action. “Intersectionalities: A Global Journal of Social Work Analysis, Research, Polity, and Practice”, 1: 20‒36.Reviewed by: Karolina Golonka
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In permanently introducing this new section to our periodical, we wish to call the reader’s attention to a unique approach we are consciously taking. In a desire to identify impending foci in our field, we have invited the youngest of our colleagues – MA and PhD candidates in social work – to act as our reviewers. Furthermore, considering the vast multitude of scholarly articles published annually, we have asked our students to primarily focus on this segment which is more likely to reflect the most recent findings. That said, we have not set a strict date range in the hope that our reviewers will freely discover or recover studies which might have been overlooked heretofore. Flack J., Lechevalier A., Wielgohs J. (2013). Cultural Distinction and Example of the “Third East German Generation”, in: A. Lechevalier, J. Wielgohs (eds.), Borders and Border Regions in Europe – Changes, Challenges and Chances. Transcript Verlag, Bielefeld .Reviewed by: Vincent Helbig. ; Collins S. (2008). Statutory Social Workers: Stress, Job Satisfaction, Coping, Social Support and Individual Differences. “The British Journal of Social ork”, 38, 6: 1173–1193.Reviewed by: Beatriz Gonçalves. ; Ferguson H. (2017). How Children Become Invisible in Child Protection Work: Findings from Research into Day-to-Day Social Work Practice, “The ritish Journal of Social Work”, 47, 4 (20170601): 1007–1023.Reviewed by: Marta Kamińska
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The subject of the work is shaping and playing the social role of a social worker in the dramaturgical perspective of Erving Goffman. The article is based on the author’s own research carried out for the purposes of the BA thesis. A qualitative method was used, namely an in-depth interview and participant observation. The aim of the article is to describe and explain how the social role of a social worker is shaped and played in the light of Erving Goffman’s dramatic concept on the basis of research carried out at the Municipal Social Welfare Center. Social workers and students of social work participated in the study. The main hypotheses adopted in this work are the assumptions that the social role of a social worker is shaped and played by participation in performances with a defined interactive order, and that each of the performances contains a defined interactive order to which certain, constant elements are subordinated. The collected data was analyzed using the Atlas.ti qualitative analysis software. The research shows that social workers shape and play their social role by preparing in the backstage and during performances on stages, which are: studies, internships and professional work both in the center and in the field.
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The purpose of the article is to draw attention to the issues not so much as communication, but to communicate in social work, with particular emphasis on the essence of communication between individuals, listening and not hearing and perceiving rather than seeing the needs of other people. Proper intergenerational and intercultural communication, in turn, can condition understanding and empathy by capturing the interlocutor’s point of view ‒ it should be noted that the vast majority of social workers are younger than their pupils, characterized by specialized education, which may make it difficult to understand the level of abstraction of their stakeholders or beneficiaries. In the analysis completed with recommendations for social workers, both verbal and non-verbal channels were included.
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Social defining of the risk behaviors is rooted in a diverse, multidimensional world of norms, values, rituals and discourses. Including social contexts of engaging in the risk behaviors and production of knowledge about them allowed us to go beyond standard cause-and-effect descriptions and examine these actions as an essential element of everyday practices and rituals of youth. The aim of this paper was to analyze the risk behaviors of youth in the framework of sociological categories of risk, reflexivity and interactional order. The paper is based on the results of the qualitative study conducted within the project “Problem Behaviors of Youth – Study in the Opole Region 2019–2020,” that attempted to capture the ways of defining and explaining the risk behaviors by the school youth, teachers and counselors. Such a sociological perspective bridges the gap in the prevention scholarship connected to insufficient attention paid to social ways of defining and meaning making connected to the risk behaviors of youth.
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