Adolescents as authors: "narrative informed practice" in a prevocational school.
by Ming-fai Law. === Thesis (M.Phil.)--Chinese University of Hong Kong, 2000. === Includes bibliographical references (leaves 291-312). === Abstract and appendix in English and Chinese. === Title --- p.i === English extract --- p.ii === Chinese extract --- p.iv === Declaration --- p.v === Acknow...
| Other Authors: | |
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| Format: | Others |
| Language: | English Chinese |
| Published: |
2000
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| Online Access: | http://library.cuhk.edu.hk/record=b5895833 http://repository.lib.cuhk.edu.hk/en/item/cuhk-323149 |
| Summary: | by Ming-fai Law. === Thesis (M.Phil.)--Chinese University of Hong Kong, 2000. === Includes bibliographical references (leaves 291-312). === Abstract and appendix in English and Chinese. === Title --- p.i === English extract --- p.ii === Chinese extract --- p.iv === Declaration --- p.v === Acknowledgement --- p.vi === Dedication --- p.viii === Table of contents --- p.ix === List of Exhibits --- p.xv === List of Appendices --- p.xvii === Desiderata --- p.xviii === Preface: The button --- p.xix === Chapter Section One: --- Introduction --- p.1 === Chapter Chapter One --- Introduction --- p.1 === Chapter 1.1 --- Background of the study --- p.1 === Chapter 1.2 --- The professional journey --- p.2 === Chapter 1.3 --- The view to students in a prevocational school --- p.4 === Chapter 1.4 --- Focus and objectives of the study --- p.5 === Chapter 1.5 --- Potential contributions of the study --- p.6 === Chapter 1.6 --- Chapter organization --- p.7 === Chapter Section Two: --- Literature review and theoretical framework --- p.8 === Chapter Chapter Two --- Literature review (Part 1): School social work in Hong Kong --- p.8 === Chapter 2.0 --- Introduction --- p.8 === Chapter 2.1 --- Background and development of the school social work service --- p.8 === Chapter 2.2 --- The school social work service delivery --- p.12 === Chapter 2.2.1 --- The expertise of school social work knowledge --- p.13 === Chapter 2.2.2 --- Existing service models --- p.14 === Chapter 2.2.3 --- Policy requirement --- p.15 === Chapter 2.2.4 --- "Preferred service delivery model and ""social work"" definition of school" --- p.17 === Chapter 2.3 --- The school casework service --- p.18 === Chapter 2.3.1 --- The significance of studying the school casework service --- p.18 === Chapter 2.3.2 --- The special features of the school casework service --- p.20 === Chapter 2.3.2.1 --- The statistics of casework problem natures --- p.21 === Chapter 2.3.2.2 --- Clients' impression towards school casework service --- p.23 === Chapter 2.3.2.3 --- Cooperation with school personnel --- p.26 === Chapter 2.3.2.4 --- Working with other helping professionals in the community --- p.28 === Chapter 2.4 --- Conclusion --- p.29 === Chapter Chapter Three --- Literature review (Part 2): The direct work (clinical work) with clients of the school casework service --- p.30 === Chapter 3.0 --- Introduction --- p.30 === Chapter 3.1 --- The current working paradigms of school casework service --- p.31 === Chapter 3.1.1 --- Review of the school social work case studies --- p.31 === Chapter 3.1.2 --- Preliminary study of school social workers --- p.33 === Chapter 3.2 --- Theories influencing the intervention of school casework service --- p.36 === Chapter 3.2.1 --- The biological theory --- p.37 === Chapter 3.2.2 --- The developmental theory --- p.37 === Chapter 3.2.3 --- Learning and social learning theories --- p.38 === Chapter 3.2.4 --- Cognitive theories --- p.39 === Chapter 3.2.5 --- Delinquency studies --- p.40 === Chapter 3.2.6 --- Family system therapy --- p.41 === Chapter 3.3 --- The cultural dimension - The Chinese values --- p.42 === Chapter 3.3.1 --- Basic conception of Chinese ethics --- p.42 === Chapter 3.3.2 --- The Chinese way of guiding young persons --- p.44 === Chapter 3.4 --- The epistemological position of the present study --- p.47 === Chapter 3.4.1 --- Comments about the literature review --- p.47 === Chapter 3.4.2 --- The tasks for the present study --- p.52 === Chapter 3.5 --- Conclusion --- p.54 === Chapter Chapter Four --- "Theoretical framework and research objectives: ""Narrative informed practice"" of school casework service" --- p.55 === Chapter 4.0 --- Introduction --- p.55 === Chapter 4.1 --- "The theoretical doctrine of ""narrative""" --- p.56 === Chapter 4.1.1 --- "The scope of a ""narrative""" --- p.56 === Chapter 4.1.2 --- Narrative reasoning and logico-scientific reasoning --- p.58 === Chapter 4.1.3 --- "The ""common"" features of a narrative" --- p.60 === Chapter 4.1.3.1 --- Time --- p.60 === Chapter 4.1.3.2 --- Intentionality --- p.61 === Chapter 4.1.3.3 --- Narrative form --- p.61 === Chapter 4.1.3.4 --- Meaning of a narrative --- p.63 === Chapter 4.1.3.5 --- Telling and retelling of a lived experience --- p.66 === Chapter 4.1.3.6 --- The dual landscape of a lived experience --- p.67 === Chapter 4.1.3.7 --- "The relationship between the ""part"" and the ""whole"" of a narrative" --- p.68 === Chapter 4.1.4 --- The narrative asymmetry --- p.69 === Chapter 4.1.5 --- Summing up for the theoretical doctrine --- p.72 === Chapter 4.2 --- Connecting the theoretical doctrine to the practice theory --- p.73 === Chapter 4.2.1 --- """Meaning"" revisited in “narrative informed practice""" --- p.73 === Chapter 4.2.2 --- "The meaning of a ""client""" --- p.74 === Chapter 4.2.3 --- Reasons for seeking the school casework service --- p.75 === Chapter 4.2.4 --- Theoretical linkage between narrative principles and the casework practice --- p.76 === Chapter 4.2.4.1 --- Time --- p.76 === Chapter 4.2.4.2 --- Intentionality --- p.76 === Chapter 4.2.4.3 --- Narrative form --- p.77 === Chapter 4.2.4.4 --- "Narrative activities within ""narrative informed practice""" --- p.78 === Chapter 4.2.5 --- "Differentiation of ""narrative informed practice"" with other related psychotherapies" --- p.80 === Chapter 4.3 --- """Narrative informed practice"" in action" --- p.83 === Chapter 4.3.1 --- """Narrative informed practice"" and social work values" --- p.83 === Chapter 4.3.2 --- "Goals and objectives of ""narrative informed practice""" --- p.83 === Chapter 4.3.3 --- The roles of the school social worker during the practice --- p.84 === Chapter 4.3.4 --- The worker-client relationship --- p.85 === Chapter 4.3.5 --- "A word about ""emotion"" during the practice" --- p.85 === Chapter 4.3.6 --- "Tasks of the school social worker during the ""narrative informed practice""" --- p.86 === Chapter 4.3.7 --- "The advantages of the ""narrative informed practice""" --- p.88 === Chapter 4.4 --- Conclusion and the research objectives --- p.91 === Chapter Section Three: --- Methodology --- p.93 === Chapter Chapter Five --- Research design and methodology --- p.93 === Chapter 5.0 --- Overview --- p.93 === Chapter 5.1 --- Rationale in adopting a qualitative research --- p.94 === Chapter 5.2 --- The inquiry root - social constuctionism --- p.96 === Chapter 5.3 --- Research design --- p.98 === Chapter 5.3.1 --- Naturalistic casework research --- p.98 === Chapter 5.3.1.1 --- The research procedures of the naturalistic casework research --- p.100 === Chapter Step 1: --- Preparation for the research --- p.101 === Chapter Step 2: --- Personal experience method in reviewing the data --- p.104 === Chapter Step 3: --- Peer group meeting --- p.105 === Chapter Step 4: --- Interviewing the clients about the past casework experience --- p.107 === Chapter Step 5: --- Narrative analysis of the author cum researcher --- p.107 === Chapter Step 6: --- Writing the case study --- p.109 === Chapter Step 7: --- Member checking --- p.110 === Chapter 5.3.2 --- Clients' evaluation of the school casework service --- p.111 === Chapter 5.3.2.1 --- Locating the scope of evaluation --- p.111 === Chapter 5.3.2.2 --- Areas of evaluation --- p.112 === Chapter 5.3.2.3 --- Steps of evaluation --- p.113 === Chapter 5.4 --- Time-line of the research --- p.114 === Chapter 5.5 --- Conclusion --- p.114 === Chapter Section Four: --- Case studies and evaluation --- p.115 === Chapter Chapter Six --- Background study and the school setting --- p.115 === Chapter 6.0 --- Intro duction --- p.115 === Chapter 6.1 --- Prevocational school as the site of intervention --- p.115 === Chapter 6.2 --- Specific description of the site --- p.117 === Chapter 6.2.1 --- Structure of student affairs --- p.117 === Chapter 6.2.2 --- Student management --- p.117 === Chapter 6.3 --- Summary --- p.121 === Chapter Chapter Seven --- A story of floating --- p.122 === The first interview --- p.122 === The second interview --- p.127 === The third interview --- p.133 === The fourth interview --- p.137 === Latter interviews --- p.139 === Conclusion --- p.141 === Chapter Chapter Eight --- "“I don't want to go to school!""" --- p.142 === The referral --- p.142 === I was really worried that Wai-hung would be bad --- p.144 === I don't want to go to school! --- p.150 === The family interviews --- p.160 === Post-intervention scenario --- p.167 === Conclusion --- p.167 === Chapter Chapter Nine --- "Violence, tears, crisis and hope" --- p.169 === The referral --- p.169 === The meaning of being a triad member --- p.170 === The history of conduct and the liaison with teachers --- p.171 === The progress --- p.174 === One false accusation leading to one real accusation --- p.175 === The letter exchange --- p.176 === Personal reflection from May 1999 to July 1999 --- p.180 === "The ""new"" start and another hitting" --- p.181 === From an individual story to a story with the family and the school --- p.183 === Kwong-lung´ةs runaway from the family --- p.185 === Turn over a new leaf and the first court hearing --- p.188 === The second court hearing and the remand --- p.191 === 21days of remand --- p.193 === The verdict --- p.197 === The division of labor between the school social worker and the probation officer --- p.197 === Struggle with schooling and life-wrestle --- p.200 === Conclusion --- p.206 === Chapter Chapter Ten --- Transforming body mutilation to family loyalty --- p.208 === Presenting problem of Kaki --- p.208 === Family background of Kaki --- p.209 === Session one: Exploring the stress --- p.210 === Session two: Friends and love --- p.214 === Session three: Teacher's view on Kaki --- p.217 === Session four: A brief encounter --- p.219 === Session five: Peeling off the onion skins again --- p.219 === Session six: Visiting the past --- p.221 === Session seven: Paving the avenue for family interviews --- p.224 === Session eight: The first family interview without Kaki --- p.227 === "Session nine: The sister,the sister's boyfriend and Kaki" --- p.231 === Preparing the end of the school term --- p.233 === Session ten: Support work --- p.234 === Session eleven: Preparing the closure --- p.234 === Session twelve: The termination --- p.236 === Three months' later --- p.238 === Conclusion --- p.239 === Chapter Chapter Eleven --- Clients' post-hoc evaluations --- p.240 === Chapter 11.0 --- Introduction --- p.240 === Chapter 11.1 --- Evaluation data by individual case --- p.241 === Chapter 11.2 --- Significant findings --- p.246 === Chapter 11.2.1 --- Significant events --- p.246 === Chapter 11.2.2 --- The clients' subjective helpfulness of the service --- p.248 === Chapter 11.2.3 --- Intervention strategy --- p.249 === Chapter 11.2.3.1 --- Overall intervention --- p.249 === Chapter 11.2.3.2 --- Office interviews --- p.250 === Chapter 11.2.3.3 --- Letters Versus interviews --- p.252 === Chapter 11.2.3.4 --- Suggestions for improvements --- p.253 === Chapter 11.2.4 --- The qualities of a school social worker during the casework service --- p.254 === Chapter 11.2.5 --- Worker-client relationship --- p.255 === Chapter 11.2.6 --- Subjective usefulness of the casework service --- p.256 === Chapter 11.2.7 --- Usefulness of the evaluation --- p.257 === Chapter 11.3 --- Summary and conclusion --- p.257 === Chapter Section Five: --- Discussion and conclusion --- p.260 === Chapter Chapter Twelve --- Discussion and implications --- p.260 === Chapter 12.0 --- Introduction --- p.260 === Chapter 12.1 --- Limitations of the study --- p.260 === Chapter 12.2 --- Implications for the study --- p.263 === Chapter 12.2.1 --- Implications for the practice theory --- p.263 === Chapter 12.2.1.1 --- "Revisiting the goals and objectives of the ""narrative informed practice""" --- p.263 === Chapter 12.2.1.2 --- Revisiting the roles of a school social worker --- p.264 === Chapter 12.2.1.3 --- A discussion of the intervention of a school social worker --- p.265 === Chapter a. --- Overall intervention --- p.265 === Chapter b. --- Office interviews --- p.266 === Chapter 1. --- The use of metaphors --- p.267 === Chapter 2. --- To maximize the usefulness of interviews more than two persons --- p.268 === Chapter 3. --- Inclusion of different change agents in the interviews --- p.268 === Chapter 4. --- Clients' responsibility --- p.269 === Chapter c. --- Letter exchange --- p.269 === Chapter d. --- Revisiting the qualities of a school social worker during the casework practice --- p.270 === Chapter e. --- Revisiting the worker-client relationship --- p.270 === Chapter f. --- Working with school system --- p.271 === Chapter g. --- Working with other professionals --- p.273 === Chapter h. --- "The discussion of the advantages of the ""narrative informed practice" --- p.273 === Chapter 12.2.2 --- Implications for evaluation --- p.275 === Chapter 12.2.3 --- Methodological implications --- p.275 === Chapter 12.2.4 --- Research implications --- p.278 === Chapter 12.2.5 --- Implications for school casework service --- p.278 === Chapter 12.2.6 --- Recommendations for further research direction and strategy --- p.279 === Chapter 12.3 --- Conclusion --- p.281 === Chapter Chapter Thirteen --- Summary and recommendations --- p.282 === Chapter 13.1 --- "Implications for the practice theory of ""narrative informed practice""" --- p.282 === Chapter 13.2 --- Implications for evaluation --- p.284 === Chapter 13.3 --- Methodological implications --- p.285 === Chapter 13.4 --- Research implications --- p.285 === Chapter 13.5 --- Implications for the school casework service --- p.286 === Chapter 13.6 --- Limitations of this study --- p.286 === Chapter 13.7 --- Future research direction --- p.287 === Chapter Chapter Fourteen --- Epilogue --- p.288 === Chapter 14.1 --- The theoretical struggle --- p.288 === Chapter 14.2 --- The practice struggle --- p.389 === Chapter 14.3 --- The professional journey to a new territory --- p.290 === Reference --- p.291 === Appendices --- p.313 |
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