Master of Social Work

Educational disparities among girls in India are characterized by low literacy rates, high dropout rates, and limited access to quality education. This issue is influenced by social, cultural, economic, and structural factors such as patriarchal norms, poverty, early marriage, and inadequate gender-responsive infrastructure. The impacts extend beyond education, affecting overall quality of life and reinforcing cycles of poverty. Although government policies have been implemented, their effectiveness remains limited, highlighting the need for integrated solutions, including social transformation, improved educational facilities, economic empowerment, and stronger data driven policies.

his research provides a comparative analysis of health indicators across Indian states, specifically Kerala, Bihar, and Uttar Pradesh, using National Family Health Survey-5 (NFHS-5) data. It examines how Social Determinants of Health (SDH)—such as female literacy, regional policy, and infrastructure—impact Maternal and Child Health (MCH) outcomes. The study highlights a direct correlation between education and health, noting that Kerala's universal institutional delivery (99.8%) and lower Total Fertility Rate (1.8) contrast sharply with the challenges of poverty and limited healthcare access in Bihar and Uttar Pradesh.

This article presents an integrative review aimed at assessing the scientific plausibility and empirical foundations of the Cognosystemic Theory of Human Psychosocial Relational Construction (TCCR) as a transdisciplinary meta-framework. This work does not provide direct empirical corroboration of TCCR postulates, nor does it introduce canonical constructs, protocols, or procedures; its scope is limited to delineating baseline plausibility conditions of the theoretical scaffolding that informed the development of TCCR and to outlining a future research agenda for empirical testing. The synthesis organizes evidence along three axes: (a) phenomenology, hermeneutics, and social constructionism, with emphasis on lived experience and the social construction of public problems; (b) cognitive–narrative evidence related to processes of meaning-making and narrative interventions (e.g., NET and NECT); and (c) ecological–systemic and dynamic approaches to human development, including the PPCT model and proposals for an autopoietic reading of cognosystems. Additionally, computational measurement approaches to memetic diffusion are examined as an indirect approximation to the dynamics of meaning circulation. The results converge in supporting the multiscalar and relational character of meaning-making and justify the use of Cognosystemic Narrative Systems (CNS) as the analytical unit for research and intervention in Social Work from a TCCR perspective.

The Cognosystemic Theory of Human Psychosocial Relational Construction (TCCR in Spanish) is advanced as a unified framework for contemporary Social Work, aimed at understanding and intervening in the narrative organization of human meaning. From a relational and ecosystemic perspective, it delineates its object around the production, stabilization, and contestation of meaning through Cognosystemic Narrative Systems (CNS) situated within a sociohistorical Cognosystem—specific to a given society and historical period—that distributes legitimacies, establishes thresholds of plausibility, and structures narrative hierarchies. The proposal integrates contributions from phenomenology and hermeneutics; constructivism and social constructionism; studies of power and hegemony; systems theory and autopoiesis; second-order cybernetics; language and memetics; developmental ecology; and theories of psychosocial change and narrativity, articulated within a multilevel reading (micro–meso/exo–macro).


On this basis, the article formalizes the CNS as the minimal unit of meaning, describing its structure (octet), its concentric basal architecture of Core–Evaluative Body–Epistemic Boundary, and its life cycle. It also presents an initial program of hypotheses (H1–H15), develops the concept of cognosystemic narrative hierarchy, and proposes a typology of cognosystemic friction and change through trajectories and Beta–Alpha–Delta phases. In addition, it introduces the concept of the cognosystemic meme as a unit of condensation and transport of meaning, relevant for understanding dynamics of diffusion, polarization, and narrative reconfiguration. Finally, the article specifies implications for assessment and intervention (without protocolization), provides an analytical classification of CNSs (Table 1), and delineates scope, limitations, and a proposed research agenda oriented toward the gradual operationalization of the framework, including cartographies of legitimation, analyses of frictions, and the study of memetic circulation.

This academic work constitutes a historic milestone in the development of disciplinary thought in Social Work. This volume introduces the first unifying metatheory in the global history of the profession—the TCCR—formulated by Chilean social worker Jalin Simunovic with the aim of consolidating a coherent scientific framework capable of addressing contemporary psychosocial challenges and projecting a new stage of epistemological maturity for the discipline.

The book defines the “Cognosystem” as a sociocultural suprasystem of human meaning, responsible for organizing knowledge, relational action, and the construction of psychosocial reality in society. It further develops the concept of the “Cognosystemic Narrative System” as the minimal nodal unit of the intersubjective web of meaning, structured around eight functional elements, with its own life cycle and a dynamic of multilevel Beta–Alpha–Delta change and mobility. From this theoretical architecture, the TCCR explains how meanings, identities, and interactions emerge, are maintained, and are transformed across the different levels of the human system: personal, family, group, community, and sociocultural.

The text also presents the principles of “cognosystemic stratification” and the “cognosystemic meme,” the latter understood as vehicles of meaning and cultural change, proposing an integrative reading of the narrative processes that sustain psychosocial reality. Through a rigorous methodology of theorization—grounded in abduction, deduction, and theoretical induction—the TCCR articulates ontological, epistemological, and methodological foundations into an unprecedented conceptual structure within the field of Social Work.

Addressed to academics, researchers, and practitioners, this book offers an advanced framework of thought capable of transcending fragmented paradigms and guiding a new phase of scientific and theoretical development in Social Work. With clear language, a robust conceptual foundation, and unparalleled structural coherence, the TCCR establishes itself as a foundational reference for the study, intervention, and teaching of the discipline in the twenty-first century.

A report completed for the CWDC that builds upon the 2009 report findings "Creating world class children's social care workforce" consultations. CWDC were asked by central government to help them better understand the core roles and skills required in children's social care, to set out how these could be supported and to identify whether there is a role for graduates in the wider children's social care workforce. The research findings supported the decision to include a mandatory social care pathway within the new level 3 Diploma for the Children and Young People's workforce

Social work today embodies a profound tension. It is simultaneously a statutory profession tasked with managing risk and marginalization, and a movement rooted in ideals of justice, liberation, and human dignity. This paper calls for a reflexive approach that embraces this tension, drawing together four key traditions: critical, structural, radical, and anti-oppressive social work. After engaging with internal critique, it synthesizes a theoretical foundation and proposes five pillars for action that unite structural resistance with radical humanity. This integrated praxis positions social work as both a profession of care and a force for systemic transformation.

The persistent challenge of gender inequality in India, particularly reflected in skewed Child Sex Ratios(CSR), low female educational attainment, and entrenched socio-cultural barriers, prompted the launch of the Beti Bachao Beti Padhao (BBBP) scheme in 2015. Uttar Pradesh (UP), India’s most populous state, remains acritical focus for this flagship initiative. This documentary study evaluates the current status and effectiveness of
BBBP in UP as of 2025 by analyzing secondary data from government reports, parliamentary documents, statistical surveys (NFHS, Census, UDISE+), and independent reviews. Findings indicate that while BBBP has
expanded to all 75 districts and contributed to incremental improvements in the Sex Ratio at Birth (SRB) (from 879 in NFHS-4 to 903 in NFHS-5) and primary-level enrollment of girls, challenges persist. A significant proportion of funds was spent on publicity, with inadequate allocations for structural interventions such aseducation retention, health services, and capacity-building. Weak monitoring, poor interdepartmental coordination, and persistent socio-cultural barriers further limited impact. Nevertheless, BBBP has been instrumental in mainstreaming gender issues into policy discourse and community dialogue, laying a foundation for broader empowerment initiatives. The study concludes that while awareness generation has been successful, long-term gender equity in UP requires localized planning, robust monitoring systems, and convergence with
allied schemes in education, health, and social welfare.

This methodological guide presents the "Internal Validity Criteria" of the Cognosystemic Theory of Human Psychosocial Relational Construction (TCCR) as an endogenous epistemic standard for Social Work. Structured around an operational triad—Inter-level Coherence, Relational Effectiveness, and Relational Justice—the guide offers a verifiable framework for judging the quality of diagnoses, decisions, and interventions from the unit of analysis, the Cognosystem (micro–meso–macro).

Validation is operationalized through equivalent instruments—the Meaning Circulation Map (MCM), Mediation Bridges (MB), and the Cognosystemic Decision Chain (CDC)—and a Validation Matrix that applies the "strong-minimum" rule across four planes: traceability (Data→Meaning→Decision→Effect), inter-level alignment, selected indicators, and observable effects.

The document includes a step-by-step procedure (with guiding questions), templates for hypotheses and design, and the ICOR indicators (trust, coordination, recognition, conflict management) and VIRE (Voice–Influence–Recognition–Ethics Plan), together with three complete cases (school, neighborhood, workplace organization) that illustrate use, measurement, and loop closures. Its purpose is to build cumulative, endogenous knowledge, enhance disciplinary credibility, and structure practice without bureaucratizing it, offering transparent, auditable, and transferable criteria for professional teams, students, and researchers who intervene from the TCCR perspective.

According to the provisions of the Constitution of India, it is a legal point to grant equality to women in the society in all spheres just like male. The Department of Women and Child Development functions well in this field for the proper development of the women and child in India. Women are given a top place in India from the ancient time however they were not given empowerment to participate in all areas. They need to be strong, aware and alert every moment for their growth and development. The principle of gender equality is enshrined in the Indian Constitution in its Preamble, Fundamental Rights, Fundamental Duties and Directive Principles. The Constitution not only grants equality to women, but also empowers the State to adopt measures of positive discrimination in favor of women. Within the framework of a democratic polity, our laws, development policies, Plans and programs have aimed at women's advancement in different spheres. India has also ratified various International Conventions and Human Rights instruments committing to secure equal rights of women. Key among them is the ratification of the Convention on Elimination of All Forms of Discrimination against Women (CEDAW) in 1993. Women Empowerment can be referred to as strengthening the social, economic and educational status of women. It means creating an environment where there is no violence or gender discrimination and where women have equal rights in community, society and workplace. Today, there is a rape every 29 minutes, a case of molestation every 15 minutes and a dowry death every 4 hours. This is, inhuman for a nation that prides itself for all the dignity it gives to its women as part of its culture and traditions. Every woman has a right to live, and right to live with dignity and freely. In the present times, various crimes against women are prevalent in India, including be it domestic violence, cruelty, desertion, or stalking, rape, harassment, extortion or other crimes. Though we have laws protecting women in India yet, the women both in Urban and Rural India face constant threats both online and offline and continue to face discrimination or other unfair acts and crimes whether at home or at their workplace.

The Routledge Handbook of International Critical Social Work is a companion volume to the Routledge Handbook of Critical Social Work. It brings together world’s leading scholars in the field to provide additional, in-depth, and provocative consideration of alternative and progressive ways of thinking about social work.
Critical social work is increasingly involved in a global conversation, and as a subfield of social work it is rapidly becoming an interdisciplinary field in its own right and promoting novel forms of political activism. The Handbook showcases the global influences and path-breaking ideas of critical social work and examines the different stances taken on important political and ethical issues. It provides the first complete survey of the vibrant field of critical social work in a rich international context. This definitive volume is one of the most comprehensive source books on
crucial social work that is available on the international stage and an essential guide for anyone interested in the politics of social work.

The Handbook is divided into seven sections:
• Thinking the Political
• Politics and the Ruins of Neoliberalism
• Negotiating the State: Resistance, Protest and Dissent
• Race, Bordering Practices and Migrants
• Post Colonialism, Subaltern and the Global South
• Critical Feminism, Sexuality and Gender Politics
• Posthumanism, Pandemics and Environment

The Handbook comprises 46 newly written chapters (and one reprint) which concentrate on differences between European and American contributions in this field as well as explicitly identifying the significance of critical social work in the context of Latin America. It provides a further vital trajectory of intellectual practice theory via interdisciplinary discussion of areas such as biopolitics, critical race theory, boundaries of gender and sexuality, queer studies, new conceptions of community, issues of public engagement, racism and Roma people, ecological
feminism, environmental humanities and critical animal studies.

The aim of this Unit is to discuss the major policies and programmes for the empowerment of women in India. Women who constitute 48 percent of India’s population, according to the 2001 Census, remain unequal to men in our society. This contradicts the principle of gender equality enshrined in the Indian Constitution and calls for reflection and action. In response, various policies and programmes are made to empower women.

Foucault’s work provides fertile ground for an analysis of areas of significant concern to students of social policy through his development of the ideas of discourse, power/knowledge, surveillance and the metaphor of the panopticon. His development of these concepts allows an insight into the function of policy not always apparent in traditional policy analysis. In this paper the author explores why these concepts are pertinent to understanding how homeless populations are constructed as objects of policy, particularly with respect to contemporary discourses of inclusion and exclusion. The author argues that the use of these ideas challenges some of the less obvious assumptions permeating current developments in policy and service provision to people experiencing homelessness, while also enabling an ability to respond more contextually to shifting frameworks of power.

This paper examines whether social workers and other direct service practitioners can find utility in ethnomethodology despite or even because of the policy of ''indifference''. Garfinkel, the father of ethnomethodology (EM), sets out ''ethnomethodological indifference'' (EM-I) to insist that EM studies do not supplement, formulate remedies, develop humanistic arguments, or encourage discussions of theory. While at first blush such limits on EM might appear to be a barrier for most social workers this paper argues against first impressions. It is argued that EM provides an important redirection for social work practice and research. Additionally, it is proposed that by approaching EM through Dorothy Smith's Institutional Ethnography social workers can bridge Garfinkel's quest for haeccities (''just thisness; just here, just now'') with extended social relations and actual courses of actions to find congruence between EM and accomplished professional practice.

In today's world, the English language plays a pivotal role in increasing employability for one's career. English is the global language of communication and according to Statista 2023, it is spoken by 1.5 billion people and is the official language in many countries. Therefore, having strong speaking skills in English is crucial for success in today's interconnected world. Speaking skills in the English language opens up a world of opportunities. In an increasingly globalised job market, employers seek individuals who can effectively communicate with clients and colleagues from different backgrounds. Being able to express oneself clearly and confidently in English can give job seekers a competitive edge.

This paper explores three pivotal government initiatives in India-Beti Bachao-Beti Padhao (BBBP), Stand-Up India, and Skill India Mission-aimed at enhancing the education and skill development of women. By examining the genesis, objectives, key components, and impacts of each program, this review highlights the significant strides and ongoing challenges in promoting gender equality and empowering women. Despite progress, gender-based disparities and deeply rooted cultural norms continue to pose significant challenges. The analysis underscores the importance of sustained community engagement, policy enforcement, and resource allocation to address deeply rooted gender disparities and foster a more inclusive society. This research is particularly significant in today's context, as it sheds light on the persistent gender inequality issues in India and the need for comprehensive strategies to overcome them.

Actualmente, violenţa in scoală reprezintă o problemă de gravitate majoră. Violenţa generează violenţă, creând un lanţ vicios intergeneraţional, fiind confirmat impactul violenţei asupra elevilor agresaţi si abuzatorilor. Existenţa dife­ren­ţelor de gen in abordarea violenţei, formele de agresivitate impun intervenţii sensibile la dimensiunea de gen. Consi­derăm necesară abordarea problemei privind violenţa in scoală din perspectiva protecţiei drepturilor fetelor si ale băieţi­lor. Totodată, eliminarea violenţei din scoli reprezintă nu doar un angajament al statului, dar si o strategie de reducere si prevenire a violenţei in societate. VIOLENCE IN SCHOOL: REALITIES AND COMBATING STRATEGIES In this article we find that violence in school is an actual problem. Violence generates violence, creating a vicious intergenerational chain; confirmed the impact of violence on students abused and abusers. The existence of gender differences in addressing violence, forms of aggression, requires ...

Scottish policy ambitions include the formation of a National Care Service, the embedding of human rights and delivery of “The Promise” to Scotland’s children. For social work, the vision requires ‘a skilled and valued workforce’ with ‘a focus on prevention, early intervention and enablement.26. Several issues have been identified as precluding this vision. In particular, high caseloads have been reported as making it difficult for social work staff to achieve best practice and support people effectively23. Setting the Bar set out to establish an evidence-based indicative caseload limit for social work staff in Scotland, with consideration given as to how this might be used. This report presents the findings.

Modern HRM research is crucial in the healthcare sector of India, as it is essential for delivering high-quality patient care and ensuring overall success. This article provides a theoretical perspective on contemporary HRM research in the healthcare context, examining the conceptual framework of modern HRM, employee behaviour, and health sector performance. Modern HRM includes strategic management, benefits analysis, training, risk management, payroll management, employee satisfaction, and compliance. Employee behaviour includes professionalism, communication skills, empathy, teamwork, adaptability, ethical decision-making, disease advocacy staffing, stress management, attention to detail, and cultural competency. This theoretical framework helps researchers and practitioners develop innovative strategies to enhance workforce management, employee well-being, and patient care quality.

This article charts half a century long history of the Working Women's Hostels in India, a scheme that was started in the year 1972-73. It documents how the housing question for working women has been spearheaded not by the Indian state, but by voluntary organisations that receive grants-in-aid from the government. The article argues that the housing requirement for working women, condescendingly called 'inmates' in the Annual Reports of the Ministry in charge, continues to be articulated around the framework of security and protection rather than as housing rights in the cities where they work.]

Recommendations for post-qualifying training and education in child protection social work consistently form part of the political response to child abuse scandals. The influence of child abuse politics upon the push towards post-qualifying training and education has been consistent across the United Kingdom. Within Scotland educators have been quick to respond to the market demand for programme provision and there is now a growing number of academic programmes being offered by higher education institutions. Yet despite post-qualifying training and education achieving the status of 'panacea' there is little in the way of a national dialogue about what post-qualifying training and education in social work child protection should look like. The parameters of this have not been subject to any kind of national debate and the Scottish academic community has not entered into a professional dialogue on these issues. More crucially, educators have not engaged in any level of identifiable evaluation of their provision and there is an absence of engagement with the scholarship of teaching child protection at the post-qualifying level. This paper connects with these issues to question whether the post-qualifying training and education delivered by Scotland's universities can be considered fit for purpose.

The study, in the Indian context, deals with understanding how Social Work Education plays a vital role in the societal recognition of Social Work as an esteemed Profession. India being a transition society, faces many challenges in professionalising social work, which has its origins in the Educational arena. Hence, the need of the hour is to address issues in Social Work Education thereby formulating measures to make Social Work a recognized profession in India. The difficulty lies in the lack of a uniform foundation in Social Work Education and the significant gap between theoretical knowledge and practical application which stems out because of Western influence on Social Work Education. Unlike India, other countries provide licence for practising Social Work and due to the absence of a professional licence, there is no scope for Doctorate of Social Work (DSW) in India. The lack of prominent Social Work Associations and Forums is another area of concern. The market-driven demands challenge the ethical base of the profession which can be corrected by focusing more on Social Work education. The Indian patriarchal society provides ample space for gender discrimination at the educational level which extends to the workplace too. Society's understanding of the difference between Philanthropy (service) and Social Work also plays a crucial role in recognising the profession. Despite many colleges offering Social Work courses in India, the degree is still under-recognized by society due to lack of awareness about the course and hazy career opportunities. These issues and challenges are studied in depth in this research and feasible suggestions are put forth in order to be recognised as a professional Social Worker in India.

The engineering education model in the Russian Federation has its roots in the Soviet system of higher education where students would study for 5, or even 6, years according to a very strict predetermined curriculum which earned them a diploma of engineer in a narrow area of specialization, e.g. polymer engineering or petroleum engineering. Today, after signing the Bologna agreement which is aimed at standardizing the rigor of the bachelor and masters degrees in Europe, the Russian Federation is transforming its system to meet the requirements of the declaration. Universities are developing four year bachelor curricula and two year masters curricula. This implies a restructuring of the sequence and content of courses which will form a new generation of engineers having a solid foundation in engineering principles plus the soft skills needed to meet the challenges of this global world. This paper concentrates on the development of a new engineering education model in Russia and the challenges that universities face in this process. Areas where the best practices of the U.S. engineering education system could benefit and shorten the process are suggested in the future.

in 1999. Her major areas of study were foreign languages and she finished her University course with honors and qualification of teacher of English and Turkish. She continued her training and obtained PhD in Education degree in 2002. The topic of her PhD study was titled "System of Character Education in the US Schools: Current State and Trends for the Development". She also received additional minor degrees in Management (1998) and Psychology (1999) in Kazan State Technological University. Julia joined the team of Kazan State Technological University as an instructor at the Department of Foreign Languages and the School of Foreign Languages "Lingua" in 1999 and was rapidly promoted to the position of Associate Professor at the Department of Foreign Languages in 2003. Her teaching career was perfectly balanced by the experience of a translator and an interpreter. She is a well-known person at Kazan international conferences and other events for her high quality consecutive and simultaneous interpreting, such as interpreting for the Academy of Sciences of the Republic of Tatarstan.

This paper examines whether social workers and other direct service practitioners can find utility in ethnomethodology despite or even because of the policy of ''indifference''. Garfinkel, the father of ethnomethodology (EM), sets out ''ethnomethodological indifference'' (EM-I) to insist that EM studies do not supplement, formulate remedies, develop humanistic arguments, or encourage discussions of theory. While at first blush such limits on EM might appear to be a barrier for most social workers this paper argues against first impressions. It is argued that EM provides an important redirection for social work practice and research. Additionally, it is proposed that by approaching EM through Dorothy Smith's Institutional Ethnography social workers can bridge Garfinkel's quest for haeccities (''just thisness; just here, just now'') with extended social relations and actual courses of actions to find congruence between EM and accomplished professional practice.

Ekonomi kuramında fiyat; kaynakları yönlendirici, iş adamlarını bir alandan başka bir alana çekici ve tüketicilere fayda maksimizasyonu sağlamada yol gösterici bir değişken olarak tanımlanır. Bundan ötürü, bir ekonominin kusurlu olup olmadığına fiyatlara bakılarak karar verilir. Teorik olarak, tam rekabet koşullarında işletmeler fiyatlara müdahale edemezler. Piyasada oluşan fiyatı kabullenmek zorundadırlar. Tekelci piyasa yapısında ise, işletme fiyat talep ilişkisine dayanarak kendisine en yüksek faydayı sağlayacak fiyatı uygular. Oligopol Pazar yapılarında fiyat kararları bir oyun niteliğini taşır.

Correspondence and Reprint Requests: Sebastián Yánez Received: O c t o b e r , 2 5 2 0 1 7 | Accepted: N o v e m b e r , 1 5 2 0 1 7 | Published Online: D e c e m b e r , 2 8 2 0 1 7 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (creativecommons.org/licenses/by/3.0) Conflict of interest: None declared | Abstract With the government today, coming with so many programmes, policies and schemes for Women and Children, the role of Media becomes foremost important in educating people and making them aware about these latest schemes, policies and developments, so that the underprivileged sections which are in dire need of help can be benefitted through these schemes. The biggest drawback or failure in the functioning of any government policy/scheme is usually that, the schemes and policies are made keeping target sections in mind, but they ultimately don't reach them because of lack of awareness and promotion in Media. Hence medi...

In this paper an attempt has been made to analyze the issues related to women Empowerment; this is a globally important issue and international agencies now focus on women-centric gender-based policy initiatives. One of the Millennium Development Goals of the UN is to ‘promote gender equality and women empowerment.’ The stated goals to eradicate poverty and hunger, achieve universal primary education, reduce child mortality, fight with some fatal diseases, ensure environmental sustainability and develop a global partnership for development, are directly or indirectly linked with gender based strategy. Women play an important role in the overall progress of a country as they constitute half of the human resourses of the nation. The economic wealth of a country is seriously depleted if about half of the nation’s human resource is neglected. Recognising the need for involving women in various development activities, the Government of India has initiated several affirmative measures by ...

There is a need to seriously see and understand the reason for this child sex ratio which is continuously decreasing in India. Evidently, the reason for low sex ratio is not natural, nor is it related to richness or poverty. This is a human brutality problem which is more or less prevalent in all parts of the country, castes, classes and communities. Attitudes towards girls, patriarchal thinking, cultural behavior, precincts, socioeconomic pressures, insecurity, misuse of modern technology are the main reasons for this problem.

Rezumat: Articolul prezintă datele unui studiu realizat în anul 2022, în municipiul Iaşi, cu scopul de a identifica dimensiunile şi formele de manifestare a fenomenului de cyberbullying în rândul tinerilor. Strategia de culegere a datelor a urmărit un design mixt (cantitativ şi calitativ) şi s-a adresat elevilor de liceu din trei unităţi de învăţământ din municipiul Iaşi care şcolarizează tineri pentru fiecare filieră a învăţământului preuniversitar: teoretică, vocaţională şi tehnologică. În aceste şcoli studiază aproximativ 2500 de elevi, distribuiţi în fiecare din cei patru ani de studii specifici ciclului liceal. A fost aplicat un chestionar cu scopul de a identifica reprezentările elevilor din cele trei licee cu privire la violenţa manifestată prin intermediul tehnologiilor digitale. Datele cantitative au fost coroborate cu datele calitative obţinute din interviuri cu personal specializat care realizează activităţi de prevenţie în unităţile de învăţământ. Concluziile cercetării ilustrează faptul că fenomenul cyberbullyingului este des întâlnit în rândul elevilor de liceu, cu precădere sub forma mesajelor de discreditare, a zvonurilor şi fotografiilor compromităţoare transmise cu scopul de a umili. Astfel, elevii de liceu care au răspuns la chestionar admit că ei sau prietenii lor s-au aflat frecvent în situaţia de a primi mesaje de hărţuire şi de a fi victime ale unor zvonuri. Totodată, compromiterea prin transmiterea de fotografii, ca formă a violenţei în mediul on-line, este o practică întâlnită în mod obişnuit în rândul tinerilor. Faptele de o gravitate sporită care pot constitui infracţiuni, precum violarea vieţii private, hărţuirea, ameninţarea, şantajul sunt întâlnite cu o frecevenţă mult mai redusă în rândul tinerilor.

Rezumat: Articolul prezintă datele unui studiu realizat în anul 2022, în municipiul Iaşi, cu scopul de a identifica dimensiunile şi formele de manifestare a fenomenului de cyberbullying în rândul tinerilor. Strategia de culegere a datelor a urmărit un design mixt (cantitativ şi calitativ) şi s-a adresat elevilor de liceu din trei unităţi de învăţământ din municipiul Iaşi care şcolarizează tineri pentru fiecare filieră a învăţământului preuniversitar: teoretică, vocaţională şi tehnologică. În aceste şcoli studiază aproximativ 2500 de elevi, distribuiţi în fiecare din cei patru ani de studii specifici ciclului liceal. A fost aplicat un chestionar cu scopul de a identifica reprezentările elevilor din cele trei licee cu privire la violenţa manifestată prin intermediul tehnologiilor digitale. Datele cantitative au fost coroborate cu datele calitative obţinute din interviuri cu personal specializat care realizează activităţi de prevenţie în unităţile de învăţământ. Concluziile cercetării ilustrează faptul că fenomenul cyberbullyingului este des întâlnit în rândul elevilor de liceu, cu precădere sub forma mesajelor de discreditare, a zvonurilor şi fotografiilor compromităţoare transmise cu scopul de a umili. Astfel, elevii de liceu care au răspuns la chestionar admit că ei sau prietenii lor s-au aflat frecvent în situaţia de a primi mesaje de hărţuire şi de a fi victime ale unor zvonuri. Totodată, compromiterea prin transmiterea de fotografii, ca formă a violenţei în mediul on-line, este o practică întâlnită în mod obişnuit în rândul tinerilor. Faptele de o gravitate sporită care pot constitui infracţiuni, precum violarea vieţii private, hărţuirea, ameninţarea, şantajul sunt întâlnite cu o frecevenţă mult mai redusă în rândul tinerilor.

The urgent need to strengthen the child protection system in India is presented in the context of the Integrated Child Protection Scheme and relevant juvenile justice legislation. Although the whole system is discussed, from national to local levels, the emphasis is on systems development with a comprehensive social work education response. Included are recommendations to develop a professional association of social work educators and the need for national accreditation of social work education in India. A multi-system analysis with a child rights orientation of child protection in India is presented. Future steps are recommended including the role of the development sector to help align child protection systems, social work education, and a professional association. Keywords Social work education. Child rights. Human rights. Professional association Article 19 (1) of the United Nations Convention on the Rights of the Child, 1989 (CRC), ratified by India in 1992, places an obligation on States Parties to Btake all appropriate legislative, administrative, social and educational measures to protect the child from all forms of physical or mental violence, injury or abuse, neglect or negligent treatment, maltreatment or exploitation, including sexual abuse, while in the care of parent(s),

The urgent need to strengthen the child protection system in India is presented in the context of the Integrated Child Protection Scheme and relevant juvenile justice legislation. Although the whole system is discussed, from national to local levels, the emphasis is on systems development with a comprehensive social work education response. Included are recommendations to develop a professional association of social work educators and the need for national accreditation of social work education in India. A multi-system analysis with a child rights orientation of child protection in India is presented. Future steps are recommended including the role of the development sector to help align child protection systems, social work education, and a professional association. Keywords Social work education. Child rights. Human rights. Professional association Article 19 (1) of the United Nations Convention on the Rights of the Child, 1989 (CRC), ratified by India in 1992, places an obligation on States Parties to Btake all appropriate legislative, administrative, social and educational measures to protect the child from all forms of physical or mental violence, injury or abuse, neglect or negligent treatment, maltreatment or exploitation, including sexual abuse, while in the care of parent(s),

The current study used a sequential, exploratory mixed-method design to explore how a social work study scholarship implemented in Aotearoa New Zealand impacted on recipients' qualification completion and their professional and practice competence. Phase one involved 13 individual interviews with past award recipients which described how the study award impacted on their qualification completion. Thematic analysis was used to extract themes. These themes were examined in the second phase through a quantitative battery completed by 107 past recipients to examine their professional and practice competence. The findings from interviews showed the award enabled recipients to complete their studies and improve their social work practice without causing undue stress or financial pressure on the recipient and their family. Quantitative analysis corroborated and extended these findings to demonstrate that the award contributed to lifting the level of social work knowledge, competence, and skills in the recipients. Accompanying the successful qualification completion, these qualified social workers were equipped with essential skills, promoting social work values and competence to contribute and safeguard the benefit of children, families, and communities. The awards offered a 'wrap around' support and was not limited by age or ethnicity but provided a support system to achieve qualification completion.