The United Nations Sustainable Development Goal 4 defines equal and inclusive education. Countries of the global south, including South Africa, have several interventions to achieve before making headway on this goal. South Africa has a unique political and historical narrative, and almost three decades post-apartheid, there remain stark differences in school and post-school education. Amongst some of these include learners with learning disabilities. This research focuses on learners with learning disabilities, such as Dyscalculia and Dyslexia. The introduction of digital technologies within higher education institutions excludes these learners as the adaptability of digital learning techniques has not been considered for specific learning disabilities. The challenges are now heightened. Although primary studies have been conducted in the past, no definitive solutions have been established for the seamless integration of these learners into mainstream education. Hence a different research approach was undertaken. An expansive review of existing scholarship was conducted using online academic resources and search platforms such as Google Scholar, Scopus and EBSCOhost. The purpose was to engage with a wide range of national and global literature. A discussion and comparison of available resources and tools were outlined and structured according to the inclusion and exclusion criteria. The study was underpinned by the universal design for learning theory. Global research indicated the availability of online tools that were too expensive for South African education and incompatible with the lack of skills and infrastructure. The literature provided adequate information to develop an introductory clinical sociology intervention and embark on a process of awareness and support for educators and affected learners
联合国可持续发展目标 4 规定了平等和全纳教育。包括南非在内的全球南部国家在实现这一目标之前需要采取若干干预措施。南非有着独特的政治和历史背景，种族隔离结束近三十年后，在学校教育和毕业后教育方面仍存在明显差异。其中包括有学习障碍的学生。本研究的重点是有学习障碍的学生，如计算障碍和阅读障碍。在高等教育机构中引入数字技术将这些学习者排除在外，因为数字学习技术的适应性尚未考虑到特定的学习障碍。现在的挑战更加严峻。虽然过去曾进行过初步研究，但还没有为这些学习者无缝融入主流教育确定明确的解决方案。因此，我们采用了不同的研究方法。 我们利用在线学术资源和搜索平台（如 Google Scholar、Scopus 和 EBSCOhost）对现有的学术成果进行了广泛的审查。这样做的目的是广泛接触国内和全球文献。根据纳入和排除标准，对现有资源和工具进行了讨论和比较。这项研究以通用学习设计理论为基础。全球研究表明，现有的在线工具对于南非教育来说过于昂贵，而且与技能和基础设施的缺乏不相适应。文献为开发临床社会学入门干预措施提供了充足的信息，并为教育工作者和受影响的学习者开展了宣传和支持工作
{"title":"Online Education Adaptability for South African Learners with Dyscalculia and Dyslexia using Digital Learning Methods","authors":"Winiswa Mavutha, Aradhana Ramnund Mansingh","doi":"10.36615/qw8ax028","DOIUrl":"https://doi.org/10.36615/qw8ax028","url":null,"abstract":"The United Nations Sustainable Development Goal 4 defines equal and inclusive education. Countries of the global south, including South Africa, have several interventions to achieve before making headway on this goal. South Africa has a unique political and historical narrative, and almost three decades post-apartheid, there remain stark differences in school and post-school education. Amongst some of these include learners with learning disabilities. This research focuses on learners with learning disabilities, such as Dyscalculia and Dyslexia. The introduction of digital technologies within higher education institutions excludes these learners as the adaptability of digital learning techniques has not been considered for specific learning disabilities. The challenges are now heightened. Although primary studies have been conducted in the past, no definitive solutions have been established for the seamless integration of these learners into mainstream education. Hence a different research approach was undertaken. An expansive review of existing scholarship was conducted using online academic resources and search platforms such as Google Scholar, Scopus and EBSCOhost. The purpose was to engage with a wide range of national and global literature. A discussion and comparison of available resources and tools were outlined and structured according to the inclusion and exclusion criteria. The study was underpinned by the universal design for learning theory. Global research indicated the availability of online tools that were too expensive for South African education and incompatible with the lack of skills and infrastructure. The literature provided adequate information to develop an introductory clinical sociology intervention and embark on a process of awareness and support for educators and affected learners","PeriodicalId":324526,"journal":{"name":"Clinical Sociology Review","volume":"15 17","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141817255","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Over the past quarter-century, The Magnolia Project has served a section of “the Northwest Corridor” of Jacksonville, FL, providing reproductive and well-woman care and intensive case management to reduce infant mortality in the African American community. During this time, the primary focus for Magnolia has been to provide clinic-based well woman care, prenatal care, support groups and case management through a store-front site in the heart of the target area. As new opportunities for funding became available, Magnolia moved from its “traditional” focus of women who come to, or are referred to, the clinic site to a broad-based Community-wide focus in order to address the underlying symptoms affecting the community’s health and the disparities this community faces. The Authors have been involved in the discussion, design, and implementation of Magnolia throughout the past 25 years, literally “sitting around the table” working on the original program proposal. In this paper we reflect on our role as evaluation partner for the Magnolia Project, and discuss how Program Representatives and staff, Evaluation Partners, and Community Partners joined forces over the past 25 years to implement the Magnolia project, and how they made a difference in their community. The lessons learned from this process are informative to other programs seeking to expand their community impact through partnering with university-based researchers.
{"title":"Community Partners in Evaluation and Change","authors":"Jeffry Will, Tracy Milligan, Timothy Cheney","doi":"10.36615/amncb357","DOIUrl":"https://doi.org/10.36615/amncb357","url":null,"abstract":"Over the past quarter-century, The Magnolia Project has served a section of “the Northwest Corridor” of Jacksonville, FL, providing reproductive and well-woman care and intensive case management to reduce infant mortality in the African American community. During this time, the primary focus for Magnolia has been to provide clinic-based well woman care, prenatal care, support groups and case management through a store-front site in the heart of the target area. As new opportunities for funding became available, Magnolia moved from its “traditional” focus of women who come to, or are referred to, the clinic site to a broad-based Community-wide focus in order to address the underlying symptoms affecting the community’s health and the disparities this community faces. The Authors have been involved in the discussion, design, and implementation of Magnolia throughout the past 25 years, literally “sitting around the table” working on the original program proposal. In this paper we reflect on our role as evaluation partner for the Magnolia Project, and discuss how Program Representatives and staff, Evaluation Partners, and Community Partners joined forces over the past 25 years to implement the Magnolia project, and how they made a difference in their community. The lessons learned from this process are informative to other programs seeking to expand their community impact through partnering with university-based researchers.","PeriodicalId":324526,"journal":{"name":"Clinical Sociology Review","volume":"20 20","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141814708","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Before the emergence of Boko haram terrorist group in the early 2000s, religious extremism in Nigeria had sparked large scale crises in Kaduna and Plateau among other states in the country. Since the inception of the Nigerian fourth republic, such crises have been undermining public safety and by implication, the country’s quest for national integration and sustainable development. In the light of a mob violence that resulted in the gruesome murder of a college student who allegedly uttered blasphemous comment, this paper examined the rise of religious extremism in Nigeria. Looking beyond human security threats like poverty and illiteracy, the paper utilised desk review of published documents to establish the historical and political factors that sowed in the country, the seeds of religious extremism now germinating. The paper found that the nature of the pre-colonial empires that now make up the Nigerian state coupled with colonial and post-colonial factors including the dissipation of knowledge on Islamic justice system, competition over political powers and the politics of divide and rule have converged to make religion a volatile phenomenon in the country. Therefore, the paper concludes that until the multidimensional factors are addressed through mitigating and preventive efforts—such as robust religious education, religious regulation, interreligious dialogue and economic empowerment—the country’s quest for ‘peace, justice and strong institutions’ among other Sustainable Development Goals (SDGs) will remain a mirage.
{"title":"The Rising Religious Extremism and Mob violence in Nigeria","authors":"I. H. Mshelia","doi":"10.36615/w54npm56","DOIUrl":"https://doi.org/10.36615/w54npm56","url":null,"abstract":"Before the emergence of Boko haram terrorist group in the early 2000s, religious extremism in Nigeria had sparked large scale crises in Kaduna and Plateau among other states in the country. Since the inception of the Nigerian fourth republic, such crises have been undermining public safety and by implication, the country’s quest for national integration and sustainable development. In the light of a mob violence that resulted in the gruesome murder of a college student who allegedly uttered blasphemous comment, this paper examined the rise of religious extremism in Nigeria. Looking beyond human security threats like poverty and illiteracy, the paper utilised desk review of published documents to establish the historical and political factors that sowed in the country, the seeds of religious extremism now germinating. The paper found that the nature of the pre-colonial empires that now make up the Nigerian state coupled with colonial and post-colonial factors including the dissipation of knowledge on Islamic justice system, competition over political powers and the politics of divide and rule have converged to make religion a volatile phenomenon in the country. Therefore, the paper concludes that until the multidimensional factors are addressed through mitigating and preventive efforts—such as robust religious education, religious regulation, interreligious dialogue and economic empowerment—the country’s quest for ‘peace, justice and strong institutions’ among other Sustainable Development Goals (SDGs) will remain a mirage.","PeriodicalId":324526,"journal":{"name":"Clinical Sociology Review","volume":"66 14","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141817913","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
It presents the systematization of teaching practices that have been developing for seven years in the Faculty of Psychology of the University of the Republic, the only public, co-governed and freely accessible university in Uruguay. The experience is located in two degree courses that seek to reflect on the formative trajectories located. We have found that the group dynamics and methodological tools of Clinical Sociology, particularly the Parental Project and the Social Trajectory taken as pedagogical-didactic devices, enable subjective and transformative processes. Both are part of the analysis of the involvement that enables the deployment of the political dimension of training and professional practice, contributing to questioning and resisting the impact of neoliberal logic at the societal and university level. Both devices also enable the implementation of an ethical-political stance of the teacher-student relationship on the level of knowledge that challenges the place of being-teacher, enhancing participation and autonomy in the process of becoming university. From the biographical singularity, it is possible to visibilize the various forms that assume the plot of the sociopsychic bond where they are produced, reproduced, resisted, rejected and re-signified university formation. It will deepen the transversal analysis of the macro socio-historical trajectory and the socio-cultural mandates, where from the story of the students themselves it is possible to politicize the formative experience. In this sense we understand that the methodological supports used can be an innovative key to rethink pedagogical proposals and their relationship with curricular contents in university education.
{"title":"The La dimensión política y psicosocial en prácticas grupales de enseñanza universitaria en psicología","authors":"C. Weisz, Virginia Masse","doi":"10.36615/qtd23m89","DOIUrl":"https://doi.org/10.36615/qtd23m89","url":null,"abstract":"It presents the systematization of teaching practices that have been developing for seven years in the Faculty of Psychology of the University of the Republic, the only public, co-governed and freely accessible university in Uruguay. The experience is located in two degree courses that seek to reflect on the formative trajectories located. We have found that the group dynamics and methodological tools of Clinical Sociology, particularly the Parental Project and the Social Trajectory taken as pedagogical-didactic devices, enable subjective and transformative processes. Both are part of the analysis of the involvement that enables the deployment of the political dimension of training and professional practice, contributing to questioning and resisting the impact of neoliberal logic at the societal and university level. Both devices also enable the implementation of an ethical-political stance of the teacher-student relationship on the level of knowledge that challenges the place of being-teacher, enhancing participation and autonomy in the process of becoming university. From the biographical singularity, it is possible to visibilize the various forms that assume the plot of the sociopsychic bond where they are produced, reproduced, resisted, rejected and re-signified university formation. It will deepen the transversal analysis of the macro socio-historical trajectory and the socio-cultural mandates, where from the story of the students themselves it is possible to politicize the formative experience. In this sense we understand that the methodological supports used can be an innovative key to rethink pedagogical proposals and their relationship with curricular contents in university education. \u0000 ","PeriodicalId":324526,"journal":{"name":"Clinical Sociology Review","volume":"25 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141815478","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Sara Cumming, DiSanto Julianne, Leah Burton-Saliba, Chloe Shackelton, Joel McLeod
At least 235,000 people experience homelessness in Canada each year, with over 35,000 experiencing homelessness on any given night (Gaetz et al. 2013a). For many, maintaining housing is challenging due to the absence of essential life skills. This paper departs from a community-identified problem with conventional life skills programming and uses sociological tools to address it. Community partners have expressed a need for a life skills curriculum that is inclusive, representing the intersecting needs and experiences of a diversity of clients, and that will address budgetary constraints of not-for-profit (NFP) organizations in the region. The Community-Ideas Factory: The Life Skills Project consists of an interdisciplinary research team and 16 NFPs collaborating to build a comprehensive, inclusive, relevant, and effective online life skills intervention. Adopting a clinical sociological and community-engaged research approach, our findings emphasize the importance of recognizing that essential life skills are diverse and shaped by the larger social, political, and economic context, such as social inequities. Notably, social justice is identified as a crucial life skill, uncovering the intersectionalities that shape individuals' lives and that must be integrated into life skills programming. This ground-breaking finding is facilitated by our methodology, deviating from the positivist research approaches prevalent in life skills studies. Significantly, the entire life skills curriculum is Equity, Diversity, and Inclusion (EDI)-informed. The intervention addresses immediate financial strains for partner organizations. We anticipate that the intervention will interrupt current cycles of homelessness while holding promise as a preventative measure.
{"title":"Clinical Sociology and Community Interventions","authors":"Sara Cumming, DiSanto Julianne, Leah Burton-Saliba, Chloe Shackelton, Joel McLeod","doi":"10.36615/zn869g06","DOIUrl":"https://doi.org/10.36615/zn869g06","url":null,"abstract":"At least 235,000 people experience homelessness in Canada each year, with over 35,000 experiencing homelessness on any given night (Gaetz et al. 2013a). For many, maintaining housing is challenging due to the absence of essential life skills. This paper departs from a community-identified problem with conventional life skills programming and uses sociological tools to address it. Community partners have expressed a need for a life skills curriculum that is inclusive, representing the intersecting needs and experiences of a diversity of clients, and that will address budgetary constraints of not-for-profit (NFP) organizations in the region.\u0000The Community-Ideas Factory: The Life Skills Project consists of an interdisciplinary research team and 16 NFPs collaborating to build a comprehensive, inclusive, relevant, and effective online life skills intervention. Adopting a clinical sociological and community-engaged research approach, our findings emphasize the importance of recognizing that essential life skills are diverse and shaped by the larger social, political, and economic context, such as social inequities. Notably, social justice is identified as a crucial life skill, uncovering the intersectionalities that shape individuals' lives and that must be integrated into life skills programming. This ground-breaking finding is facilitated by our methodology, deviating from the positivist research approaches prevalent in life skills studies. Significantly, the entire life skills curriculum is Equity, Diversity, and Inclusion (EDI)-informed. The intervention addresses immediate financial strains for partner organizations. We anticipate that the intervention will interrupt current cycles of homelessness while holding promise as a preventative measure.\u0000 ","PeriodicalId":324526,"journal":{"name":"Clinical Sociology Review","volume":"3 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141816412","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Published in Springer’s Clinical Sociology: Research and Practice series, Assessing Social Science Research Ethics and Integrity: Case Studies and Essays is the work of Harry Perlstadt, Professor Emeritus at Michigan State University’s Department of Sociology. This scholarly work is concerned with research ethics in the social sciences, focusing on the protection of human participants in social experiments. With two comprehensive essays and a meticulous analysis of six contentious experiments, Perlstadt embarks on a journey to elucidate the complex interplay between ethics and empirical inquiry.
发表于 Springer 的《临床社会学》：临床社会学：研究与实践》丛书中的《评估社会科学研究的伦理与诚信》是密歇根州立大学社会学系名誉教授 Harry Perlstadt 的著作：案例研究与论文》是密歇根州立大学社会学系名誉教授 Harry Perlstadt 的著作。这部学术著作关注社会科学研究伦理，重点是保护社会实验中的人类参与者。Perlstadt 通过两篇全面的论文和对六项有争议的实验的细致分析，开始了阐明伦理与实证研究之间复杂的相互作用的旅程。
{"title":"Book Review: Assessing Social Science Research Ethics and Integrity: Case Studies and Essays","authors":"Ugljesa Radulovic","doi":"10.36615/bckdp636","DOIUrl":"https://doi.org/10.36615/bckdp636","url":null,"abstract":"Published in Springer’s Clinical Sociology: Research and Practice series, Assessing Social Science Research Ethics and Integrity: Case Studies and Essays is the work of Harry Perlstadt, Professor Emeritus at Michigan State University’s Department of Sociology. This scholarly work is concerned with research ethics in the social sciences, focusing on the protection of human participants in social experiments. With two comprehensive essays and a meticulous analysis of six contentious experiments, Perlstadt embarks on a journey to elucidate the complex interplay between ethics and empirical inquiry.","PeriodicalId":324526,"journal":{"name":"Clinical Sociology Review","volume":"24 19","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141814619","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study investigates the socio-economic and demographic determinants of household fertility decisions in Nigeria. Using the family system model as framework, a cross-sectional survey design in a retrospective study was adopted. Quantitative data were purposively gotten from the 2018 Nigeria Demographic and Health Survey (NDHS) household recode dataset. Data were analysed using descriptive statistics and Logistic Regressions at P<0.05. The mean age at first birth of respondents was 18.8±4.0 years. The mean of Children ever-born was 5.9±2.8. The Children ever-born was highest in the North West region (36.7%), while the South East had the least (12.6%) sum of Children ever-born in the six regions. The relationship between children ever-born and the age at first birth is statistically significant (χ2= 8334.4, p=<0.001). Women with all living are 2.0 times (OR=2.071, CI=1.987-2.158) more likely to increase their Children ever-born than women who have experienced the loss of a child. Women who have no formal education are 5.8 times (OR=5.835, CI=5.504-6.186) more likely to increase their Children ever-born than women with tertiary education. Women who do not utilize contraception in any way and those who used the folkloric method were respectively 0.8 times and 5.5 times more likely to increase their children ever-born than women using modern contraceptives respectively. Based on the findings, it is recommended that fertility controls must be prioritized, specifically by encouraging girl child education across the nation.
{"title":"Socio-economic and Demographic Determinants of Household Fertility Decisions","authors":"Endurance Uzobo","doi":"10.36615/vjp4zp53","DOIUrl":"https://doi.org/10.36615/vjp4zp53","url":null,"abstract":"This study investigates the socio-economic and demographic determinants of household fertility decisions in Nigeria. Using the family system model as framework, a cross-sectional survey design in a retrospective study was adopted. Quantitative data were purposively gotten from the 2018 Nigeria Demographic and Health Survey (NDHS) household recode dataset. Data were analysed using descriptive statistics and Logistic Regressions at P<0.05. The mean age at first birth of respondents was 18.8±4.0 years. The mean of Children ever-born was 5.9±2.8. The Children ever-born was highest in the North West region (36.7%), while the South East had the least (12.6%) sum of Children ever-born in the six regions. The relationship between children ever-born and the age at first birth is statistically significant (χ2= 8334.4, p=<0.001). Women with all living are 2.0 times (OR=2.071, CI=1.987-2.158) more likely to increase their Children ever-born than women who have experienced the loss of a child. Women who have no formal education are 5.8 times (OR=5.835, CI=5.504-6.186) more likely to increase their Children ever-born than women with tertiary education. Women who do not utilize contraception in any way and those who used the folkloric method were respectively 0.8 times and 5.5 times more likely to increase their children ever-born than women using modern contraceptives respectively. Based on the findings, it is recommended that fertility controls must be prioritized, specifically by encouraging girl child education across the nation.","PeriodicalId":324526,"journal":{"name":"Clinical Sociology Review","volume":"7 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141815994","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article discusses the significant contributions made by Wan Halim Othman in the advancement of clinical sociology in Malaysia. Wan Halim, introduced as the progenitor of Clinical Sociology in Malaysia, has played a pivotal role in social issue management and his unique approaches have had a lasting social impact in the country. This article starts with the backdrop of the country and the main figure - Wan Halim Othman, and then discusses the various innovative and impactful initiatives that he has spearheaded using the clinical sociology approach. Programmes such as PINTAS and the social clinic exemplify the profound capacity of clinical sociology to address intricate societal issues. Wan Halim has effectively empowered marginalized communities and promoted social cohesion by implementing new strategies, like community mediation and support groups specifically designed for single moms. Though clinical sociology is gaining traction in Malaysia, much needed to be done to further recognize and institutionalize this discipline. Among the proposed next steps include the formalization of clinical sociology by implementing comprehensive curricula, hands-on training, and professional certification. The author emphasizes the significance of fostering collaboration among academia, government, and civil society in order to establish clinical sociology as an institutionalized field and effectively tackle urgent societal issues.
本文讨论了 Wan Halim Othman 在推动马来西亚临床社会学发展方面做出的重大贡献。万-哈利姆被誉为马来西亚临床社会学的鼻祖，在社会问题管理方面发挥了关键作用，他的独特方法对马来西亚产生了持久的社会影响。本文首先介绍了马来西亚的背景和主要人物--万-哈利姆-奥斯曼（Wan Halim Othman），然后讨论了他利用临床社会学方法带头开展的各种创新和有影响力的活动。PINTAS 和社会诊所等项目充分体现了临床社会学在解决错综复杂的社会问题方面的深厚能力。Wan Halim 通过实施社区调解和专为单身母亲设计的支持小组等新策略，有效地增强了边缘化社区的能力，促进了社会凝聚力。虽然临床社会学在马来西亚的发展势头越来越好，但要进一步认可这门学科并使其制度化，还有很多工作要做。建议采取的下一步措施包括通过实施综合课程、实践培训和专业认证，使临床社会学正规化。作者强调了促进学术界、政府和民间社会之间合作的重要性，以便将临床社会学确立为一个制度化的领域，并有效地解决紧迫的社会问题。
{"title":"The Development of Clinical Sociology in Malaysia","authors":"P. M. Wan","doi":"10.36615/d9d4fv02","DOIUrl":"https://doi.org/10.36615/d9d4fv02","url":null,"abstract":"This article discusses the significant contributions made by Wan Halim Othman in the advancement of clinical sociology in Malaysia. Wan Halim, introduced as the progenitor of Clinical Sociology in Malaysia, has played a pivotal role in social issue management and his unique approaches have had a lasting social impact in the country. This article starts with the backdrop of the country and the main figure - Wan Halim Othman, and then discusses the various innovative and impactful initiatives that he has spearheaded using the clinical sociology approach. Programmes such as PINTAS and the social clinic exemplify the profound capacity of clinical sociology to address intricate societal issues. Wan Halim has effectively empowered marginalized communities and promoted social cohesion by implementing new strategies, like community mediation and support groups specifically designed for single moms. Though clinical sociology is gaining traction in Malaysia, much needed to be done to further recognize and institutionalize this discipline. Among the proposed next steps include the formalization of clinical sociology by implementing comprehensive curricula, hands-on training, and professional certification. The author emphasizes the significance of fostering collaboration among academia, government, and civil society in order to establish clinical sociology as an institutionalized field and effectively tackle urgent societal issues.","PeriodicalId":324526,"journal":{"name":"Clinical Sociology Review","volume":"3 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141817165","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
WASHINGTON. Nov. 6 – Alice Paul, National Chairman of the Woman’s Party, now doing a seven months’ sentence in jail here for picketing the White House, has gone on a hunger strike, and tonight she had been in the jail hospital without food for the preceding twenty- four hours, stolidly threatening to starve herself to death unless her six companions, serving time for the same offence, got better food.
{"title":"Miss Alice Paul on Hunger Strike (1917)","authors":"Anonymous.","doi":"10.36615/csr.v18i1.2544","DOIUrl":"https://doi.org/10.36615/csr.v18i1.2544","url":null,"abstract":"WASHINGTON. Nov. 6 – Alice Paul, National Chairman of the Woman’s Party, now doing a seven months’ sentence in jail here for picketing the White House, has gone on a hunger strike, and tonight she had been in the jail hospital without food for the preceding twenty- four hours, stolidly threatening to starve herself to death unless her six companions, serving time for the same offence, got better food.","PeriodicalId":324526,"journal":{"name":"Clinical Sociology Review","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121580246","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Este texto propone reflexionar en torno a las relaciones entre investigador y participantes en el desarrollo del trabajo de campo y en el análisis de la información, con énfasis en lo que sucede en el investigador. Las reflexiones propuestas forman parte de nuestros análisis desde las experiencias investigativas en el campo socio - educativo y las relaciones intergeneracionales, interculturales e interraciales. Con ellas interpelamos nuestros lugares sociales, culturales, etarios, de género, étnico/raciales y nuestros privilegios. Estimamos que cuestionar nuestra implicación, nuestra subjetividad y ponerla en diálogo, ha contribuido a controvertir algunas de las bases del sentido común, a desentrañar los factores culturales, simbólicos y subjetivos que podrían estar reforzando el mantenimiento histórico estructural de las desigualdades a las que nos enfrentamos en los tópicos que abordamos. Considerando los aspectos metodológicos esto ha sido posible por nuestros trabajos desde la metodología cualitativa y en particular, desde el enfoque epistemológico y metodológico de la sociología clínica, en la que encontramos con antecedencia gran parte de las discusiones que posteriormente fueron motivo de reflexión para la metodología cualitativa, que tiene fuerte tradición de reflexión acerca de la objetividad y la vigilancia epistemológica, en menor medida pero no profundidad acerca de la subjetividad y quizá muy poco sobre la implicación en investigación. En este escrito nos proponemos contribuir a pensar estos aspectos, principalmente la implicación, desde nuestros propios procesos subjetivantes, en razón de que estos están siempre presentes los contemplemos o no.
{"title":"Hacia el análisis de la subjetividad del investigador Un diálogo entre investigadoras","authors":"Mónica Olaza, Mabela Ruiz Barbot","doi":"10.36615/csr.v18i1.1369","DOIUrl":"https://doi.org/10.36615/csr.v18i1.1369","url":null,"abstract":"Este texto propone reflexionar en torno a las relaciones entre investigador y participantes en el desarrollo del trabajo de campo y en el análisis de la información, con énfasis en lo que sucede en el investigador. Las reflexiones propuestas forman parte de nuestros análisis desde las experiencias investigativas en el campo socio - educativo y las relaciones intergeneracionales, interculturales e interraciales. Con ellas interpelamos nuestros lugares sociales, culturales, etarios, de género, étnico/raciales y nuestros privilegios. Estimamos que cuestionar nuestra implicación, nuestra subjetividad y ponerla en diálogo, ha contribuido a controvertir algunas de las bases del sentido común, a desentrañar los factores culturales, simbólicos y subjetivos que podrían estar reforzando el mantenimiento histórico estructural de las desigualdades a las que nos enfrentamos en los tópicos que abordamos. Considerando los aspectos metodológicos esto ha sido posible por nuestros trabajos desde la metodología cualitativa y en particular, desde el enfoque epistemológico y metodológico de la sociología clínica, en la que encontramos con antecedencia gran parte de las discusiones que posteriormente fueron motivo de reflexión para la metodología cualitativa, que tiene fuerte tradición de reflexión acerca de la objetividad y la vigilancia epistemológica, en menor medida pero no profundidad acerca de la subjetividad y quizá muy poco sobre la implicación en investigación. En este escrito nos proponemos contribuir a pensar estos aspectos, principalmente la implicación, desde nuestros propios procesos subjetivantes, en razón de que estos están siempre presentes los contemplemos o no.","PeriodicalId":324526,"journal":{"name":"Clinical Sociology Review","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125019201","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：