Social Work and Social Welfare in Latin America—Transnational Dynamics and Local Commonalities

In 1979, the U.S. President's Commission on Foreign Language and International Studies stated that to function successfully in the next century, all adults would need more knowledge about our interdependent world, awareness of other peoples, and greater sensitivity to global attitudes and customs. Social work is deeply rooted in the tradition of promoting social justice and in the profession's commitment to concern for culturally diverse groups. It is increasingly felt that social workers must acquire skills and attitudes that will enable them to effectively intervene with clients from diverse cultures and ethnic backgrounds. The inclusion of international content into social work curriculum varies widely in United States social work programs and curriculum approaches used. In order to assess the current status quo of International Social Work teaching practices curriculum in the United States and Puerto Rico, a survey was designed using Dillman's (2000) Tailored Design Theory and placed on the Internet utilizing PHP Surveyor. The format of the survey included three distinct sections: demographic information, format of international social work curriculum, and infusion of international social work content. Deans or directors of international social work programs in CSWE accredited schools of social work were invited to participate. The results of the study demonstrated what the literature had proposed: international social work curriculum varies greatly from social work program to social work program. Ninety-one deans or directors out of 186 responded to the survey. Seventy-seven percent of the respondents categorized their universities as public and 63% as urban. Seventy-one offer international social work either through a specific course or infusion into the social work curriculum. Eight do not offer international social work but are in the process of offering. Respondents rated the international social work curriculum and the infusion of eight key areas of international social work curriculum on 1-7 Likert scales and were offered opportunities to explain their ratings. Teaching practices were assessed and utilized to create a second survey with anchor points of unacceptable, acceptable, and exemplary.

International Social Work

Since 1943, when the definition of international social work was mentioned, its meaning and content have developed, and at the beginning of the 21st century it became a popular analysis object of social work researches and practitioners. However, in Lithuania, international social work has not been studied and there are no sound researches about this issue. The goal of the article is to investigate the opinion of social work students about their understanding of international social work and students’ involvement in different international social work activities. The article is based on survey data. All final year social work students at one university were investigated using a questionnaire. Research data shows that students define international social work very closely to scientifically accepted definitions. They agreed with most of the statements describing international social work, however, the impact of globalization to social work clients was assessed neutrally. Respondents think that international social work is very important to service users and social work development and it is less important for social workers. More than one half of the participating students did not communicate with foreign students during their studies, but almost one half of the respondents met foreign clients during field placement. It seems that social reality is more favourable for international social work than university environment. On the other hand, data shows that universities put a big emphasis on internationalization. The students defined that they often participated in international conferences, lectures, projects, seminars. Teachers were defined as the main factor, which encouraged students to get involved into international social work activities at home or abroad. Students’ opinion reflects public (and professional) opinion, which is more favourable to local than international understanding of social work. International social work in Lithuania is understood in its narrow definition (as the first form defined by Seden et al.). The situation reminds the discussions at the end of the 20th century in Lithuania about what social work is, why it is needed, etc. Similarly now, the notion of international social work has to prove its necessity to Lithuanian researchers and practitioners.

Each chapter concludes with Summary and Selected References. I. INTRODUCTION. 1. What Is Social Work? Social Welfare. Social Work. Distinguishing Characteristics of Social Work. Sociology and Social Work. Psychiatry and Social Work. Psychology and Social Work. Counseling and Social Work. Social Work in the World Today. 2. The Evolution of Social Welfare and Social Work in the United States. Echoes of the Past. European Roots. Beginnings in the United States. Public Assistance and Social Welfare Emerge. Services of Volunteers. Social Workers Appear. 3. Education for Social Work. Social Work Education. Council on Social Work Education. II. SOCIAL WORK PRACTICE. 4. Generalist Practice and Introductory Theory. Need for a Theoretical Framework. Introductory Inner and Outer Forces Paradigm. Additional Model Definition. The Life Cycle and the Inner and Outer Forces Model. Social Functioning. Levels of Social Functioning. A Base for Generalist Social Work Practice. 5. Social Work Practice with Individuals. Work with the Individual: A Generalist Approach. Social Casework Defined. History of Social Casework. Trends in Casework. The Practice Framework. Methods of Social Casework. Problems in Social Casework. The Casework Process. The Multi-Systems Approach. 6. Social Work Practice with Groups. Historical Developments. Group Work Defined. Group Work Models. Formation of Groups. Selection of Group Members. Preparation of Group Members. Structuring the Group. Stages of Group. Group Work Settings. 7. Social Work Practice with Communities. What Is Community Organization? Beginnings of Community Social Work. Underlying Principles in Community Organization. Community Social Work Processes. Roles of the Community Organizer. Case Summaries. 8. Administration and Research. Administration. Research. III. SOCIAL WORK SERVICES. 9. Mental Health Services. Beginnings in Mental Health. Elements of the Mental Health Network. Essential Elements of Comprehensive Mental Health. Special Problems and Issues in Mental Health. 10. Social Work in Health Care. Definition of Social Work in Health Care. The Meaning of Illness. The Role of Social Work in Health Care. The Future of Social Work in the Health Care Services. Prevention and Social Work. 11. Social Work in the Schools. The Education Delivery System: New Approaches. Problems Plaguing the Public Schools. Beginnings in School Social Work. Social Work Practice in the Schools. Social Work Using a Group Approach. School Social Work and the Community. Working with Minorities. When the System Fails. 12. Social Security and Public Welfare. Government's Responsibility for Welfare. The Social Security Act. Aid to Families with Dependent Children. Government and Public Welfare. 13. Family and Child Welfare Services. Marriage and Family Counseling. Child Welfare Services. Home Care of Children. Foster Care of Children. Adoption Services. Protective Services. Child Sexual Abuse. 14. Correctional Services. The Social Problems of Delinquency and Crime. Social Work and Corrections. Social Work Practice in Corrections. Processes and Principles. Social Services and Case Examples. 15. Services for the Aged. Older Americans Act of 1965. White House Conference on Aging, 1971. Adequate Income. Appropriate Living Arrangements. Institutional Responsiveness and a New Attitude Toward Aging. Independence and Dignity. 16. Drug Abuse and Social Work. Misused Drugs and What They Do. Extent and Cost of Drug Abuse. Programs for Control, Prevention, and Treatment. Role of Social Work in Treatment. 17. Services with Minorities. Minority Problems. Social Services. Educational Developments. 18. Social Work in Rural Areas. Beginnings in Rural Social Work. Rural Social Work Practice. Roles of the Rural Social Worker. Rural Social Service Agencies. Distance Learning for Rural Social Work. 19. Case Management. Historical Developments. Case Management Defined. Case Management Research. IV. PROFESSIONAL DEVELOPMENT. 20. Social Work: A Maturing Profession. Criteria of a Profession. Historical Background. Social Work Today. 21. Social Work Prevention and Enrichment. Social Work Focus on Prevention. Problems Involved. Examples of Prevention. Implications of Prevention. Social Work Enrichment. 22. Social Work and the Future. Professional Maturation. Increase in Services. Professional Identification and Visibility. Licensing. Spirituality in Social Work Practice. Changing Continuum in Social Work Education. Development of the Role of Consultant. Status of Social Worker. Private Practice. Case Management. Advocacy Role. Improved Public Relations. Rural Social Work. Technology. Expansion of Leadership Roles. Increase in International Social Work. Prevention. Enrichment. Movement for Higher Quality. Name Index. Subject Index.

A Note From the Editor-in-Chief

Radical social work aimed to provide a series of arguments for, and about, radical social work in Britain. It did not look at social-work engagement beyond Britain's shores. International social work attempts to look at a range of social problems that social work can address, at local ‘indigenous’ practices and the way(s) in which they can be incorporated into professional and regulated modes of social-work delivery. This chapter argues that international social work has an ambiguous history. First, it examines one aspect of social work's less-savoury history: the intersection of post-World War II international social work, the Marshall Plan, and the United States' imperial interests in post-war Greece. The chapter then discusses the distinction between ‘official social work’ and ‘popular social work’, the formative years of international social work, the impact of imperialism on social work, and social-work internationalisation versus internationalism.

This paper examines some of the challenges the social work profession faces in expanding the field at the international level. Defining what we mean by international social work is a fundamental issue to provide greater recognition for the field in order to recruit new students and expand the presence of social workers in international organizations. One of the main avenues for pursuing these goals is to strengthen the international social work curricula at universities. The paper looks to social work values in defining the field’s strengths in international work and uses this as a base to provide suggestions for deepening international social work curricula.

Previous articleNext article FreeThe Life and Career of Matthew O. HowardJeffrey M. JensonJeffrey M. JensonUniversity of Denver Search for more articles by this author PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinked InRedditEmailQR Code SectionsMoreMatthew O. HowardView Large ImageDownload PowerPointOn December 15, 2018, social work and the Journal of the Society for Social Work and Research (JSSWR) lost one of its most prolific scholars, outstanding teachers, and thoughtful mentors in recent memory. Matthew O. Howard, PhD—the Frank A. Daniels Distinguished Professor of Human Services Policy Information and associate dean for doctoral education in the School of Social Work at the University of North Carolina at Chapel Hill—passed away following a lengthy hospitalization. As an associate editor for JSSWR, Matthew had a significant impact on improving the quality and influence of the journal. He will be sorely missed by our editorial team.Matthew was a consummate scholar who possessed a singular ability to understand and conceptualize social problems of all types. His research contributed greatly to existing knowledge of the etiology, prevention, and treatment of substance abuse, alcohol dependence, and mental health disorders. And, Matthew’s provocative articles assessing the state of social work education, practice, and research set forth ideas that will affect the trajectory of social work for years to come. His passion for knowledge—conveyed quietly and effectively to countless graduate students—was felt deeply by the many lives he touched over the course of an academic career that included appointments in the Department of Psychiatry and Behavioral Sciences at the University of Washington, the Department of Psychiatry at the Oregon Health Sciences University, the George Warren Brown School of Social Work at Washington University in St. Louis, the School of Social Work and the Department of Psychiatry at the University of Michigan, and the University of North Carolina at Chapel Hill.Matthew’s training in social work coincided with my own enrollment in the University of Washington School of Social Work doctoral program in 1984. Matthew and I became immediate and close friends during our graduate studies in Seattle, and we spent hours discussing social work, class assignments, and the research projects we worked on as doctoral students. Many of these conversations occurred in an alley coffee shop in Seattle’s University District, just a stone’s throw from the School of Social Work. Known by the employees as “Matt and Jeff,” we were treated as regulars who would sit at our customary window table for what was likely far too long. It was a time of great intellectual pursuit, and I had found the perfect colleague and friend with whom to share ideas and discuss future plans. It was the beginning of a personal friendship and professional relationship that lasted 34 years.Matthew entered doctoral education with a well-developed interest in understanding the etiology of alcohol and other substance use disorders. Over the nearly four decades that followed, he devoted his career to conducting basic and applied research aimed at ameliorating substance abuse dependence and co-occurring problems associated with alcohol and drug abuse. He became particularly well known for his basic research and intervention studies addressing the vexing problem of inhalant abuse (e.g., Howard, Balster, Cottler, Wu, & Vaughn, 2008; Howard, Bowen, Garland, Perron, & Vaughn, 2011; Howard & Jenson, 1999b). Matthew’s innovative and rigorous research in this area led to three grants from the National Institute on Drug Abuse and to widespread recognition as one of the world’s foremost experts on inhalant abuse. In recent years, Matthew extended his work to testing mindfulness-oriented interventions for people with chronic pain and opioid misuse. His coinvestigator in much of this work was Eric Garland, professor and associate dean for research in the University of Utah College of Social Work. Eric, a former student of Matthew’s at the University of North Carolina at Chapel Hill, describes some of the important lessons he learned under Matthew’s tutelage in an accompanying article in this issue (Garland, 2019).Matthew also made significant contributions to social work education and research. In the Aaron Rosen Lecture at the 2015 Annual Conference of the Society for Social Work and Research, Matthew traced key developments in social work during the past 30 years and reflected on a vision of the field that stretched to 2044—30 years into the future (Howard & Garland, 2015). The ideas he shared in this lecture have provided a useful framework for assessing the relatively recent history of social work and addressing the challenges in educating master’s-level practitioners and doctoral students in the future. Matthew delivered a similarly thought-provoking lecture on the current state and future of social work doctoral education at the 2016 Annual Conference of the Group for the Advancement of Doctoral Education. Ideas presented in his lectures were coupled with action. One such example is illustrated by Matthew’s early development of a University of North Carolina at Chapel Hill doctoral-level course on conducting systematic reviews. Students in this class often produced publishable papers as a result of Matthew’s fastidious attention to breadth and quality. In earlier work at the Brown School of Social Work at Washington University in St. Louis, Matthew and colleagues advanced the idea of evidence-based practice as a paradigm for training MSW social work practitioners (Howard, McMillen, & Pollio, 2003). Enola Proctor, the Shanti K. Khinduka Distinguished Professor in the Brown School of Social Work at Washington University in St. Louis, was a colleague of Matthew’s at the time. She remembers Matthew as… a brilliant scholar and dear person. Highly regarded for his excellence in the classroom at the Brown School, he was demanding yet was a frequent winner of student-elected teaching awards. Matthew used his seemingly boundless energy to better the fields of addiction research and social work practice. He had my highest respect and unending affection. His passing is a tremendous loss to our field and community of scholars [and] saddens me deeply. (E. Proctor, personal communication, January 9, 2019)In 1999, Matthew and I had the good fortune to guest edit a special issue of Research on Social Work Practice that explored the utility of clinical practice guidelines for social work practice (Howard & Jenson, 1999a). Collectively, Matthew’s lectures and published papers assessing the state of social work education and practice stimulated debate and produced tangible curricula changes in schools across the country.A prolific writer, Matthew published more than 250 peer-reviewed papers in his career. His written work also included 40 book reviews, editorials, and government reports. Matthew’s h-index of 55 and nearly 9,000 citations of his work to date illustrate just how much his scholarship was valued by colleagues. His written contributions will be recognized and used by practitioners, policymakers, and researchers for decades to come.Matthew was a fellow and a board member of the American Academy of Social Work and Social Welfare and a fellow of the Society for Social Work and Research. A proponent of interdisciplinary work, he also was a faculty research fellow in the Cecil G. Sheps Center for Health Services Research at the University of North Carolina at Chapel Hill at the time of his passing. Matthew’s devotion to empirical research and scholarship is widely recognized. However, what may be most impressive about Matthew’s career is the recognition he received as both a scholar and a teacher. He was awarded eight outstanding teaching and mentoring awards from students and colleagues at Washington University in St. Louis and the University of North Carolina at Chapel Hill. Two of Matthew’s doctoral students at North Carolina (Eric Garland, University of Utah; and Carrie Pettus-Davis, Florida State University) received Doctoral Fellow Awards from the Society for Social Work and Research. Matthew connected with his students by combining high scientific standards with a compassionate approach to helping people succeed. He was soft-spoken, but his ideas and words carried great weight and influence.Matthew’s service to the fields of social work and addiction was also exemplary. He reviewed manuscripts for more than 60 different academic journals in his career. He was on the editorial boards of more than 50 journals—including serving a JSSWR associate editor for the past several years—and he previously served as editor-in-chief of the Journal of Social Service Research, Social Work Research, and the Journal of Addictive Diseases. Matthew also was vice president and served on the Society for Social Work and Research Board of Directors from 2005 to 2008.The task of summarizing the life and career of a prolific and impactful scholar, teacher, and mentor like Matthew is daunting. Mark Fraser, professor emeritus at the University of North Carolina at Chapel Hill and the founding editor of JSSWR, was a longtime friend, collaborator, and colleague. Reflecting on Matthew’s career, he recalls,As a scholar and a teacher, Matthew was eloquent and encyclopedic. Students flocked to his classes. A gentle spirit who treasured collaboration with others, his greatest joys came in exploring new ideas and reading recent research. In the profession as a thought leader, Matthew was a tour de force. At once, he was creative, insightful, sensitive, critical, and thorough. Matthew was—quite simply—incomparable. (M. Fraser, personal communication, January 8, 2019)Tangible accomplishments like those summarized here do not tell the complete story of a person. Matthew had an uncanny ability to effectively express his strong personal beliefs and ethical values in everyday interactions with friends and colleagues. He had a deep interest in applying the lessons gained from his own empirical work to promote fairness and equity for all people. Matthew’s invaluable input and feedback to students and colleagues about their ideas, papers, or projects came with great civility and kindness. He was an insatiable reader whose knowledge extended to topics well beyond social work or the addictions. In this sense, one could discuss a wide range of topics with Matthew with the preordained understanding that he had very likely already read much of what had been written on the topic. Matthew’s longstanding practice of underscoring written text with yellow highlighters was applied to thousands of empirical and conceptual articles and manuscripts during his career.On a personal level, Matthew enjoyed taking walks, listening to music, and reading novels and poetry. His wry sense of humor often left many of his closest friends and colleagues writhing in laughter. I was among them.JSSWR is proud to count Matthew as one of its most influential associate editors and contributors. His place as an important teacher and scholar in social work education and research is secure. Matthew’s many contributions will be discovered anew by emerging scholars for decades to come. His presence in social work and the broad field of the addictions will be missed by us all.NotesJeffrey M. Jenson, PhD, is Editor-in-Chief of the Journal of the Society for Social Work and Research and the Phillip D. & Eleanor G. Winn Endowed Professor Children and Youth at the University of Denver Graduate School of Social Work.Correspondence regarding this article should be directed to Jeffrey M. Jenson, University of Denver, 2148 S. High St., Denver, CO 80208 or via e-mail to [email protected]ReferencesGarland, E. L. (2019). Standing on the shoulders of giants: Matthew O. Howard as a mentor and his influence on the science of mindfulness as a treatment for addiction. Journal of the Society for Social Work and Research. Advance online publication. doi:10.1086/702654First citation in articleGoogle ScholarHoward, M. O. (2016, March 31). Hot topics in doctoral education. Presentation at the 2016 Annual Conference of the Group for the Advancement of Doctoral Education, Chapel Hill, NC.First citation in articleGoogle ScholarHoward, M. O., Balster, R., Cottler, L. B., Wu, L., & Vaughn, M. G. (2008). Inhalant use among incarcerated adolescents: Prevalence, characteristics, and predictors of use. Drug and Alcohol Dependence, 93, 197–209. https://doi.org/10.1016/j.drugalcdep.2007.08.023First citation in articleCrossrefGoogle ScholarHoward, M. O., Bowen, S., Garland, E. L., Perron, B. E., & Vaughn, M. G. (2011). Inhalant use and inhalant use disorders in the United States. Addiction Science & Clinical Practice, 6, 18–31.First citation in articleGoogle ScholarHoward, M. O., & Garland, E. L. (2015). Social work research: 2044. Journal of the Society for Social Work and Research, 6, 173–200. https://doi.org/10.1086/681099First citation in articleLinkGoogle ScholarHoward, M. O., & Jenson, J. M. (1999a). Clinical practice guidelines: Should social work develop them? Research on Social Work Practice, 9, 283–301. https://doi.org/10.1177/104973159900900302First citation in articleCrossrefGoogle ScholarHoward, M. O., & Jenson, J. M. (1999b). Inhalant use among antisocial youth: Prevalence and correlates. Addictive Behaviors, 24, 59–74. https://doi.org/10.1016/s0306-4603(98)00039-2First citation in articleCrossrefGoogle ScholarHoward, M. O., McMillen, J. C., & Pollio, D. (2003). Teaching evidence-based practice: Toward a new paradigm for social work education. Research on Social Work Practice, 13, 234–259. https://doi.org/10.1177/1049731502250404First citation in articleCrossrefGoogle Scholar Previous articleNext article DetailsFiguresReferencesCited by Journal of the Society for Social Work and Research Volume 10, Number 1Spring 2019 Published for the Society for Social Work and Research Article DOIhttps://doi.org/10.1086/702653HistoryPublished online February 04, 2019 © 2019 by the Society for Social Work and Research. All rights reserved.PDF download Crossref reports no articles citing this article.

The transnational perspective contributes to the development of theoretical and practical knowledge of social work as this is conditioned and framed in contemporary dynamics of globalization. Social work transnationalism, also referred to as transnational social work, is related to but typically has a more limited and focused purview than international social work. More than a particular field of practice, social work transnationalism is based in particular understandings of social problems and interventions. In migration studies, the transnational perspective has contributed to a reframing of international migration as multidirectional and continuing mobility dynamics in people’s everyday life and in societies. More broadly in the development of the social sciences, the transnational perspective constitutes a critique of naturalized assumptions of “sedentarism” and of societies as nation-states. In the social sciences, this kind of critique is often referred to as a critique of methodological nationalism. For social work, it means that implicit assumptions of social problems and social work as “naturally” framed by nation-states and the reach of nationally organized welfare programs are questioned. Instead, transnational approaches to social problems and social work regard these as they are shaped, experienced, and needed in globalized societies. While the development of the transnational perspective is diversified, its ontological standpoint makes it a particular perspective. This is also why it has a more limited and focused purview than international social work: international social work is not limited to a particular theoretical perspective. The aim of this article is to organize existing literature on social work from a transnational perspective under relevant themes. Below, Overview Works and Collected Volumes are first presented, followed by five themes, which are divided into subthemes. The first theme, Social Work Transnationalism, includes literature developing the transnational perspective in social work, discussions on transnational social work as a set of practices, and implications for social policy. The second theme, Social Work with Transnational Populations, includes literature on social problems and social work in relation to particular populations of migrants, such as children and elderly. The third theme, Migrant Transnationalism and Social Protection across Borders, is a growing field of literature that regards informal social protection systems, often led by migrants through transnational networks. Finally, the fourth and fifth themes are about implications of Social Work Transnationalism among Migrant Professionals and Social Work Transnationalism and Education.

This chapter contains a brief biography and transcript of an interview with Lynne Healy, a leader in American social work education, who was awarded the Katherine Kendall Award of the International Association of Schools of Social Work in 2014, for her contribution to international social work education. Her writings and teaching on international social work, emphasising human rights, are significant. Experience included child welfare, work for the social work professional association and the Council on Social Work Education. Later international work includes work with the United Nations with policy advocacy and the Global social development Agenda. Professional licensing requirements for social workers in the USA emphasise mental health clinical practice, with poor support for wider concerns such as international work in the USA. Academization, with a declining emphasis on professional teaching and activities in academic social work is also unfortunate. Much of her work on human rights focuses particularly on gender issues. In the future, she would like to see social work retrieve a balance between preparing social workers, knowledge development and professional and community activity.

Introduction Acknowledgments 1. International Social Work Social Work The Global Spread and Organization of Social Work International Social Work Conclusion 2. The Integrated-perspectives Approach to International Social Work The Global Perspective The Human Rights Perspective The Ecological Perspective The Social Development Perspective The Integrated-perspectives Approach as a Whole The Integrated-perspectives Approach and Existing Social Work Theories The Application of the Integrated-perspectives Approach to International Social Work Conclusion 3. The Global Context of International Social Work Introduction The Global Social Problems Context The Organizational Context The Ideological Context The Emerging Policy Context: The Emergence of Global Social and Economic Policy and of International Law, and the Significance of These for International Social Work Practice Conclusion 4. Basic Programs and Strategies for International Social Work Introduction Empowerment Capacity Building Self-help and Self-reliance Enhancing Social Integration or Social Cohesion Income-generation Community Development Conclusion 5. The Field of Development: Background and Issues Global Development Since 1945: The Various Paths to Development Local-level Development Conclusion 6. The Field of Development: Programs and Strategies Local-level Development Goals and Strategies Pertaining to Local-level Development Key Strategies and Programs Appropriate to Local-level Development The Place for Integrated Comprehensive Programs Conclusion 7. The Field of Poverty: Background and Issues Perspectives on Poverty: The Integrated-Perspectives Approach and Poverty Global Poverty: Current Dimensions and Trends Global Poverty: The Various Types or Facets of Poverty Globalization and Poverty The Poverty of the United Nations' List of Least Developed Countries Globally Induced Poverty Poverty and the Development Process Subsistence Poverty Rural Poverty Urban Poverty Poverty and Specific Population Categories Consequential Poverty Definitions and Forms of Poverty Conclusion 8. The Field of Poverty: Programs and Strategies Poverty Alleviation in Context A Model of Poverty Alleviation for International Social Work Poverty Alleviation Programs and Strategies Used in International Social Work Conclusion 9. The Field of Conflict and Post-conflict Reconstruction: Background and Issues The Integrated-perspectives Approach and Conflict and Peace Issues The Extent and Nature of Modern Conflict The Role of the United Nations The Role of Global Civil Society The Postconflict Response The Postconflict Situation and the Postconflict Reconstruction Agenda The Humanitarian Aid Debate Conclusion 10. The Field of Conflict and Postconflict Reconstruction: Programs and Strategies Implementing the Comprehensive Postconflict Agenda Some Key Areas of International Social Work in the Postconflict Situation Delivering Psychosocial Programs Rebuilding Communities Securing and Maintaining Peace and Promoting Reconciliation Conclusion 11. The Field of Migration and Labor Migration: Background and Issues The Integrated Perspectives Approach to Migration Global Migration Labor Market Migration Migrant Workers Irregular Workers Trafficked Persons Conclusion 12. The Field of Displacement and Forced Migration: Background and Issues Forced Migration: The Presenting Situation and Its Background The Nature of Forced Migration in the Contemporary World Forced Migration Movements and Numbers in Recent Times A Critical Analysis of the Forced Migration Situation Specific Aspects of International Social Work's Involvement in Forced Migration Situations Conclusion 13. The Field of Migration: Programs and Strategies Labor Migration Displacement and Forced Migration A General Overview of Social Work Programs in Forced Migration Situations Some Specific Programs and Strategies for Responding to Various Forced Migration Situations Humanitarian Aid and Its Distribution Programs Humanizing Existing Conditions Trauma Counseling Programs Support Programs Social and Recreational Programs Children's Education and Psychosocial Programs Services for Refugee Women Family Reunion Programs Repatriation Programs Integration Programs Human Rights Programs Legal Programs Community Development Programs Conclusion 14. International Social Work With Specific Populations Street Children Child Laborers Orphans and the HIV/AIDS Crisis Child Soldiers Youth in Developing Countries Elderly Persons in Developing Countries Persons with Disability in Developing Countries Conclusion 15. International Organizations - Roles for Social Workers and Preparation of Social Workers for International Social Work International Organizations Roles for Social Workers in International Organizations Preparation of Social Workers for International Social Work Practice Conclusion 16. Challenges for International Social Work for the Twenty-first Century The Way Ahead for International Social Work: Where Should International Social Work Be Heading in the Twenty-first Century? Changes Required to Social Work Education Changes Required to Social Work Practice Careers in International Social Work: Social Work Graduates' Response to International Social Work The Global Organization of Social Work Conclusion Appendix A: International Federation of Social Workers (IFSW) International Association of Schools of Social Work (IASSW) Appendix B: Acronyms Appendix C: Useful Websites References Index About the Authors

Different countries define terrorism differently, but the most appropriate definition of terrorism stresses features of violent behavior which is organized and is defined as open or secret and is targeted at individuals or groups of interest. Terrorism always has a political undercurrent. Terror attacks are always directed to mass populations with as many casualties as possible and it is the main criteria to define it as successful. Terrorism is becoming an international phenomenon. As social work is a profession of empowering, it meets the severe consequences of terrorism through a specific process and makes interventions in macro level and with larger communities. International social work has the capacity for international action in four different dimensions: internationally related domestic practice and advocacy, professional exchange, international practice, and international policy development and advocacy. This involves global welfare for the whole world’s population and becomes a global discipline. In order to pay attention to the international social work’s role in dealing with terrorism, the phenomenon of terrorism, its results, consequences and impact are presented in the article. KEY WORDS: terrorism, terrorist, international social work, roles of international social work.

The paper considers the causes and consequences of climate change on planet Earth. Including global warming and the need to switch to alternative energy sources, as well as the decarbonization of various industries. It is shown that the main causes of global warming are human activities and the use of fossil fuels as energy carriers. The reduction of greenhouse gas emissions is closely related to the problems of changing the structure of the energy sector in almost all countries of the world. Listed are international organizations that deal with climate problems and monitor changes in temperature and the content of greenhouse gases in the atmosphere of the planet. The work of these organizations based on UN climate conferences in the period 1992 to 2022 to develop solutions aimed at the decarbonization of the main industries and, above all, energy is analyzed. It is shown that the Paris Agreement is a key element of the multilateral climate process. It is the first ever legally binding document that unites countries in the pursuit of a common goal of combating and adapting to climate change. At COP-26 in 2021, a climate package was signed, which confirmed the main goal of limiting global warming to only 1.5°C. Many promises have been made regarding the use of new technologies and renewable energy sources, improving the energy efficiency of old equipment. According to scientists' forecasts, climate changes will increase in all regions of the planet in the coming decade. Emissions of greenhouse gases as a result of human activity were and remain the main causes of global warming. However, after the start of the war in Ukraine, much of what most countries previously agreed to became unfeasible. The war changed the political and economic outlook, and global inflation escalated. The energy crisis has arrived. According to IPCC experts, 2022 has become a year of stagnation and a departure from previously chosen positions. It is shown that war can make some countries think about energy self-sufficiency and saving energy resources. These issues were discussed at the climate conference COP-27 in Egypt. Among the issues discussed at COP-27, the main one was the decarbonization of the energy system

The beginning of social work and its formation differ in each society due to its unique historical and social background inherent to a society, so the beginning of social work in Korea is also categorically influenced by historical events. How social work in Korea began and why the expression 'social work' is no longer used and has been replaced by 'social welfare' can be understood in the context of the social work development process in Korea, as the change of word usage can be viewed as a product of history that reflects its epoch and society. Up until around 1980, all the work in this field had been called 'social work', thereafter the terminology 'social welfare' was used, but there is no longer any differentiation between these two terms as the microscopic approach of social work on personal services and the macroscopic approach of social policy are jointly called 'social welfare'. This research is to consolidate the details and characteristics of social work and social welfare development in Korea. Consequently, this paper focused how social work in Korea started, what are the patterns of social welfare development, and what are the prospects and problems of social welfare in Korea. The task for Korean Social Welfare can be analyzed critically into five categories. Firstly, the nation's sympathy and approval must be sought for a particular welfare system. Secondly, it is necessary to increase the people's level of awareness of welfare issues. Thirdly, it is necessary for policy-makers to be aware of the problems in the Korean welfare system, and to have professional knowledge and accomplishments, and the power of decision-making on social welfare policy. Fourthly, an effort is needed to increase the level of expenditure on welfare. As welfare finance primarily derives from the nation's taxes, it is important to carry out taxation through a fair system as acknowledged by the people. Fifthly, it is necessary to develop a Korean social welfare model. Korean welfare model development needs to solve the problem of the right to survival of the socially deprived class and the socially weak, and social welfare policy and social services must be developed as a priority so as to guarantee their minimum livelihood expenditure to improve their quality of life. A welfare policy that includes the minority in social solidarity, and an intelligent, mature welfare policy which fosters integration, equality and unity, and allows for the continuous development of social welfare policy, must be the primary focus. In future, social welfare must be a pivotal policy of the government to enable it to recover its legitimacy and trust, and in implementing this there will be a greater sense of national unity and duty. Accordingly, I expect the Korean welfare model to be a driving force in the development of a multi-cultural society and in resolving the North-South division and confrontation and regional conflicts and divisions through regional solidarity.

ABSTRACTThis article examines the role the UNFCCC plays in a polycentric climate regime complex. Through an extended questionnaire survey at the UN Climate Conferences in Warsaw (2013), Lima (2014) and Paris (2015), we study what government delegates and non-state observers see as the main purpose of UN climate summitry and their roles therein. Only a minority of these actors attend UN Climate Conferences to actively influence the outcome of the intergovernmental negotiation process. Instead, most come to these meetings to network, build interpersonal relationships, learn from each other and foster a sense of community across scales of difference. The ability of the UNFCCC to bring together different actors across time and space, to perform multiple policy tasks, has become one of its notable strengths and is an important facilitative practice that holds the polycentric regime complex together.