Turkey. A Generalist Approach in Social Work Education

A global review of social work education reveals considerable similarity among countries as well as significant differences. Historically, programs of social work education are informed by humanistic values and encompass knowledge of social problems, an understanding of individuals and their environment in interaction, and method of intervention into social and human difficulties. At the same time, structure of social work within the educational system and the length of training vary considerably from country to country. There is no serious international standards' setting for social work education, programs, educators and students around the world. Education programs exist at differing levels of education and for differing periods of time. There are no worldwide data on the number and qualifications of teachers of social work, the number and characteristics of social work students, variations in curricula and type of practicum (Hokeenstad and Kendall, 2001; Hokenstad, Midgley, 1998). North American and European models have had a major influence on social work educational programs in most parts of the world, especially developing countries. Still, the amount of western influence on social work education in developing countries is an issue that continues to be discussed (Hockenstad, Khinduka and Midgley, 1992; Frumkin, Lloyd, 2001). The programs in practice in Europe and North America have influenced the implementation of social work education programs. In recent years this influence has had a big part in the acceptance of the generalist approach. It is very important that social work education programs must be planned in accordance with the social structure and the development process of the society. Because of this, information on the social indicators and social welfare services will be given first then social work education will be stressed upon.

Social Structural Effects on the Level and Development of the Individual Experience of Anomie in the German Population

Can one observe an increasing level of individual lack of orientation because of rapid social change in modern societies? This question is examined using data from a representative longitudinal survey in Germany conducted in 2002–04. The study examines the role of education, age, sex, region (east/west), and political orientation for the explanation of anomia and its development. First we present the different sources of anomie in modern societies, based on the theoretical foundations of Durkheim and Merton, and introduce the different definitions of anomia, including our own cognitive version. Then we deduce several hypotheses from the theory, which we test by means of longitudinal data for the period 2002–04 in Germany using the latent growth curve model as our statistical method. The empirical findings show that all the sociodemographic variables, including political orientation, are strong predictors of the initial level of anomia. Regarding the development of anomia over time (2002–04), only the region (west) has a significant impact. In particular, the results of a multi-group analysis show that western German people with a right-wing political orientation become more anomic over this period. The article concludes with some theoretical implications.