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THE LA GRANGE AREA DEPARTMENT OF SPECIAL EDUCATION SERVES 16 SCHOOL DISTRICTS. POLICIES OF THE DEPARTMENT ARE LISTED. FUNCTIONS OF THE DIRECTOR, SECRETARY, AND COORDINATOR-SUPERVISOR ARE DETAILED. QUALIFICATION FOR ADMISSION TO SPECIAL EDUCATION CLASSES, GOALS OF THESE CLASSES, AND INFORMATION ABOUT EXISTING CLASSES ARE PRESENTED FOR EXCEPTIONALITY AREAS, WHICH INCLUDE BLIND, EDUCABLE MENTALLY HANDICAPPED, HOSPITALIZED AND HOMEBOUND, HEARING IMPAIRED, PHYSICALLY HANDICAPPED, TRAINABLE MENTALLY HANDICAPPED, EMOTIONALLY AND SOCIALLY MALADJUSTED, AND PERCEPTUALLY HANDICAPPED. DESCRIPTIONS OF PROGRAMS OF PSYCHOLOGICAL SERVICES, SOCIAL WORK SERVICES, AND PREVOCATIONAL SERVICES ARE INCLUDED. (MY)

A THEORY UPON WHICH ELEMENTARY GUIDANCE PROGRAMS CAN BE SOUNDLY DESIGNED IS PRESENTED. A MAJOR THEME IS THAT PSYCHOLOGICAL WELL-BEING OR GOOD ADJUSTMENT IS RELATED TO LEARNED, INDIVIDUAL COMPETENCIES SUCH AS COMMUNICATION AND INTERACTION IN DEPTH WITH OTHERS. THE APPROPRIATE CONCERN OF GUIDANCE THEN BECOMES TO FOSTER THESE COMPETENCIES, THUS EMOTIONALLY FREEING THE INDIVIDUAL TO LEARN IN THE CLASS ROOM. THE ROLES OF PARENTS, ELEMENTARY TEACHERS, SPECIALISTS, AND ADMINISTRATORS ARE EXAMINED FROM AN INDIVIDUAL AND TEAM VANTAGE POINT. A SUGGESTED DEMONSTRATION MODEL FOR AN ELEMENTARY GUIDANCE PROGRAM IS INCLUDED. MAJOR EMPHASIS IS THAT THE OBJECTIVE OF VASTLY IMPROVED LEARNING IN YOUNG CHILDREN CAN BE ACHIEVED ONLY AS ALL CONCERNED, INFORMED, AND RESPONSIBLE PARTIES ACCEPT THEIR SHARE OF THE RESPONSIBILITY AND BEND EVERY EFFORT TO PROVIDE THE IMPROVED GUIDANCE FOR THE ELEMENTARY SCHOOL CHILD. THIS DOCUMENT PRESENTS A COMPREHENSIVE PHILOSOPHY AND RATIONALE FOR THE DEVELOPMENT OF GUIDANCE PROGRAMS ON THE ELEMENTARY SCHOOL LEVEL. THIS REPORT IS ALSO AVAILABLE FROM THE MINNESOTA STATE DEPARTMENT OF EDUCATION, DOCUMENTS SECTION, CENTENNIAL BUILDING, ST. PAUL, 55101. (RM)

A study of the advantages and disadvantages of various types of infant care provided by someone other than the mother is presented. Problems listed as occurring in intervention programs include: maternal-child attachment, individual differences among infants, planning problems, and emotional-social development. Types of intervention studied are: the center model (outside-the-home center), the tutorial model (within a home setting), the home-visit model, and the parent-group model (teaching of parents). Role of the caregiver is conceptualized as follows: (1) home visitor - a guest having a position of low power in the home, and (2) teacher - one who aids the child in achieving a sense of competence. The point is made that evaluation of caregiving programs for low-income children is difficult and often confounded by complex motivational factors, such as a mother's attitudes toward intervention. The importance of dissemination of infant programs is stressed. (CK)

This document comprises papers presented at a workshop designed to disseminate information concerning the developmental trends in the field of social work to the 450 persons titled Visiting Teacher/School Social Worker (VT/SSW) in Florida. The content of the workshop was developed with a continuing education focus with presentations and discussions of the following: (1) implications of differential manpower utilization for the VT/SSW program; (2) developing new service delivery models; (3) implications for curricular changes in graduate and undergraduate education; and (4) the importance of program accountability. In addition to these themes, recurring program and practice problems were discussed: (1) administrative problems and program operation; (2) certification issues; (3) public/community relations issues; (4) problems of client accountability; and (5) community social problems and their effect on programming. (HS)

This study analyzes the differences between those customers in two types of day care centers who are highly satisfied and who are not. Half were supported by client fees, and half used other sources of funding, e.g. tax support, and private philanthropic support. Parents and teachers of 100 children in day care centers in four different communities were interviewed. Sixty-nine percent were highly satisfied and 31% were not. The group not highly satisfied tended to have more education. Satisfied parents had used the same center longer than the not satisfied group. The highly satisfied parents gave a parent-related reason for using the center, while the not highly satisfied group were seeking the center for child enrichment. Although the groups differed little in goals for the day care program, highly satisfied parents were somewhat more interested in socialization and custody and the not satisfied tended to emphasize information and stimulation. Even though satisfied clients had more frequent staff-client interaction, the not highly satisfied involved themselves more in agency decision making. The study concludes that the not highly satisfied minority may constitute an important potential ally for child welfare planners in upgrading the level of day care service. (DJ)

This report deals with studies on utilization of the baccalaureate-level practitioner in social work. It makes available information on the needs of social work practitioners and social work educators in order that better communication and understanding of each group's needs may be developed. The studies reported on include: "The Midway Project on Organization and Use of Public Assistance Personnel"; the "Study on Staff Utilization in the Foster Family Care Division"; the "Utilization of Social Work Personnel Project"; the "Study on the Use of Social Work Associates"; and the "Project on the Complexity-Responsibility Scale." Also included is a report of a special Task Force on Manpower Utilization organized under the Syracuse University curriculum-building project. (Author/CS)

The goals of this study were to review what is known about worker job mobility in the social welfare and rehabilitation services fields, to organize this knowledge, and to suggest improvements in career design and employee management in these fields. To supplement the review of research and theoretical literature, two sets of personal interviews were conducted. First, the "expert informants" interviews with 28 educators, public officials, and agency directors collected data on impressions of and experiences with worker job mobility. Second, the "critical incidents" interviews with 40 direct service workers and first-line supervisors concerned their job entry factors and incidents when they changed jobs or contemplated job changes. Recommendations for action drawn from the literature and from the limited field investigation are presented in relation to initial job entry, job turnover, and internal mobility. The first publication in this national study is available as ED 057 198. (MF)

A demonstration project in Boston, Massachusetts, designed to meet critical needs in public service by providing part-time jobs for able women with families, chose 50 mature women college graduates from over 1,500 who were interested and 173 who were interviewed. Working half-time for 2 years in the State Department of Public Welfare, they performed exceptionally well, carrying an average of 42 family cases compared to an average of 78 cases by the full timers, with 89 percent as many personal contacts--fewer home contacts, but more telephone and office contacts. The attrition rate was 14 percent, about one third that of the full-timers, due to their maturity, commitment, and other personal factors. A 6-month feasibility study following a national survey developed recruiting procedures and chose a site for the program which was sponsored by Catalyst, a national non-profit educational service organization. The typical woman recruit was a 45-year-old mother with three teenage children and an annual family income of between $15,000 and $20,000. This differed from the full-timers, who were 29.4 years old on the average, 32 percent of whom were married. Professional training and program acceptance by the full-timers insured its success and helped make flexible job scheduling for women an accepted practice. (AG)

The main purpose of the program, funded under ESEA, Title I is to help pupils in non-public schools, located in disadvantaged areas cope with social, emotional or physical difficulties that interfere with academic progress. The field staff consisted of 30 full-time and 47 part-time guidance counselors, 18 full-time social workers, three full-time psychologists and three psychiatrists filling one full-time position. They served 155 of the 170 schools in New York City that were eligible to join the program. These schools, located in all five boroughs, were administered by Roman Catholic, Greek Orthodox, Hebrew, Lutheran, Episcopal, and Ukrainian Catholic Denominations, enrolling about 80,000 students. The guidance counselors, who received the initial referrals, screened 8995 youngsters, accepted about 6900 as active cases, carried over 2373 from the year before, and had almost 300 on their waiting lists at the time these figures were compiled. They reported that 18,663 students had participated in some group activity such as workshops and high school orientation sessions. Workshop sessions for parents and teachers were conducted. Clinicians served in 94 schools--in some instances as consultants only--but in most on a regular basis. (Author/JM)

In 1970 the State University System of Florida and the Division of Community Colleges inititated a statewide Social Work Education Planning Project. This project is designed to determine the current and projected manpower needs for professional and paraprofessional social work personnel and to assess the extent to which the institutions of higher education in the state are preparing graduates to meet these needs. This monograph is designed to highlight the need for further evaluation of field instruction within the area of social work education. The first section involves a discussion of manpower utilization, including a discussion of the new roles that are being assumed by human service workers from the high school level through graduate level training. The second section provides a program description of the project on delinquency prevention as well as some projections about the future role of social work in the field of corrections. In the third section evaluation is made of the differential staffing pattern utilized in the pilot and in particular focuses on the issues of team work, leadership, and the assumption of new roles in human service delivery. The fourth and final section presents a discussion of criminal justice and social welfare and curricular implications are cited. (HS)

In summarizing the results of naturalistic observations of children, it is often useful to have a reading of the child's overall deviance and the responses of social agents to these deviant behaviors. Traditionally, investigators have categorized a series of child behaviors as deviant based solely on their own assumptions with no empirical basis for classification. The present study was directed toward the deviation and comparison of two methods which could provide a more empirical classification base. In method 1, 66 parents of young children who had been recruited for observational research were given a questionnaire which required them to characterize the observed child behaviors as deviant or nondeviant. In method 2, behaviors were classified on the basis of the proportion of aversive and positive consequences which they actually received during the observation period. Those behaviors which received less positive and more negative consequences were presumed to be viewed as more undesirable or deviant. Comparisons of the two methods revealed a significant degree of agreement between questionnaire and observational derived classification. (Author)

As a member of a significant helping profession, the Social Worker is engaged in relationship activities not unlike those of the counselor of guidance worker. The present study set out to investigate certain performance aspects demonstrated to be important to the level of relationship functioning in the social work field. Specifically the research project set out to examine three different but related areas of social worker functioning: (1) Employing the Carkhuff-Bereson model of helper effectiveness, five population samples were assessed on the 'helper' index of discrimination and communication; (2) An experimental study involving Social Service trainees was designed to investigate several dimensions hypothesized to relate to variables for counselor effectiveness; and (3) The third phase of the investigation was to determine the efficacy of incorporating a Human Relations Training program as an integral part of their regular training program in an attempt to increase level of functioning in the variables outlined above. (Author/CJ)

Research of the Child Welfare League of America is reviewed. This research aims to develop guidelines to assist the child welfare agency practitioner in deciding when the needs of children who come to the agency's attention can be better met by service in their own homes or through placement away from home. Initially data were collected from caseworkers on a sample of cases. These data were analyzed to see whether any factor or group of factors was associated with a placement decision. An interview form was developed to be used during the first inperson interview with the caretaking adult in the case. Cases were reviewed by two groups of judges. Following a review of the experience of workers, the opinions of the judges, and an empirical analysis of the data, the intake interview guide was revised into its final form. (Author/CK)

This publication is a report of the findings of four task forces that addressed a number of the currently unanswered questions in undergraduate social work education. The project was conceived out of the conviction that if in the future students are to enter practice immediately following receipt of the baccalaureate degree, the curriculum for such students should explicitly prepare them for practice in addition to providing a general education consistent with emerging patterns of liberal arts education. Since professional curricula should logically start with a clear description of the role performance expected of the practitioner, the first phase of the project consisted of an attempt to find answers to the questions (1) What can a baccalaureate worker do well in a social work agency? and (2) What are the typical assignments given to baccalaureate workers? (Author/HS)

This manual contains guidelines for editing task statements written according to the principles and techniques of functional job analysis to be used in preparing input data to the National Task Bank. It does not include any descriptive matter about the task bank, which was developed to provide a model for State and local public welfare agencies through the application of systems approach and functional job analysis to agency management. Related documents are available as VT 020 661 and VT 020 662 in this issue. (MF)

The National Task Bank of 547 tasks in the public welfare field was developed from tasks written by eight states and by the Social and Rehabilitation Service. This document describes the background and development of the bank and outlines the procedures used. The task bank illustrates 13 functional cagegories of data, people, and things for welfare agency personnel including professional social workers, paraprofessionals, and administrative and clerical workers. Within each category tasks were organized into subcategories based on content and work flow and were coded for identification purposes, not for level of work. The bulk of the document consists of the task statements in a form similar to that of the Upjohn Task Bank cards. The bank does not provide complete coverage of the field. State agencies may need to develop new tasks or modify those in the bank to fit their specific situations. Related documents are available as VT 020 662 and VT 020 663 in this issue. (MF)

This document describes how the plan for a National Task Bank evolved as part of an effort to encourage State and local public welfare agencies to adopt new approaches to staff planning and utilization. The task bank is an outgrowth of the application of systems approach and functional job analysis to agency management. Individualized data banks for specific tasks were developed by local agencies and each task was described on a Keysort card. The cards for all of the tasks provided a means of manipulating data at the operating level. Among the potential uses of the data bank are: (1) exchange of information among States, (2) planning for training and educational needs, (3) national program planning, (4) State manpower planning, and (5) standardization of language used to describe worker activities. As the initial input was relatively small, operations were begun in a manual mode rather than attempting to develop a more expensive automated system. The future of the program will depend on State and local agency activities in the area of functional job analysis, resulting in the generation of task statements, and on continued financial and administrative support from the Social and Rehabilitation Service. Related documents are available as VT 020 661 and VT 020 663 in this issue. (MF)

Sporadically, across the country, experimental day care centers for the very young child (eight weeks to three years of age) are coming into existence. Some authorities in the child development and child welfare field advocate this move because they believe that infant day care is the head start deprived children need; and that the present head start programs begin too late. Other people in the field think that day care for the young child can only be destructive to babies, because they will be given only "institutional care." They do not believe that small group care of young children can provide the baby with individual, consistent, warm mothering care that he needs for normal development. The pros and cons of day care for the young child are based on: a review of recent child development research; the evaluation and discussion of experimental day care programs in the United States; and, the author's experience in planning an infant day care center. This is followed with a discussion of various roles for social workers in the policy formation, funding and licensing area, as well as their vital function in the actual operation of a day care center for young children. (Author/CK)

This document reports on a demonstration project using older volunteers in community service in one area of a large city. Questions for which answers were sought include: (1) What type of activities might older adults be given that would be both meaningful and useful; (2) What kinds of community agencies would use the services of volunteers most effectively; (3) How can older adults be motivated in the direction of community service; (4) How can those who will benefit from volunteer service be recruited and retained; and (5) What sort of volunteer workers will older persons be? An exploratory survey was conducted to: (1) gather data about the older adult population in the area, (2) determine what opportunities were available for older volunteers in health, welfare, and educational and cultural agencies, and (3) assess the potential for recruiting older adults. Findings include: (1) Older persons are willing and able to volunteer on a regular basis if agency needs are real, if appropriate assignments are available, if transportation is provided, and if staff leadership is present on an ongoing basis; (2) Volunteers of low socioeconomic status can be recruited and retained; (3) Persons in their seventies had excellent attendance and a high retention rate; (4) Most volunteers functioned consistently and well; (5) The major reasons for volunteering were need for social contacts and to find a useful and satisfying instrumental role; (6) A program of volunteer service requires step-by-step development over a period of time and grows out of a personal appeal. (CK)

This report focuses on the differences in work relations between teachers and teacher aides and between social workers and social service aides, using data obtained from in-depth interviews, classroom observations, and meetings at two Head Start centers. Center One, which is church sponsored, has two classrooms and 60 children, with two teachers, two teacher aides, a social worker operating out of central headquarters, and three locally based staff members (one family assistant and two family workers). Center Two is sponsored by a settlement house, with three classrooms and 90 children, three teachers and four teacher aides, and a social service staff similar to that of Center One. The work relations between teachers and aides are illustrated mainly by data from Center One, with additional material from Center Two, while the work relations between social worker and family staff are illustrated mainly by data from Center Two with additional material from Center One. The study examines the professionals' attitudes towards paraprofessionals, role definitions, and roles performed by paraprofessionals, the working relations between paraprofessionals and professionals, the kind of work ethic which develops, and the effects of employment on paraprofessionals. (MBM)

The first of the 5 reports provides general statistical information describing a defined population of older foster youths, ages 16-21, who receive Aid to Families with Dependent Children (AFDC). Personal characteristics, family situation, court involvement, out-of-home care history, education and employment records are presented. Reports 2 and 3 furnish more personal insight into the strengths and weaknesses, aspirations, experiences and relationships of 51 of the youths, as well as describing the circumstances and current experiences of 47 participating foster parents. The 4th report focuses on the social workers and their relationships with, and roles vis-a-vis, the youths, their families and their foster parents. The special report (#5) presents inconclusive data on the 3 youths, all girls, who live in group, as contrasted with foster, homes. Pertinent survey and interview forms, as well as questionnaires, are included. (TL)

This "experience survey" is part of an effort by the Office of Child Development to increase the number of adoptive families available for black children in need of placement. An "experience survey" is a profile of opinions among a group selected because of especially relevant experience or information. In this survey, the 100 respondents in 5 large cities included adoptive parents, members of social agencies, and strategically placed members of the community. Interviews and survey content covered these main points: (1) what impels people to adopt children, (2) what deters people from adopting children, (3) advantages and disadvantages of different types of adoptive placements, and (4) advantages and disadvantages of different recruitment methods. The data collected is therefore of two kinds: (1) information about prevailing attitudes and assumptions, and (2) information about recruitment methods that have or have not proved effective and interpretations concerning reasons for the results. Results are given in words rather than numbers in order to present the main patterning of opinions rather than an exact count. (Author/AJ)

Semistructured, group interviews of a small number of social workers attempted to discover their information needs, problems and possible solutions. Results reported in this document are little more than impressionistic and indicative because of the small number of social workers interviewed and the type of information gathered. The major problem of social workers involves research information--what has been done, what results have been reported, and what research is in progress on any particular topic. In attempting to formulate a solution, three factors about social workers as regards information must be kept in mind: (1) lack of motivation for searching; (2) shortage of time for reading; and (3) overwhelming preference for informal communication. To reach solutions to the information problems of social workers, it is suggested that new trial services be developed and then evaluated in terms of their effect. (SG)

Data on formal staff training activity by county welfare departments in the State of California from July 1, 1968, to June 30, 1969 are summarized. The counties were divided into three groups according to the number of employees; the total number of cases in all programs; and the scope of complexity of the agency programs and organizations. Some of the subject areas are: orientation and induction; intake training; community resources; medical assistance; understanding and use of casework concepts; employment preparation and achievement; and differential use of the staff. Man hours of training per employee during the year ranged from none in four counties to 10.7 in one county. Forty-one percent of all training man hours received by ten percent of the trainees was devoted to orientation and induction. Three fourths of the formal courses were designed for social workers; the next largest amount of training directed toward specific staff groups was provided for clerical staff. These data do not cover all formal training activity in all counties. (PT)

The author explores the validity of sensitivity training for professional social work education with its inherent concern for the relation between experiential and theoretical learning. The various streams in the sensitivity training movement are surveyed and the laboratory concept identified as particularly relevant. A human relations laboratory, offered annually as a supplementary educational opportunity for professional social work students at Adelphi University, is described. A clear definition of goals is stressed, as well as careful planning which includes students. Initial, impressionistic evaluations by students are included. The author concludes that sensitivity training has much to offer for both teaching and practicing social work, and suggests further exploration of the use of the human relations laboratory for social work education. (Author/TL)

The Director of Homemaker Service at the Children's Aid Society relates the process by which paraprofessional homemakers are prepared through inservice training and continuing supervision by the professional staff. Because the homemakers' backgrounds range from five years of grammar school to some experience in college, the training program must be geared to reach everyone regardless of educational background or native abilities. Inservice training is given in two ways: through monthly training sessions given by the director of the service and through supervision by social workers on individual cases. Although the major emphasis of the homemakers is on the care of the children, care of the home, home management, planning of meals, and food preparation are not ignored. The homemaker's relationship with the professional social work staff and with the family she serves are discussed as critical areas in the successful operation of the total delivery service. (CS)

This book is a report of a comprehensive survey made in 1966 of first-year graduate social work students. The survey gathered information about (1) the age, sex, race, religion, socioeconomic status, and prior education and academic achievements of these students; (2) the factors that bring people into social work and lead them to undertake graduate professional education, with special attention to the impact of work experience in social work and related areas, the nation's and profession's current emphasis on broad social issues, and the increasingly active and organized recruitment efforts of the social work profession; (3) the post-graduation career plans of the entering class; (4) financial aid for first-year graduate students; and (5) the elements involved in method concentration selection both in relation to the career and method choice process and the differences among the students in various methods. Wherever possible, comparison of this study was made with a similar study performed in 1960. (Author)

Under the laws of the United States, privileged communications are strictly limited to a few well-defined categories, such as communications between attorney and client, clergyman and penitent, and physician and patient. Certain official documents are recognized as privileged, and a privilege is accorded law enforcement officers to decline to reveal confidential sources of information. This paper discusses the status of legislation on privileged communication according to (1) Mississippi statutory law, (2) statutory law in five other States, (3) major cases that have been in Mississippi courts, (4) the status of the case law on the subject elsewhere, (5) model legislation that has been proposed or recommendations for legislative action proposed by various agencies, and provides (6) recommendations developed on the basis of the material presented in the paper. (Author/MLF)

This project was prompted by concern about the tendency for temporary foster care to drift along without definite plans for the child's return home or movement into adoption, long-term foster care or other alternative arrangements. The foster care section of the Rhode Island Department of Social and Rehabilitative Services served as a "laboratory" to test certain strategies to combat this drift. The agency was divided into three segments: (1) in one section, a monitoring system was established that required the worker to review each case at 3-month intervals and indicate what action he was taking to implement plans for the child, (2) in the second section, this monitoring system was combined with the assignment of special workers to selected cases where intensive work with the parents might facilitate the child's return home or the parents' acceptance of other plans for the child, and (3) in the third section, work proceeded as usual. Results showed that differences in the length of time in care of the children in the three segments made more difference in rate of return home than did the strategies introduced. The 1-year service project involving 413 children proved too brief in many cases to accomplish the tasks needed to ready parents to reestablish a home for their children or to reach alternative plans. However, the monitoring system led workers to more realistic planning and the use of special workers led to more discharges from foster care. (CS)

This speech describes the School-Community-Pupil Program of the Jane Addams Graduate School of Social Work designed to adjust not only the child to school, but also the school to the child. The program educates social work students to team up with other professionals to effect changes needed for groups of children. Through courses emphasizing the institutional aspects of the school, program evaluation, and intervention strategies for change, and through a year's internship stressing human relations and self-assessment skills, students learn to maintain credibility with the client system and professional associates while fulfilling the accountability function. In seminars, social work students learn to use recordings, communication, and evaluation to achieve accountability. The author presents examples of student developed objectives and timelines, created for specific intern projects. (Author/LAA)

The fields of dentistry, dietetics, medicine, medical technology, nursing, occupational therapy, pharmacy, physical therapy, and social work are defined in the handbook. The entrance requirements, educational institutions, and licensure regulations in Texas are treated for each major and allied support field. The functions or types of specialization and career opportunities are described. Professional associations, both national and in Texas, are examined and their addresses are given. (MS)

This publication consists of papers presented at the 1969 Annual Institute for Public Health Social Workers. The theme of the institute focused on family planning in the context of maternal and child health services, on examples of social work practice in family planning, and on the educational needs of social workers as related to this practice. In Part I of the publication, papers concerning the sociological, public health, and medical aspects of family planning are presented. The papers in Part II are directed more specifically to the social worker's role in family planning. Papers that deal with social work education and family planning are presented in Part III. Names and addresses of members of the planning committee, of the Institute faculty, and of participants in the institute as well as a program schedule are provided in the Appendix. (Author/RM)

This booklet urges social agencies to focus more attention on older children who have not previously been considered for adoption and describes a San Diego adoption program for older children in which the psychological difficulties faced by these children are discussed. The booklet offers suggestions for the social worker in earning the child's trust, handling separation, and building on the child's past experiences. It stresses the importance of foster parents, community, and social agency working together in programs for older children. In discussing methods and techniques for treating older children, the pamphlet focuses on the interview session, the handling of feelings, the use of treats, and the utilization of visual aids. The booklet also includes flexible guidelines for placement of older children in foster and adoptive families. (Author/LAA)

This publication describes the concept of The National Center for Youth Outreach Workers in reaching out and contacting youth with problems--beyond the confines of an agency, set hours, and limited knowledge of the individual youth. The Center was conceived at a Young Men's Christian Associations' (YMCA) conference in Washington, D. C. in March 1969, during which the National Board of the YMCA decided to establish a center where youth workers could be trained to meet the changing needs of youth in a realistic manner. The pamphlet succinctly describes the kinds of problems the programs attempt to mediate, the obstacles faced by workers in hostile communities, and the types of technical assistance available to workers through the National Center. Several very brief case studies are included. (Author/CJ)

This report describes work relations between teachers and teacher aides and between social workers and social service aides and focuses on an interpretation of differences in work relations between the teaching and social work components in Head Start. Specifically, attitudes of professionals toward the employment of paraprofessionals are investigated, including the types of role definitions evolved. Effects of employment on the paraprofessional in terms of status, self-image, and performance of family roles are also discussed. Results indicated that teachers had more positive attitudes toward teacher aides than social workers had towards social service aides. Results are discussed in terms of values and role perceptions of teachers versus social workers. (CS)

Ways in which systems thought can be employed in military social work and social work in general are discussed. A four tiered effort is suggested in which each level successively comes closer to the problem of effectively using systems thought. First it calls for gaining sufficient familiarity with a systems perspective as a way of looking at things and thinking retrospectively and currently about problems of practice in systems terms. Second it calls for the fashioning of a systems approach out of the system perspective by identifying some of its critical elements and uniting these with a prospective stance and with concrete problems. At the third level it calls for divising and developing a set of procedures and techniques for systems analysis and systems design relative to problems handled in social work. The fourth level calls for the setting forth of probationary conceptual imperatives to link the essentials into an intelligible whole. Attention is also directed at model construction as a necessary intellectual tool in using systems thought and the following practice models are identified: (1) existing system, (2) intersystem, and (3) revamped or new system. The social worker is urged to share with others his experiences with system-oriented practice and his reflections on such experiences. (Author/RSM)