Since the early nineties, the field of social work practice has focused on solving student problems that schools find difficult to deal with, so the relationship between school social workers and students has been stressful. School social workers often plan and carry out programs and perform adminis...
Since the early nineties, the field of social work practice has focused on solving student problems that schools find difficult to deal with, so the relationship between school social workers and students has been stressful. School social workers often plan and carry out programs and perform administrative tasks alone, which sometimes results in them paying relatively less attention to their relationships with students. The importance of such relationships is undeniable in direct practice and case management. This study aimed to situate the concept of relationship in the field of social work practice and the research, and to study relationship types based on subjective perceptions of relationships. This leads us to practical strategies for building effective relationships between school social workers and youth through a focus on the relationships between them.
To this end, this study applied the Q methodology suitable for analysis on subjective perceptions and a P sample of a total of 41 participants include 20 school social workers and 21 youths. From them, a Q sample of 22 statements was selected by using literature review and interviews were abstracted, and data were analyzed by using the QUANAL program.
From the results of the analysis, this study could identify five types of perceptions on the relationship between school social workers and the youth: 'value-oriented ideal type', 'safety-oriented professional type', 'reciprocity-oriented intimate type', 'reality-oriented routine type', and 'counter-crisis type'.
At first, type 1, 'value-oriented ideal type', consisted of people who perceived that the relationship between school social workers and the youth is associated with the achievement of mutual growth and the value of respect, through self-support of the youth. They had a view to developing relationships, and used key words and concepts such as ‘respect, youth-centered, spontaneous problem-solving and growth’. Type 2, 'safety-oriented professional type', consists of people who associated the relationship between school social workers and youth with safe and comfortable interactions outside of the academic structure, and professionalism for mutual help. They tended to perceive such relationships as a condition necessary for performing their main professional function as a helper, and used words such as ‘confidentiality, safety and comfortableness’. Type 3, 'reciprocity-oriented intimate type', consists of people who associated the relationship between school social workers and youth with mutual thinking or emotional exchange and intimacy formed from respect, empathy and belief. They tend to concentrate on mutual relation experiences by focusing on the relationship itself, rather than perceiving that the relationship is a condition required for a goal or functional performance, and used words such as ‘respect, empathy, belief and trust’ as key expressions. Type 4, 'reality-oriented routine type', consists of people who associated the relationship between school social workers and youth with routine meetings and communication. They tended to remain concerned with being in the present from where they made relations in daily life, working under many environmental restrictions. They used several words such as ‘routine empathy and dialogues’ as key expressions. Type 5, 'counter-crisis type', consists of people who associated the relationship between school social workers and youth with counter-crisis. They tend to perceive the relationship as a condition essential for providing professional help to cope with crisis, and used words such as ‘crisis, counter and trust’ as key expressions.
By analyzing and discussing the types of perceptions on these relationships, this study suggested specific alternatives for effective relationships in the field of school social work practice. At first, both school social workers and youth need to have opportunities to specifically communicate expectations and goals about their interrelationship, and therefore, establish a common objective. For type 1, the value-oriented ideal type, they need to reflect on the meaning of confidentiality and develop rules for their interrelationship. In particular, school social workers need to make efforts for making the relationship contribute to achieving and accomplishing tasks for fulfilling the youth's needs or resolving their troubles, based on the safety. For type 2, the safety-oriented professional type, they should make efforts to actively make interrelations, beyond emotional exchange. In particular, school social workers should strive for building bonds with the youth through vigorous emotional involvement, since emotional bonds may become driving forces for fulfilling the youth's needs and solving their troubles. For type 3, the reciprocity-oriented intimate type, the process in which many restrictions derived from home and school environments must be examined and proper solutions discussed. For type 4, the reality-oriented routine type, they need to balance safety with intimacy, two aspects of the relationship, as the urgency of actual problems to be resolved may give rise to confusion in intimacy, safety and directions of the relationships. For type 5, counter-crisis type.
In further studies, qualitative research examining deep experiences, categorized by the types of perceptions of relationships shown in this study, and quantitative research analyzing factors influencing the types of perceptions of relationships would be useful avenues for exploration.
Since the early nineties, the field of social work practice has focused on solving student problems that schools find difficult to deal with, so the relationship between school social workers and students has been stressful. School social workers often plan and carry out programs and perform administrative tasks alone, which sometimes results in them paying relatively less attention to their relationships with students. The importance of such relationships is undeniable in direct practice and case management. This study aimed to situate the concept of relationship in the field of social work practice and the research, and to study relationship types based on subjective perceptions of relationships. This leads us to practical strategies for building effective relationships between school social workers and youth through a focus on the relationships between them.
To this end, this study applied the Q methodology suitable for analysis on subjective perceptions and a P sample of a total of 41 participants include 20 school social workers and 21 youths. From them, a Q sample of 22 statements was selected by using literature review and interviews were abstracted, and data were analyzed by using the QUANAL program.
From the results of the analysis, this study could identify five types of perceptions on the relationship between school social workers and the youth: 'value-oriented ideal type', 'safety-oriented professional type', 'reciprocity-oriented intimate type', 'reality-oriented routine type', and 'counter-crisis type'.
At first, type 1, 'value-oriented ideal type', consisted of people who perceived that the relationship between school social workers and the youth is associated with the achievement of mutual growth and the value of respect, through self-support of the youth. They had a view to developing relationships, and used key words and concepts such as ‘respect, youth-centered, spontaneous problem-solving and growth’. Type 2, 'safety-oriented professional type', consists of people who associated the relationship between school social workers and youth with safe and comfortable interactions outside of the academic structure, and professionalism for mutual help. They tended to perceive such relationships as a condition necessary for performing their main professional function as a helper, and used words such as ‘confidentiality, safety and comfortableness’. Type 3, 'reciprocity-oriented intimate type', consists of people who associated the relationship between school social workers and youth with mutual thinking or emotional exchange and intimacy formed from respect, empathy and belief. They tend to concentrate on mutual relation experiences by focusing on the relationship itself, rather than perceiving that the relationship is a condition required for a goal or functional performance, and used words such as ‘respect, empathy, belief and trust’ as key expressions. Type 4, 'reality-oriented routine type', consists of people who associated the relationship between school social workers and youth with routine meetings and communication. They tended to remain concerned with being in the present from where they made relations in daily life, working under many environmental restrictions. They used several words such as ‘routine empathy and dialogues’ as key expressions. Type 5, 'counter-crisis type', consists of people who associated the relationship between school social workers and youth with counter-crisis. They tend to perceive the relationship as a condition essential for providing professional help to cope with crisis, and used words such as ‘crisis, counter and trust’ as key expressions.
By analyzing and discussing the types of perceptions on these relationships, this study suggested specific alternatives for effective relationships in the field of school social work practice. At first, both school social workers and youth need to have opportunities to specifically communicate expectations and goals about their interrelationship, and therefore, establish a common objective. For type 1, the value-oriented ideal type, they need to reflect on the meaning of confidentiality and develop rules for their interrelationship. In particular, school social workers need to make efforts for making the relationship contribute to achieving and accomplishing tasks for fulfilling the youth's needs or resolving their troubles, based on the safety. For type 2, the safety-oriented professional type, they should make efforts to actively make interrelations, beyond emotional exchange. In particular, school social workers should strive for building bonds with the youth through vigorous emotional involvement, since emotional bonds may become driving forces for fulfilling the youth's needs and solving their troubles. For type 3, the reciprocity-oriented intimate type, the process in which many restrictions derived from home and school environments must be examined and proper solutions discussed. For type 4, the reality-oriented routine type, they need to balance safety with intimacy, two aspects of the relationship, as the urgency of actual problems to be resolved may give rise to confusion in intimacy, safety and directions of the relationships. For type 5, counter-crisis type.
In further studies, qualitative research examining deep experiences, categorized by the types of perceptions of relationships shown in this study, and quantitative research analyzing factors influencing the types of perceptions of relationships would be useful avenues for exploration.
주제어
#학교사회복지사 청소년 관계 인식유형 Q방법론 school social worker youth relationship types perception Q methodology
※ AI-Helper는 부적절한 답변을 할 수 있습니다.