Presents results of a study comparing attitudes of important groups toward national personal social services policy. Furnishes preliminary data concerning types of individuals who would support a national personal social services policy. (SAK)

Discusses the Adoption Assistance and Child Welfare Act and the way in which it should be used in neglect cases. Suggests an in-home therapy technique for working with multiproblem neglect cases. (RJC)

Proposes a theoretical morphology for analyzing programatic variables that directly produce social spending. Three gate variables are developed: the beneficiary population, program content, and financing rules. The analysis identifies the gatekeepers of each variable and assesses their capacity for control. (Author)

Describes two cases of outreach work in an area of London lacking culturally appropriate services for the large concentration of Cypriots settled there. Explores issues involved with bereavement, intergenerational needs, and isolation. (JPS)

Provides information on immigrant use of federal-benefit programs, examines immigration policy and immigrant educational quality, and discusses immigrants' need and use of welfare. It explains that immigrant quality of recent legal immigrants is not declining and that public assistance is concentrated among refugees and elderly immigrants. (GLR)

Includes "Empowering Case Management Clients" (Rose); "Case Management in Rural Japan" (Maeda, Takahashi); "Coordinated-Care Teams" (Brodsky, Sobol); "Comparing Practice in the United States and the United Kingdom" (Sturges); "Business of Case Management Flourishing in the U.S." (Cress); and…

Extension professions can bring specific expertise to solving community housing problems with local organizations: community knowledge, housing knowledge, volunteer development skills, and organizational development skills. (SK)

To meet student needs, the Port Angeles School District (Washington) K-3 Support Program has certified staff that serve as a blend of social service providers, counselors, and teachers. They provide in-class lessons, staff consultation, direct student services, and parenting classes. Appended is a list of eight additional resources. (MLF)

Reviews youth programs worldwide, focusing on program objectives, contexts provided by programs, activities and processes, relationships of programs to families and schools, and national environments. Outlines six approaches to program evaluation. Suggests that program outcomes are related to intrinsic factors, extrinsic factors, and participant…

Contends that substance abusing clients benefit from comprehensive and coordinated approach to their medical and psychosocial problems. Suggests range of strategies that have been used to enhance communication among practitioners and agencies and organizations with whom they interact. Describes strategies related to coordination of services;…

Older minorities are underrepresented among users of social services in Europe. Dutch and Scottish programs aimed at improving quality of elders' lives demonstrate the importance of reflecting Europe's multicultural, multiethnic nature in programming. (SK)

Child welfare practice and substance abuse treatment have become overlapping areas for many human service professionals. This article stresses the importance of combining the two perspectives to deal with both the mother's recovery and the child's well-being. Changes in attitudes, knowledge, and skills are required on the part of both child…

Reports on the validity of the Indicators of Abuse (IOA) Screen, used by social-services-agency practitioners as an abuse screening tool. An abuse-indicator model evolving from the IOA suggests three main types of abuse signals: caregivers' personal problems/issues, caregivers interpersonal problems, and care receivers' social-support shortages…

Based on his experiences as the leader of Vermont's Department of Social and Rehabilitation Services and a transition researcher, the author describes why transitions from institutional settings to less restrictive ones are often unsuccessful. Also offers suggestions, including wraparound, for reversing this problem. (Author/MKA)

Interviews with 124 social-services workers in inservice training showed there was more resistance when learning was supplantive (replacing or threatening existing knowledge or skills) than additive. To overcome resistance, trainers can find guidance in crisis-intervention techniques. (SK)