Social Work Practice With Older Adults by Jill Chonody and Barbra Teater presents a contemporary framework based on the World Health Organization’s active aging policy that allows forward-thinking students to focus on client strengths and resources when working with the elderly. The Actively Aging framework takes into account health, social, behavioral, economic, and personal factors as they relate to aging, but also explores environmental issues, which aligns with the new educational standards put forth by the Council on Social Work Education. Covering micro, mezzo, and macro practice domains, the text examines all aspects of working with aging populations, from assessment through termination.
Dhruvarajan and Vickers call into question feminism's presumed universality of gender analysis, and bring to the foreground the voices of marginalized women in Western society, and of women outside of the western world.
In a memoir that pierces and delights us, Jill Ker Conway tells the story of her astonishing journey into adulthood—a journey that would ultimately span immense distances and encompass worlds, ideas, and ways of life that seem a century apart. She was seven before she ever saw another girl child. At eight, still too small to mount her horse unaided, she was galloping miles, alone, across Coorain, her parents' thirty thousand windswept, drought-haunted acres in the Australian outback, doing a "man's job" of helping herd the sheep because World War II had taken away the able-bodied men. She loved (and makes us see and feel) the vast unpeopled landscape, beautiful and hostile, whose uncertain weathers tormented the sheep ranchers with conflicting promises of riches and inescapable disaster. She adored (and makes us know) her large-visioned father and her strong, radiant mother, who had gone willingly with him into a pioneering life of loneliness and bone-breaking toil, who seemed miraculously to succeed in creating a warmly sheltering home in the harsh outback, and who, upon her husband's sudden death when Jill was ten, began to slide—bereft of the partnership of work and love that had so utterly fulfilled her—into depression and dependency. We see Jill, staggered by the loss of her father, catapulted to what seemed another planet—the suburban Sydney of the 1950s and its crowded, noisy, cliquish school life. Then the heady excitement of the University, but with it a yet more demanding course of lessons—Jill embracing new ideas, new possibilities, while at the same time trying to be mother to her mother and resenting it, escaping into drink, pulling herself back, striking a balance. We see her slowly gaining strength, coming into her own emotionally and intellectually and beginning the joyous love affair that gave wings to her newfound self. Worlds away from Coorain, in America, Jill Conway became a historian and the first woman president of Smith College. Her story of Coorain and the road from Coorain startles by its passion and evocative power, by its understanding of the ways in which a total, deep-rooted commitment to place—or to a dream—can at once liberate and imprison. It is a story of childhood as both Eden and anguish, and of growing up as a journey toward the difficult life of the free.
Presenting an evidence-based approach to auditory (re)habilitation for adolescents with hearing loss, this book provides professionals with theoretical and practical strategies for intervention, targeting a historically overlooked population. Practitioners will find its framework an informative and unique approach toward enabling adolescent self-determination.
The beloved bestselling author of The Road from Coorain and True North continues her remarkable autobiography with an account of her decade as the first woman president of Smith College–a time when she was faced with the challenge of reinventing women’s education and with the demands of her own life. Conway took on the helm at Smith at the height of exploding culture wars and the rising popularity of coeducation. With the college’s future at stake, she battled conservative faculty, ossified traditions, and doubtful funders to turn Smith into a place committed to preparing young women for the new realities of the future. Through it all, Conway served as an inspiration to thousands of students, while balancing the demands of her public role against the private pressures of coping with her husband’s bipolar disorder. A moving tribute to the value of single-sex education and to one woman’s achievements, A Woman’s Education is sure to become a classic.
Conway opens with her assessment of her life, passions, possibilities and the making of her decision to leave Canada and return to the United States to become Smith's first woman president. Settling into her new environment, she is at once struck by the beauty of the Connecticut Valley and the Olmstead-designed Smith campus - but also by the College's financial problems and a quarrelsome and complaining faculty engaged in disputes and trivial lawsuits. The jolt of energy she gets from being in the presence of several thousand young women enables her to take on the various Smith constituencies: the self-appointed custodians of the great western male tradition of humanistic learning, the puzzled liberals, the younger male feminists, the 'lady scholars doing intellectual petitpoint', and the young committed feminists of all stripes. We see her harnessing the negative energies in more positive directions, redefining and redesigning parts of the institution, strategising, positioning herself and building a political base, introducing feminist scholarship into the curriculum, creating a programme for older students and a funded research centre, adding fields of study and athletic programmes, developing strong career counselling, changing investment strategy, increasing the endowment - and, in general, mobilising the institution to share the urgency she felt for shaping the kind of women's institution that would attract the students of the '90s and beyond. Through it all we see her continuing to cope with her husband John's ill health and learning to protect and sustain her inner self in the quiet solitude of gardening at their country home - a North American variant of the solitude of her native Australian plains. As the end of the Smith decade approaches she reviews what she has learned and decides that she has had her education and that it is time to 'graduate'.
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