By Elizabeth N. Agnew
Mary E. Richmond (1861-1928) was once a modern of Jane Addams and an influential chief within the American charity association move. during this biography--the first in-depth learn of Richmond's lifestyles and work--Elizabeth N. Agnew examines the contributions of this crucial, if hitherto under-valued, lady to the sector of charity and to its improvement into expert social paintings.
Orphaned at a tender age and mostly self-educated, Richmond firstly entered charity paintings as a way of self-support, yet got here to play a necessary position in reworking philanthropy--previously obvious as a voluntary expression of person altruism--into a legitimate, geared up career. Her profession took her from charity association management in Baltimore and Philadelphia to an government place with the distinguished Russell Sage origin in long island urban.
Richmond's revolutionary civic philosophy of social paintings used to be mostly expert via the social gospel flow. She strove to discover functional functions of the lessons of Christianity in accordance with the social difficulties that followed quick industrialization, urbanization, and poverty. even as, her tireless efforts and private instance as a girl created an attractive, if ambiguous, course for different expert ladies. A century later her legacy keeps to echo in social paintings and welfare reform. .
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Extra resources for From Charity to Social Work: Mary E. Richmond and the Creation of an American Profession
Tony lived with his parents, grandmother and two brothers in a takeaway shop in an inner-city area. The school referred him to children’s services following his disclosure that his father forced him 50 Promoting Children’s Rights in Social Work and Social Care to work in the shop and had threatened him with a knife. Only Tony’s father spoke English, and he resented the social worker’s attempts to talk to the family. Tony’s mother and grandmother did not speak English, and they also avoided the social worker who they saw as a ‘figure of authority’.
Sinclair et al. (2002) report on a government study where children interpreted the word ‘protection’ to mean over-protection in the form of restrictions set by adults. This was seen negatively, whereas, in contrast, ‘being safe’ was viewed positively. Similar difficulties apply to the use of interpreters where children do not speak English (see Chand 2005). Meanings of words – especially technical ones – can be confused or wrongly interpreted. Additionally, children who have been abused may have been too frightened to tell the truth to the adults advocating for or representing them.
With older children a number of tools are now available for practitioners to use in talking to them. My Turn to Talk (National Children’s Bureau 2005) is a guide to help young people aged over 12 who are in care to ‘have a say’ about how they are looked after in relation to their education, future plans, reviews and care. Having elicited the child’s views through play or exercises, as well as through talking to them, the Guardian is then able to present them What is Participation? Different Methods 41 to the court.
From Charity to Social Work: Mary E. Richmond and the Creation of an American Profession by Elizabeth N. Agnew