Social work singapore: Professional representative body of Social Workers in Singapore

Содержание

Singapore Association of Social Workers – International Federation of Social Workers

The Singapore Association of Social Workers is a professional body of Social Workers residing and working in Singapore. Established in 1971, it is the national professional association that represents Social Workers in Singapore.

The objectives of SASW are:

Advance Social Work as a profession and foster a high standard of Social Work in the country
– Participate in activities which promote Social Work and social welfare on national and international level
– Participate in and provide community and social services to the public
– Promote the well-being of Social Workers

What does SASW Do?

The SASW is managed by an Executive Committee made up of fellow practitioners who volunteer their time outside of their full time jobs.

A team of full time staff is employed to provide secretarial and executive assistance to the Executive Committee. The team assists in the implementation of a range of activities and services geared towards improving professionalism of Social Work.

These include:

  1. Maintaining the Register of Accredited Social Workers. The accreditation system was put in place to ensure professional standards of Social Work practice. This ensures that qualified practitioners keep their skills and knowledge current through Continuing Professional Education.
  2. Operate FRTC-SASW Training Academy which offers a range of training and professional development programs to aid Social Workers attain their Continuing Professional Education requirements.
  3. Identify and develop core competencies in established fields of Social Work practice to help employers plan for staff training and promote high professional standards.
  4. Promote Social Work and initiate contact with Social Work students to provide support, nurturance and networking alliances as they prepare to enter the Social Work industry.
  5. Engage in national dialogue on the development of the Social Work profession as a whole and the status of the Social Workers

Social Work Jobs Singapore,Singapore postings for English speakers,foreigners,Americans,jobs abroad

today
1.
Student Care Teacher/Part-Time

Job in

Singapore

Education, Social Work

Position: Student Care Teacher (Part – Time) – About The Role Life Community Services Society is one of the leaders in Student Care…

Student Care Teacher/Part-Time Job

Posted by

Social Service Institute

View this Job

today
2.
Youth Worker/Residential Services

Job in

Singapore

Social Work, Healthcare

Position: Youth Worker (Residential Services) – About The Role Job – Responsibilities: – • To be attentive and look into the wellbeing of…

Youth Worker/Residential Services Job

Posted by

Social Service Institute

View this Job

today
3.
Care Coordinator Associate

Job in

Singapore

Healthcare, Social Work

Salary: – Up to $2,600/Month – Location: – Queenstown – Working timing: 5 days (Shift work) – Virtual Care Hotline – Manage medical…

today
4.
Assistant Senior Social Worker or Senior Social Worker

Job in

Singapore

Social Work, Non-Profit

About The Role Reporting to the Head of Department, the incumbent will be responsible for the following key areas: – – Manage and…

Assistant Senior Social Worker or Senior Social Worker Job

Posted by

Social Service Institute

View this Job

today
5.
Social Work Associate

Job in

Singapore

Social Work, Non-Profit

About The Role 1.To provide casework and counselling, and information and referral services to individuals, couples, families and members…

Social Work Associate Job

Posted by

Social Service Institute

View this Job

today
6.
Social Worker

Job in

Singapore

Social Work, Non-Profit

About The Role We are looking for passionate individuals committed to the cause of enabling socially disadvantage low income families and…

Social Worker Job

Posted by

Social Service Institute

View this Job

today
7.
Social Worker/Family Service Centre

Job in

Singapore

Social Work, Healthcare

Position: Social Worker (Family Service Centre) – About The Role To provide casework and counselling services to AWWA FSC’s clients – To…

Social Worker/Family Service Centre Job

Posted by

Social Service Institute

View this Job

today
8.
Senior Counsellor or Counsellor/Project Family – Transnational and Early Marriage

Job in

Singapore

Social Work

Position: Senior Counsellor or Counsellor (Project Family – Transnational and Early Marriage Support) – About The Role – Conduct…

Senior Counsellor or Counsellor/Project Family – Transnational and Early Marriage Job

Posted by

Social Service Institute

View this Job

today
9.
Assistant Manager, Residential

Job in

Singapore

Social Work, Management

Position: Assistant Manager, Residential work (GHVCH) – About The Role You shall be the next on line support to your Block Manager in. ..

Assistant Manager, Residential Job

Posted by

Social Service Institute

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today
10.
Social Work Associate

Job in

Singapore

Social Work, Management

About The Role – Support casework and counselling interventions under guidance of professional staff in the company – Support…

Social Work Associate Job

Posted by

Social Service Institute

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Skills Framework for Social Service

How Does It Work?

The SFw for Social Service contains information on trends, career pathways, occupations, job roles, skills and competencies and training programmes.

(i) Sector Information

This section provides information on the SFw for Social Service, including information on trends and workforce profiles in the sector.

Click here (PDF, 10.24 MB)to download the Guide to Occupation and Skills for the SFw for Social Service.

(ii) Career Pathways

The Career Pathways show the possible options for vertical and lateral progression for advancement and growth. Five (5) tracks have been identified (i) Social Work, (ii) Youth Work, (iii) Care and Programme, (iv) Psychology, and (v) Early Intervention Teaching,
which encompass 60 job roles.

Click on the following link to download the Career Pathways for the Social Service sector. [PDF (PDF, 329.8 KB)]

(iii) Skills Map

The Skills Maps covers a total of 60 job roles, critical work functions, key tasks and skills and competencies aligned to the five tracks.

(a) View the Occupations/Job Roles under the SFw for Social Service

Click on the tracks listed below to download the Skills Map for each track.

Social Work

  • Social Work Associate [PDF (PDF, 114.79 KB) / Word (DOCX, 26.4 KB)]

  • Social Worker (Direct Practice) [PDF (PDF, 121.21 KB) / Word (DOCX, 26. 79 KB)]

  • Senior Social Worker (Direct Practice) [PDF (PDF, 121.82 KB)/ Word (DOCX, 24.88 KB)]

  • Lead Social Worker (Direct Practice) [PDF (PDF, 122.02 KB) / Word (DOCX, 24.84 KB)]

  • Master Social Worker (Direct Practice) [PDF (PDF, 121.24 KB) / Word (DOCX, 24.81 KB)]

  • Senior Master Social Worker (Direct Practice) [PDF (PDF, 214.58 KB)/ Word (DOCX, 26.79 KB)]

  • Assistant Manager (Management) [PDF (PDF, 208.7 KB) / Word (DOCX, 23.94 KB)]

  • Senior Manager/Manager (Management)  [PDF (PDF, 210.75 KB) / Word (DOCX, 24.04 KB)]

  • Senior Assistant Director/Assistant Director (Management)  [PDF (PDF, 113.2 KB)/ Word (DOCX, 24.18 KB)]

  • Director (Management)  [PDF (PDF, 213.91 KB) / Word (DOCX, 26.59 KB)]

  • Policy Officer (Policies and Legislation) [PDF (PDF, 107. 54 KB) / Word (DOCX, 25.27 KB)]

  • Manager/Assistant Manager (Policies and Legislation)  [PDF (PDF, 108.89 KB) / Word (DOCX, 25.61 KB)]

  • Assistant Director/Senior Manager (Policies and Legislation)  [PDF (PDF, 110.5 KB) / Word (DOCX, 23.93 KB)]

  • Deputy Director/Senior Assistant Director (Policies and Legislation)  [PDF (PDF, 111.66 KB) / Word (DOCX, 24.03 KB)]

  • Senior Director/Director (Policies and Legislation)  [PDF (PDF, 110.75 KB) / Word (DOCX, 26.05 KB)]

  • Research Associate (Research) [PDF (PDF, 108.66 KB) / Word (DOCX, 25.7 KB)]

  • Senior Research Associate (Research)  [PDF (PDF, 109.93 KB) / Word (DOCX, 23.91 KB)]

  • Senior Principal Researcher/Principal Researcher (Research)  [PDF (PDF, 111.66 KB) / Word (DOCX, 24.3 KB)]

  • Assistant Research Director (Research)  [PDF (PDF, 112. 23 KB) / Word (DOCX, 27.95 KB)]

  • Research Director (Research) [PDF (PDF, 111.02 KB) / Word (DOCX, 26.34 KB)] 

Youth Work

  • Youth Work Associate (Direct Practice) [PDF (PDF, 118.81 KB)/ Word (DOCX, 24.57 KB)]

  • Youth Worker (Direct Practice) [PDF (PDF, 122.4 KB)/ Word (DOCX, 27.06 KB)]

  • Senior Youth Worker (Direct Practice) [PDF (PDF, 123.59 KB)/ Word (DOCX, 27.17 KB)]

  • Lead Youth Worker (Direct Practice) [PDF (PDF, 221.23 KB)/ Word (DOCX, 27.37 KB)]

  • Assistant Manager (Management) [PDF (PDF, 208.63 KB)/ Word (DOCX, 23.84 KB)]

  • Senior Manager/Manager (Management) [PDF (PDF, 108.93 KB)/ Word (DOCX, 15.44 KB)]

  • Senior Assistant Director / Assistant Director (Management) [PDF (PDF, 113.48 KB)/ Word (DOCX, 26.36 KB)]

  • Director (Management) [PDF (PDF, 212. 41 KB)/ Word (DOCX, 24.6 KB)]

Care and Programme 

  • Social Service Assistant [PDF (PDF, 115.42 KB)/ Word (DOCX, 26.61 KB)]

  • Care Staff (Care) [PDF (PDF, 119.23 KB)/ Word (DOCX, 26.79 KB)]

  • Senior Care Staff (Care) [PDF (PDF, 122.46 KB)/ Word (DOCX, 27.13 KB)]

  • Programme Coordinator/Programme Executive (Programme Management) [PDF (PDF, 106.86 KB)/ Word (DOCX, 25.26 KB)]

  • Programme Manager (Programme Management) [PDF (PDF, 107.45 KB)/ Word (DOCX, 23.29 KB)]

  • Volunteer Executive (Volunteer Management) ( [PDF (PDF, 109.7 KB)/ Word (DOCX, 23.74 KB)]

  • Volunteer Manager (Volunteer Management) [PDF (PDF, 110.34 KB)/ Word (DOCX, 23.8 KB)] 

 Psychology 

  • Associate Psychologist (Direct Practice) [PDF (PDF, 112.22 KB)/ Word (DOCX, 23. 76 KB)]

  • Psychologist (Direct Practice) [PDF (PDF, 114.85 KB)/ Word (DOCX, 26.24 KB)]

  • Senior Psychologist (Direct Practice) [PDF (PDF, 115.83 KB)/ Word (DOCX, 24.33 KB)]

  • Principal Psychologist (Direct Practice) [PDF (PDF, 116.08 KB)/ Word (DOCX, 24.55 KB)]

  • Senior Principal Psychologist (Direct Practice) [PDF (PDF, 116.18 KB)/ Word (DOCX, 24.56 KB)]

  • Chief Psychologist (Direct Practice) [PDF (PDF, 116.23 KB)/ Word (DOCX, 24.51 KB)]

  • Research Psychologist (Research) [PDF (PDF, 109.75 KB)/ Word (DOCX, 23.8 KB)]

  • Senior Research Psychologist (Research) [PDF (PDF, 111.23 KB)/ Word (DOCX, 26.04 KB)]

  • Principal Research Psychologist (Research) [PDF (PDF, 111.76 KB)/ Word (DOCX, 24.18 KB)]

  • Senior Principal Research Psychologist (Research) [PDF  (PDF, 111. 78 KB)/ Word (DOCX, 24.13 KB)]

  • Chief Research Psychologist (Research) [PDF  (PDF, 110.22 KB)/ Word (DOCX, 23.9 KB)]

  • Manager/Assistant Manager (Management) [PDF (PDF, 112.71 KB)/ Word (DOCX, 23.85 KB)]

  • Assistant Director/Senior Manager (Management) [PDF (PDF, 114.33 KB) / Word (DOCX, 24.04 KB)]

  • Deputy Director/Senior Assistant Director (Management) [PDF (PDF, 115.21 KB)/ Word (DOCX, 24.39 KB)]

  • Director (Management) [PDF (PDF, 115.14 KB)/ Word (DOCX, 24.37 KB)]

  • Principal Psychologist Educator (Education) [PDF (PDF, 113.61 KB)/ Word (DOCX, 26.22 KB)]

  • Senior Principal Psychologist Educator (Education) [PDF (PDF, 113.42 KB)/ Word (DOCX, 26.2 KB)]

 Early Intervention Teaching 

  • Teacher Aide (Direct Practice) [PDF (PDF, 107.5 KB)/ Word (DOCX, 25. 28 KB)]

  • Beginning Early Intervention Teacher (Direct Practice) [PDF (PDF, 211.22 KB)/ Word (DOCX, 26.43 KB)]

  • Early Intervention Teacher (Direct Practice) [PDF (PDF, 215.2 KB)/ Word (DOCX, 26.78 KB)]

  • Senior Early Intervention Teacher (Direct Practice) [PDF (PDF, 124.96 KB)/ Word (DOCX, 25.4 KB)]

  • Lead Early Intervention Teacher (Direct Practice) [PDF (PDF, 124.96 KB)/ Word (DOCX, 27.44 KB)]

  • Senior Lead Early Intervention Teacher (Direct Practice) [PDF (PDF, 123.49 KB)/ Word (DOCX, 27.23 KB)]

  • Centre Manager (Management)  [PDF (PDF, 114.45 KB)/ Word (DOCX, 30.26 KB)]

  • Director (Management) [PDF (PDF, 113.79 KB)/ Word (DOCX, 26.34 KB)]

 
(iv) Skills and Competencies

The Skills and Competencies identified for each of the job roles fall under two broad classifications: (i) Technical Skills and Competencies, and (ii) Critical Core Skills (previously known as Generic Skills and Competencies).

(a) View the Technical Skills and Competencies for the SFw for Social Service

Technical Skills and Competencies comprise occupation/job-specific knowledge, skills and abilities that a person needs to have to perform the various tasks.

Click the following link to download the Overview of Technical Skills and Competencies for the SFw for Social Service.[PDF (PDF, 507.84 KB)] 

Click here (ZIP, 15.54 MB) to download all Technical Skills and Competencies for the SFw for Social Service.

Advocacy

Care Services

  • Care Assistance [PDF (PDF, 231.03 KB)/ Word (DOCX, 49.53 KB)]

  • Client Supervision [PDF (PDF, 304.53 KB)/ Word (DOCX, 48.1 KB)]

  • Conflict Management [PDF (PDF, 130.11 KB)/ Word (DOCX, 45.09 KB)]

  • Intervention Implementation [PDF (PDF, 308.35 KB)/ Word (DOCX, 48.89 KB)]

  • Para-Counselling [PDF (PDF, 126. 37 KB)/ Word (DOCX, 45.22 KB)]

  • Support Service to Children and Youths [PDF (PDF, 131.79 KB)/ Word (DOCX, 47.54 KB)]

  • Support Service to Persons with Disabilities [PDF (PDF, 133.2 KB)/ Word (DOCX, 47.71 KB)]

  • Support Service to Seniors [PDF (PDF, 131.71 KB)/ Word (DOCX, 46.73 KB)] 

Casework

Early Intervention Care and Education

  • Care-giving [PDF (PDF, 230.17 KB)/ Word (DOCX, 48.07 KB)]

  • Child Functional Needs Assessment [PDF (PDF, 232.32 KB)/ Word (DOCX, 49.03 KB)]

  • Classroom Management [PDF (PDF, 236.36 KB)/ Word (DOCX, 49.55 KB)]

  • Early Intervention Principles and Practices [PDF (PDF, 232.02 KB)/ Word (DOCX, 49.57 KB)]

  • Family and Caregiver Engagement [PDF (PDF, 236.94 KB)/ Word (DOCX, 51.05 KB)]

  • Health, Safety and Nutrition [PDF (PDF, 237. 68 KB)/ Word (DOCX, 51.36 KB)]

  • Individualised Intervention Planning and Implementation [PDF (PDF, 236.61 KB)/ Word (DOCX, 51.08 KB)]

  • Natural Learning Environment Design [PDF (PDF, 231.94 KB)/ Word (DOCX, 48.62 KB)] 

General Management

  • Change Management [PDF (PDF, 229.94 KB)/ Word (DOCX, 45.46 KB)]

  • Corporate Governance [PDF (PDF, 354.35 KB)/ Word (DOCX, 46.26 KB)]

  • Department Performance Management [PDF (PDF, 305.12 KB)/ Word (DOCX, 44.33 KB)]

  • Financial Management [PDF  (PDF, 301.69 KB)/ Word (DOCX, 43.43 KB)]

  • Manpower Planning [PDF  (PDF, 301.26 KB)/ Word (DOCX, 43.68 KB)]

  • People Management [PDF  (PDF, 310 KB)/ Word (DOCX, 45.52 KB)]

  • Quality and Audit Management [PDF  (PDF, 227.09 KB)/ Word (DOCX, 44.49 KB)]

  • Risk Management [PDF  (PDF, 228. 48 KB)/ Word (DOCX, 46.29 KB)]

  • Strategy Implementation [PDF  (PDF, 296.32 KB)/ Word (DOCX, 43.17 KB)]

  • Strategy Planning [PDF  (PDF, 222.37 KB)/ Word (DOCX, 45.38 KB)]

  • Workplace Safety and Health [PDF  (PDF, 249.74 KB)/ Word (DOCX, 49.31 KB)]

Group Work

Learning Programme Development and Delivery

Professional Practice

  • Collaborative Practices Across Disciplines and Sectors [PDF (PDF, 139.04 KB)/ Word (DOCX, 47.76 KB)]

  • Diversity Awareness and Management [PDF (PDF, 229.64 KB)/ Word (DOCX, 46.21 KB)]

  • Emergency Response and Crisis Management [PDF (PDF, 391.72 KB)/ Word (DOCX, 46.61 KB)]

  • Ethics, Values and Legislation [PDF (PDF, 234.06 KB)/ Word (DOCX, 49.32 KB)]

  • Practice Supervision [PDF (PDF, 133.75 KB)/ Word (DOCX, 46. 35 KB)]

  • Professional Consultation [PDF (PDF, 232.86 KB)/ Word (DOCX, 46.23 KB)]

  • Reflexive Practice [PDF (PDF, 236.35 KB)/ Word (DOCX, 49.29 KB)]

  • Resilience and Self-care [PDF  (PDF, 309.87 KB)/ Word (DOCX, 49.35 KB)]

  • Social Sector Policy Influence [PDF  (PDF, 232.59 KB)/ Word (DOCX, 47.77 KB)]

  • Stakeholder Management [PDF  (PDF, 210.82 KB)/ Word (DOCX, 55.92 KB)]

  • Trends Evaluation and Application [PDF  (PDF, 132.12 KB)/ Word (DOCX, 44.61 KB)]

Programme Development and Implementation

Psychological Practice

  • Practice Evaluation [PDF (PDF, 135.85 KB)/ Word (DOCX, 47.51 KB)]

  • Psychological Assessment [PDF (PDF, 136.1 KB)/ Word (DOCX, 47.54 KB)]

  • Psychological Formulation [PDF (PDF, 233 KB)/ Word (DOCX, 47. 54 KB)]

  • Psychological Intervention [PDF (PDF, 233.71 KB)/ Word (DOCX, 48.1 KB)]

  • Report Writing [PDF (PDF, 237.03 KB)/ Word (DOCX, 48.3 KB)]

Research Practice

  • Research Data Analysis [PDF  (PDF, 228.73 KB)/ Word (DOCX, 46.59 KB)]

  • Research Data Collection and Management [PDF (PDF, 307.04 KB)/ Word (DOCX, 47.02 KB)]

  • Research Design [PDF  (PDF, 233.79 KB)/ Word (DOCX, 51.55 KB)]

  • Research Findings Communication [PDF  (PDF, 307.28 KB)/ Word (DOCX, 50.53 KB)]

  • Research into Professional Practice Translation [PDF  (PDF, 229.31 KB)/ Word (DOCX, 48.21 KB)]

Social Policy

Volunteer Partnership

Youth Engagement and Development

 

(b) View the Critical Core Skills (previously known as Generic Skills and Competencies) for the SFw for Social Service

Each job role in every Skills Framework developed has Generic Skills and Competencies (GSCs) identified. The GSCs are employability/transferable skills and competencies.

 

An industry review of the GSCs was conducted in 2019, culminating in the creation of the Critical Core Skills (CCS). Visit this link to access information about the CCS. Users of the Skills Framework can also locate the GSC-to-CCS mapping document and advisory there.

 

(v) Training Programmes

The Training Programmes provide information on skills acquisition that are available for new entrants and in-service personnel to acquire skills and competencies required for various job roles in the Social Service sector.

(a) View the Training Programmes for new entrants

These are programmes that equip new entrants with skills and knowledge for the specific job role in the sector at their respective entry level.

Click on the tracks below to download the Training Programmes for each job role.

  • Social Work [PDF  (PDF, 347.92 KB)/ Word (DOCX, 19. 47 KB)]
  • Youth Work [PDF  (PDF, 337.47 KB)/ Word (DOCX, 18.79 KB)]
  • Care and Programme [PDF  (PDF, 348.14 KB)/ Word (DOCX, 19.48 KB)]
  • Psychology [PDF  (PDF, 331.38 KB)/ Word (DOCX, 18.62 KB)]
  • Early Intervention Teaching [PDF  (PDF, 325.46 KB)/ Word (DOCX, 16.81 KB)]

(b) View the Training Programmes for in-service personnel

For in-service employees who work in the Social Service sector and who aspire to take on more challenging roles at work, you can identify and enrol in the training programmes listed here to acquire the relevant skills.

These are programmes for in-service personnel to broaden or deepen specific skills and knowledge for the various job roles in the sector. 

Social Work

  • Social Work Associate [PDF (PDF, 336.9 KB)/ Word (DOCX, 26.13 KB)]

  • Social Worker (Direct Practice) [PDF (PDF, 343.29 KB)/ Word (DOCX, 28.77 KB)]

  • Senior Social Worker (Direct Practice) [PDF  (PDF, 332. 63 KB)/ Word (DOCX, 25.75 KB)]

  • Lead Social Worker (Direct Practice) [PDF (PDF, 291.09 KB) / Word (DOCX, 18.31 KB)]

  • Master Social Worker (Direct Practice) [PDF (PDF, 300.73 KB) Word (DOCX, 18.89 KB)]

  • Senior Master Social Worker (Direct Practice) [PDF  (PDF, 300.67 KB)/ Word (DOCX, 18.87 KB)]

  • Assistant Manager (Management) [PDF (PDF, 350.41 KB)/ Word (DOCX, 30.83 KB)]

  • Senior Manager/Manager (Management)  [PDF (PDF, 348.2 KB)/ Word (DOCX, 29.98 KB)]

  • Senior Assistant Director/Assistant Director (Management)  [PDF  (PDF, 322.08 KB)/ Word (DOCX, 22.42 KB)]

  • Director (Management)  [PDF (PDF, 315.86 KB) / Word (DOCX, 20.04 KB)]

  • Policy Officer (Policies and Legislation) [PDF (PDF, 254.84 KB)/ Word (DOCX, 25.79 KB)]

  • Manager/Assistant Manager (Policies and Legislation)  [PDF (PDF, 328. 14 KB)/ Word (DOCX, 24.41 KB)]

  • Assistant Director/Senior Manager (Policies and Legislation)  [PDF (PDF, 307.45 KB)/ Word (DOCX, 19.17 KB)]

  • Deputy Director/Senior Assistant Director (Policies and Legislation)  [PDF (PDF, 293.62 KB)/ Word (DOCX, 17.69 KB)]

  • Senior Director/Director (Policies and Legislation)  [PDF (PDF, 221.27 KB)/ Word (DOCX, 18.66 KB)]

  • Research Associate (Research) [PDF (PDF, 360.79 KB)/ Word (DOCX, 31.36 KB)]

  • Senior Research Associate (Research)  [PDF (PDF, 332.31 KB)/ Word (DOCX, 24.16 KB)]

  • Senior Principal Researcher/Principal Researcher (Research)  [PDF (PDF, 314.67 KB)/ Word (DOCX, 18.97 KB)]

  • Assistant Research Director (Research)  [PDF (PDF, 307.08 KB)/ Word (DOCX, 17.94 KB)]

  • Research Director (Research) [PDF (PDF, 290.56 KB)/ Word (DOCX, 16.81 KB)] 

Youth Work

  • Youth Work Associate (Direct Practice) [PDF (PDF, 440.48 KB)/ Word (DOCX, 27.29 KB)]

  • Youth Worker (Direct Practice) [PDF (PDF, 433.6 KB)/ Word (DOCX, 26.8 KB)]

  • Senior Youth Worker (Direct Practice) [PDF (PDF, 425.31 KB)/ Word (DOCX, 25.26 KB)]

  • Lead Youth Worker (Direct Practice) [PDF (PDF, 368.59 KB)/ Word (DOCX, 19.44 KB)]

  • Assistant Manager (Management) [PDF (PDF, 428.44 KB)/ Word (DOCX, 26.37 KB)]

  • Senior Manager/Manager (Management) [PDF (PDF, 431.74 KB)/ Word (DOCX, 26.29 KB)]

  • Senior Assistant Director / Assistant Director (Management) [PDF (PDF, 376.8 KB)/ Word (DOCX, 20.58 KB)]

  • Director (Management) [PDF (PDF, 359.15 KB)/ Word (DOCX, 18.53 KB)]

Care and Programme 

  • Social Service Assistant [PDF  (PDF, 421.48 KB)/ Word (DOCX, 24.73 KB)]
  • Care Staff (Care) [PDF  (PDF, 447.98 KB)/ Word (DOCX, 27.53 KB)]
  • Senior Care Staff (Care) [PDF  (PDF, 397.54 KB)/ Word (DOCX, 22.63 KB)]
  • Programme Coordinator/Programme Executive (Programme Management) [PDF  (PDF, 422.17 KB)/ Word (DOCX, 24.92 KB)]
  • Programme Manager (Programme Management) [PDF  (PDF, 418.78 KB)/ Word (DOCX, 24.82 KB)]
  • Volunteer Executive (Volunteer Management) ( [PDF  (PDF, 404.11 KB)/ Word (DOCX, 23.14 KB)]
  • Volunteer Manager (Volunteer Management) [PDF  (PDF, 397.64 KB)/ Word (DOCX, 23.07 KB)] 

 Psychology

  • Associate Psychologist (Direct Practice) [PDF (PDF, 331.17 KB)/ Word (DOCX, 23.97 KB)]

  • Psychologist (Direct Practice) [PDF  (PDF, 339.38 KB)/ Word (DOCX, 26.57 KB)]

  • Senior Psychologist (Direct Practice) [PDF (PDF, 338.21 KB)/ Word (DOCX, 26.77 KB)]

  • Principal Psychologist (Direct Practice) [PDF (PDF, 300.2 KB)/ Word (DOCX, 18.71 KB)]

  • Senior Principal Psychologist (Direct Practice) [PDF (PDF, 300.12 KB)/ Word (DOCX, 18.73 KB)]

  • Chief Psychologist (Direct Practice) [PDF (PDF, 299.36 KB)/ Word (DOCX, 18.65 KB)]

  • Research Psychologist (Research) [PDF (PDF, 335.26 KB)/ Word (DOCX, 24.6 KB)]

  • Senior Research Psychologist (Research) [PDF (PDF, 330.42 KB)/ Word (DOCX, 24.93 KB)]

  • Principal Research Psychologist (Research) [PDF  (PDF, 304.48 KB)/ Word (DOCX, 18.89 KB)]

  • Senior Principal Research Psychologist (Research) [PDF  (PDF, 217.48 KB)/ Word (DOCX, 18.58 KB)]

  • Chief Research Psychologist (Research) [PDF  (PDF, 303.09 KB)/ Word (DOCX, 19.08 KB)]

  • Manager/Assistant Manager (Management) [PDF (PDF, 347.76 KB)/ Word (DOCX, 29.05 KB)]

  • Assistant Director/Senior Manager (Management) [PDF (PDF, 351.83 KB)/ Word (DOCX, 30.75 KB)]

  • Deputy Director/Senior Assistant Director (Management) [PDF (PDF, 315.11 KB)/ Word (DOCX, 19.06 KB)]

  • Director (Management) [PDF (PDF, 229.2 KB)/ Word (DOCX, 18.56 KB)]

  • Principal Psychologist Educator (Education) [PDF (PDF, 317.92 KB)/ Word (DOCX, 19.71 KB)]

  • Senior Principal Psychologist Educator (Education) [PDF (PDF, 298.28 KB)/ Word (DOCX, 17.35 KB)]

Early Intervention Teaching

  • Teacher Aide (Direct Practice) [PDF (PDF, 425.26 KB)/ Word (DOCX, 25.75 KB)]

  • Beginning Early Intervention Teacher (Direct Practice) [PDF (PDF, 435.23 KB)/ Word (DOCX, 27.16 KB)]

  • Early Intervention Teacher (Direct Practice) [PDF (PDF, 436.13 KB)/ Word (DOCX, 27.5 KB)]

  • Senior Early Intervention Teacher (Direct Practice) [PDF (PDF, 402.52 KB)/ Word (DOCX, 23.45 KB)]

  • Lead Early Intervention Teacher (Direct Practice) [PDF (PDF, 364.85 KB)/ Word (DOCX, 19.52 KB)]

  • Senior Lead Early Intervention Teacher (Direct Practice) [PDF (PDF, 349 KB)/ Word (DOCX, 18.26 KB)]

  • Centre Manager (Management)  [PDF (PDF, 360.44 KB)/ Word (DOCX, 19.11 KB)]

  • Director (Management) [PDF (PDF, 362.11 KB)/ Word (DOCX, 19.09 KB)]

 

(c) View the Training Programmes for Critical Core Skills (previously known as Generic Skills and Competencies or GSCs)

These are programmes through which individuals can acquire the Critical Core Skills (CCS), which are transferable and can be applied across sectors. The CCS facilitate employability by supporting individuals in acquiring relevant Technical Skills and Competencies (TSCs) for various job roles in different sectors. Please visit this link to access the list of CCS training programmes offered by the Institutes of Higher Learning.

 

For more information on Training Programmes, please visit the respective training providers’ websites or http://www.skillsfuture.sg/credit.

School Social Work | Bethesda CARE Centre

School Social Work

Our Vision
To work with schools to help students develop good character, embrace strong values, cultivate healthy habits, and to become responsible and disciplined in maximising their academic potential.

Training Platforms

  • Counselling and Case Management (Enhanced STEP-UP)
  • Assembly Talk
  • Life Skills Training
  • Group work
  • Leadership Training
  • Parenting Talk
  • Teachers’ Training

Training Topics

  • Character Development
  • Motivation
  • Communication Skills
  • Building Self Esteem
  • Stress Management
  • Anger Management
  • Time Management
  • Study Skills
  • Smoking Cessation
  • DISC Personality Profiling

Our Belief & Engagement Method

We believe in a systemic approach of working with students, whereby all the parties of influence in their lives are engaged. We conduct home visits, meet with the parents, and equip them with the necessary skills to effectively communicate with their children. We also maintain close working relationships with different stakeholders in their school. These include the principal, teachers and school counsellors.

Based on the understanding of today’s young generation, we adopt the approach of engaging students through interactive sessions, hands-on activities, and recreational activities such as games, dramas and movies.

If you are interested to learn more about this programme, please contact:
Ms Stella Tan
Tel: 6340 4162
Email: [email protected]

School Social Work – Leadership Training Photos

• Event brings together more than 200 medical social workers from public healthcare, and intermediate and long-term care (ILTC) facilities.
• Emeritus Senior Minister Goh Chok Tong honoured for his contributions to laying a strong foundation for healthcare financing 

Some 200 medical social work pioneers and practitioners from public healthcare institutions and intermediate and long-term care (ILTC) facilities gathered today to celebrate 70 years of medical social services in Singapore. They were joined by Guest-of-Honour, Emeritus Senior Minister (ESM) Goh Chok Tong, and Senior Minister of State for Health, Mr Edwin Tong.

Medical social services were first introduced in Singapore in 1949 with the establishment of an Almoner’s Department at Singapore General Hospital (formerly known as Outram Road General Hospital). The Almoners were the forerunners of today’s medical social workers (MSWs). They presided over the administration of charitable funds to ensure fair distribution of financial aid to needy patients and their dependents. Since then, the profession has evolved to respond to the nation’s rapidly changing medical and social needs. (Refer to Annex A for the milestones of medical social services in Singapore through the ages)

As key members of multi-disciplinary healthcare teams, the role of medical social workers has gone beyond assisting patients with financial difficulties. They work closely with the doctors, nurses, allied health professionals and community partners to ensure that the emotional, psychological, social and care needs of patients and their caregivers are taken care of through various interventions such as family education, mediation, and counselling. They also assist patients in making a smooth transition from the hospital back to the community and link them to the community resources available. Currently, there are more than 600 medical social workers practicing in Singapore in public hospitals, national specialty centres, polyclinics, community hospitals, nursing homes and hospices.

Tribute to ESM Goh 


At the celebratory event, ESM Goh Chok Tong was honoured for his contributions to healthcare financing in Singapore during his tenure as Health Minister (1981 to 1985) and later as Prime Minister (1990 to 2004). The financing system, namely MediSave, MediShield and MediFund—commonly referred to as the 3Ms—laid a strong foundation for Singapore citizens’ access to healthcare.  Set up to help lower-income Singaporeans, MediFund, serves as a safety net for needy patients who face financial difficulties with their remaining medical bills after receiving government subsidies and drawing on other means of payments, including MediShield Life, MediSave and cash. 

When it was set up in 1993, MSWs were instrumental in implementing the fund and it shaped the role that MSWs now play in patient care. Since its launch, MSWs assist the MediFund Committees of their respective institutions to assess patients’ financial and social circumstances holistically, so that the Committees can make informed decisions on the appropriate level of MediFund assistance that should be given.  

Honouring Medical Social Work Veterans 

For their contributions in the last 50 years to advance the profession, two medical social work veterans Mr Peter Lee, Master Medical Social Worker, SGH and Mrs Saro Palakrishnan, Consultant, Community Care, The National Kidney Foundation, were honoured at the event.


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Staff Members – Medical Social Services

Head, Medical Social Services


Olivia Khoo Ruey Lin
Master of Social Science (Social Work)

Bachelor of Arts, Bachelor of Social Sciences (Honours)

Diploma in Conselling Practice

Master Medical Social Workers


Chew Li Ling
Bachelor of Arts (Social Science)
 
Crystal Chai-Lim
PhD Social Work (University of Pittsburgh)
M.A. Bioethics (University of Pittsburgh)
M.S.W (University of Washington)
B.A. (National University of Singapore)


Esther Lim Li Ping

Master of Science (Evidence-based Social Intervention)

Postgraduate Diploma in Family & Marital Therapy
Bachelor of Arts (Social Work)


Goh Soo Cheng
Master of Social Science (Social Work)
Bachelor of Arts (Social Work)
Post-graduate Diploma (Solution-Focused Brief Therapy)


Koh Sock Sim
Master of Social Science in Family Therapy
Bachelor of Arts (Social Work)
Diploma in Counselling Practice


Ow Yong Lai Meng
Ph.D. (Social Work)
Master of Social Science (Counselling)

Bachelor of Arts (Social Work), Bachelor of Social Sciences (Honours)
Certified Hypnotherapist (National Guild of Hypnotists)


Peter Lee Lian Heng
Graduate Diploma in Social Studies

Graduate Diploma in Medical Social Work

Principal Medical Social Workers


Andy Sim Gim Hong
Master of Social Work (MSW)
Fellow of Zelda Foster Palliative and End of Life Studies (USA)
Bachelor of Arts (Social Work), Bachelor of Social Sciences (Honours)
Certified in Thanatology (ADEC, USA)


Cecilia Loo Lay Keng
Master of Social Work
Bachelor of Arts (Social Work)
Graduate Diploma in Counselling Practice



Emily Tan U Tong
Master of Arts (Art Therapy)
Bachelor of Arts (Social Work)


Esther Chan Shin Nee
Master of Arts (Counselling Psychology)

Bachelor of Arts (Social Work & Sociology)


Faith Wong Ming Fei
Master of Social Science (Social Work)
Bachelor of Arts (Social Work), Bachelor of Social Sciences (Honours)   

Jackie Erh Juat Khee
Bachelor of Arts (Social Work) 

Keith Tan Eng Khee
Bachelor of Arts (Social Work)
Diploma in Clinical Supervision  


Low Hui Ching
Master in Clinical Psychology with an emphasis in Marriage & Family Therapy
Bachelor of Arts (Social Work), Bachelor of Social Sciences (Honours)
Graduate Diploma in Psychotherapy (Distinction)  


Patricia Chua Sin Hong
Bachelor of Arts (Social Work)



Sherylene Heah Gaik Suan
M.A. (Social Work)
Bachelor of Arts (Social Work and Statistics)
Graduate Diploma in Counselling Practice

Senior Medical Social Workers


Ann Chow Yue Yan
Bachelor of Arts (Social Work), Bachelor of Social Sciences (Honours) 

Chua Tok Hian
Bachelor of Arts (Social Work), Graduate Diploma in Counselling Practice 


Christine Hindarto Lim
Bachelor of Arts (Social Work), Bachelor of Social Sciences (Honours) 

Graduate Diploma in Counselling Practice


Claire Chuang Ya Ting
Master of Social Work (MSW), Bachelor of Social Work

Geraldine Lim Shili
Bachelor of Social Work

Gwen Tsang Sau Kwan
Master of Social Work (MSW)       
Bachelor of Social Sciences (Honours in Social Sciences)  


Janelle Chan Mieu Gin
Master of Science (Palliative Care), Bachelor of Social Work


Jasmine Chen Minyi
Bachelor of Arts (Social Work), Bachelor of Social Sciences (Honours)

Joanne Lai Tsz Kan
Master of Arts (Family Counselling and Family Education), Bachelor of Social Work


Jojo Yang Bin
Master of Social Work (MSW), Bachelor of Social Work

Kathleen Cheung Ka Yan
Master of Social Work
Bachelor of Arts (Social Work), Bachelor of Social Sciences (Honours)


Koh Poh Lin
Master of Social Sciences (Counselling)
Bachelor of Arts (Social Work)
Diploma in Clinical  Supervision


Li Nianci
Bachelor of Arts (Social Work) 


Lim Jingfen
Master of Public Health in Health and Social Behaviour
Bachelor of Arts (Social Work), Bachelor of Social Sciences (Honours)
Graduate Diploma in Counselling Practice


Lim Zhiying
Bachelor of Arts (Social Work), Bachelor of Social Sciences (Honours)


Matthew Ng Chee Beng
Master of Social Sciences (Social Work)
Bachelor of Arts (Social Work), Bachelor of Social Sciences (Honours)


Patricia Jin Hui Xia
Master of Social Work (MSW)  

Pearline Koe Ling Wan
Bachelor of Arts (Social Work), Bachelor of Social Sciences (Honours)


Suzanne Tham Shu Xin
Master of Social Work (MSW)
Bachelor of Arts (Social Work), Bachelor of Social Sciences (Honours)
Graduate Diploma in Counselling Practice


Tan Jie Bin
Bachelor of Arts (Social Work) 

Tan Lee Ling
Master of Social Work
Bachelor of Arts (Social Work), Bachelor of Social Sciences (Honours)
Graduate Diploma in Counselling Practice

Tan Meng Wui
Graduate Diploma in Social Work, Masters in Gerontology


Tan Pei Yi
Bachelor of Arts (Social Work), Bachelor of Social Sciences (Honours)


Tang Chyi Yueh
Bachelor of Arts (Social Work), Bachelor of Social Sciences (Honours)
Graduate Diploma in Counselling Practice
 
Victor Li Guoping
Bachelor of Arts (Social Work), Bachelor of Social Sciences (Honours)
 
Yulenda Tseng Wan Yen
Master of Social Work, Bachelor of Arts (Social Work)

How tech is transforming social services in Singapore

The simplest improvements brought about by technology can help make someone’s day. But nothing is more important to Christina Gan and her team at MSF, one of GovTech’s partner agency sites, than listening to feedback from citizens and VWOs before proposing ideas that can meet their needs.

It might not seem like much to some, but for Christina Gan, the happy smiles on the faces of the elderly is a huge motivation for her to go to work each day.

Christina has been the programme director for the Social Service Infocomm Technology (SSICT) Programme Office under the Ministry of Social and Family Development (MSF) since 2012. She requested to join this sector because she wanted to focus on people and be a part of something that would benefit others.

“I just want to put enough technology to make a difference to people’s life,” she says.
As SSICT’s role is to introduce infocomm technology to help government and social service providers coordinate and work better to deliver social services, it is here where she gets to interact directly with social service providers and their beneficiaries who will stand to gain from her team’s initiatives.

After a three-month review of the sector, which included some 450 Voluntary Welfare Organisations (VWOs) and statutory boards, she decided to embark on a “major endeavour” that she feels will help solve the issues of beneficiaries – that of continuously repeating their background story to different agencies.

The idea arose because they realise that there are times when one contact point cannot offer all the relevant help that their clients’ – typically citizens from the lower income or vulnerable groups – need, and the case would have to be referred to another partner, explains Christina.

This means they’d have to explain their situation over and over, and information tends to be scattered at various locations. “By registering that challenge, we acknowledge the need to better organise our information around the client and adopt a client-centric approach. Then the question is, how do we enable it with technology?’’

After hearing the challenges their clients constantly face, Christina and her team at MSF came up with SSNet – a shared platform that collates and stores client information gathered from the VWOs.

The answer is the Social Service Net, or SSNet – a shared platform that collates and stores client information gathered from the VWOs. As privacy is a key concern, only those who are servicing the client will be granted access to their particular data.

OVERCOMING CHALLENGES

Still, admits Christina, the team faced plenty of obstacles, such as getting buy-in from VWOs and helping them to understand the technology behind the system.

“Being IT folks, we think we have the solution most of the time because we’re good at problem-solving,” she adds, laughing.
“We thought IT can help with many things, but we soon realise it’s not a silver bullet.”

So she reminds her team to always listen first instead of jumping the gun. “Only when you listen will you understand what the VWOs are facing. You can then analyse what else you can do and offer a suggestion – notice I said suggestion, not solution – to make things better.”

She adds: “After that, they have to validate it and ask the VWOs whether it works for them and whether we can get it done. We went through many of those conversations painstakingly.”

The intensive engagement took months, with hundreds of workshops and focus groups targeting people within various levels in the organisations.

Many VWOs were also not tech-savvy. Thus, in phase one of the project, she had to place a roving team at each VWO site to help in problem-solving. This takes a lot of patience, which thankfully, her team of 25 members has.

Christina’s team knows the importance of listening and understanding the condition of the VWOs before coming up with a possible solution.

Christina credits her team, which is made up of “very adaptable folks” comprising seasoned and experienced members as well as new recruits who have many fresh ideas.

They demonstrate agility by building a “minimum viable product” – a system with the right essentials to support service delivery. “We didn’t want to overload it. We wanted to talk to each VWO, understand their needs and then see what we can do with them first. Overtime, we’ll build in new features and grow it,” she explains.

INNOVATING FOR A CAUSE

The SSNet initiative is progressing as planned. Phase one, which saw 75 VWOs come onboard, was completed early last year after a two-year journey. The team is now in the midst of phase two, where they are targeting 280 more VWOs.

Their efforts have already garnered recognition – they received the Best Practice Award (Service Delivery) at the Excellence in Public Service Awards (ExPSA) 2017. Last year, they also received a certificate for being a semi-finalist in the Commonwealth Association for Public Administration and Management Awards.

“We were very happy. We didn’t do this for the awards; we did it because we were highly motivated to help people in need,” Christina says. The recognition, she adds, is a celebration of the collaborative efforts between the VWOs, MSF, and its partners.

“The fact that we could bring people into a collaborative platform is to me, the single biggest innovation we have brought in. Before SSNet, there was no such thing as a platform for collaboration in technology. In the past, everyone had their own data and if you want that information, you’d have to call or email. Now, such information can be found on the system.”

Christina and her team have also embarked on other innovative projects – all with the aim of making things much easier for their beneficiaries. An example is a robotic coach – created by polytechnic students with the help of their lecturers and the support of Christina’s team.

Her team helped to be the “matchmaker”. They organised sessions with a senior activity centre to brainstorm ideas, before helping to shape a possible technological solution for their needs. They then found a willing party to create the robot and sourced for funding to help them out.

There are now five robots in senior activity centres, each with a unique name – May Ling, Jian Kang (healthy in Mandarin), Le An (happiness and peace in Mandarin), Bao Bei (baby) and Ross (short for Robot for Seniors).

The robots conduct exercise lessons for the elderly and speak English, Mandarin and Cantonese. “I heard the seniors say they love the robot,” Christina says, smiling.

Adding that a woman with arthritis told her how she could clench her fists after doing the exercises, Christina says she’s proud of her team’s achievements. “It goes beyond words, what we have achieved or what we can potentially achieve. We definitely want to do more for the people.”

The team also devised a simple application where seniors can tap on tiles on a touchscreen Windows tablet to choose the activities they wish to participate in.

That might seem like a simple task we all take for granted, but the act of tapping on a tile, coupled with a beep that sounds with every successful transaction, is an experience that the seniors enjoy very much, Christina says.

“The app is nothing fancy, just a simple attendance registration system. But the senior citizens were so happy just to complete it and hear the sound. To me, seeing that joy on their faces is what keeps me going.”

HAVING A HEART FOR THE NEEDY

Speaking to Christina, you would find someone who is bubbly and optimistic, a people–person. But one major incident she experienced made her realise how fragile life is, and reinforced her belief in doing more meaningful work that can help people.

Christina was in Tokyo for a work trip in 2011 when the 9.0 magnitude earthquake struck the country. She was on the 33rd floor of a technology firm, having just stepped out of the lift, when the building began to sway before shaking violently.

She and others in her group had to wait there for hours until it was safe to make their way down to the ground floor, before walking for 45 minutes back to their hotel.

The experience was extremely stressful, she says, and the trauma still stays with her whenever she recounts what happened on that day. “I was glad to be back. When I saw my family, all my emotions came out. That incident was one point in my life where I reflected and realised what was more important to me,” she recalls.

To de-stress, she plays golf, goes out for meals with her team, and spends time with her nephews and nieces. She also collects heart-shaped ornaments – a hobby she began after she joined MSF. “I wanted to remind myself that with this job, you need to give from the heart,” she says with a smile.

https://www.tech.gov.sg/media/technews/tech-for-good-how-tech-is-transforming-social-services-in-singapore90,000 Experience of successful social management on the example of Singapore Text of a scientific article in the specialty “Economics and Business”

UDC 316

DOI: 10.17748 / 2075-9908-2017-9-2 / 1-111-114

Eshtiyeva Diana Movladievna Moscow State University named after M.V. Lomonosov Moscow, Russia [email protected]

EXPERIENCE OF SUCCESSFUL SOCIAL MANAGEMENT ON THE EXAMPLE OF SINGAPORE

The article examines Singapore’s experience in creating an effective model of social management.Despite its small size and lack of natural resources, Singapore consistently ranks at the top in terms of social and economic development. Over the past decades, Singapore has provided not only high rates of economic development and attractiveness for international investors, but also a high level of social protection of its citizens. The model of social management that has emerged in Singapore combines the high efficiency of market mechanisms, the absence of corruption, and at the same time a fairly authoritarian political system.Social policy of Singapore is aimed at respecting the long-term interests of the whole society, including through tough measures in the demographic sphere. The management of the social sphere is based on large-scale investments in the education system, the development of a multi-level health insurance system based on personal responsibility and consideration of the interests of the commercial sector, as well as a social insurance system based on extra-budgetary funds. Social policy is aimed at stimulating labor activity, orientation towards results and meritocracy in all sectors of the economy.Singapore’s managerial efficiency in the implementation of economic and social policy is based on high authority, professionalism and independence of government, consistency in achieving long-term goals aimed at ensuring competitiveness, as well as flexibility in choosing specific mechanisms for implementing policy.

Keywords: Singapore, social management, social policy.

Diana M.ESHTIEVA

Lomonosov Moscow State University Moscow, Russia [email protected]

SUCCESSFUL SOCIAL MANAGEMENT: SINGAPOREAN CASE

The article describes a model of social management successfully developed in Singapore. Despite small territory and the lack of natural resources, Singapore holds top positions in ratings of social and economic development.During the last decades, Singapore remains to maintain high rates of economic growth, attract foreign investments, and provides effective social security system. The Singaporean social management system combines highly effective market mechanisms, low level of corruption, and relatively authoritarian political system. Singaporean social policy is aimed at long-term interests of the whole society even through strong measures in demographic regulations. Social management in the country is based on large-scale investments in education, multilevel health insurance system which fosters individual responsibility and commercial companies’ interests, and on off-budget social security funds.Social policy is focused on supporting performance and meritocracy in economy and public administration. Managerial and governmental effectiveness of the Singaporean model is based on high reputation, competencies and autonomy of public administration consistency in pursuing long-term goals, directed toward overall national competitiveness, as well as flexibility in the choice of means.

Keywords: Singapore, social management, social policy, public administration

The city-state of Singapore (covering an area of ​​719 km2, with a population of 5.6 million people, of which only 3.4 million are citizens [1]) is one of the most developed and prosperous countries in the world.Having gained independence in 1965, Singapore in a short time was able to create one of the most distinctive and effective socio-economic systems in the world.

The high level of development of Singapore is evidenced by the data of official statistics. In terms of GDP per capita (about 52 thousand US dollars) [1], Singapore is one of the ten richest countries in the world. In the global competitiveness rating, Singapore consistently ranks second, behind only Switzerland [2].Singapore shares with Finland the first place in the indicators of information society development [3]. The Human Development Index (IR!) Of Singapore, calculated by the UN, is 0.912, which is 11th place among all countries of the world [4]. Significantly, Singapore also demonstrates the highest rate of RI growth! among countries with a high level of human development [4, p. 212].

Despite the high values ​​of indicators of socio-economic development, effective institutions of a market economy and a high standard of living, Singapore differs from other developed countries in many respects.Since the reign of Lee Kwang Yew, who laid the foundations for the Singaporean “economic miracle,” the political model of this Asian country has been essentially one-party and even called authoritarian. Thus, in the world ranking of freedom of speech, compiled by the organization

– lll –

Reporters Without Borders in 2016, Singapore ranked only 154th out of 180 countries [5]. The country has officially legalized media censorship, which prevents the appearance of excessively critical materials in the press.Despite this, Singapore is one of the least corrupt countries not only in Asia, but worldwide. Singapore ranks 7th in the corruption perception ranking, overtaking the Netherlands, Germany, and Great Britain [6]. It is no coincidence that the experience of Singapore in the fight against corruption attracts the attention of many domestic researchers [7]: the combination of a market orientation with a rather tough political model makes Singapore a particularly interesting object for comparison with Russia.

The model of social and economic development of Singapore is based on a large role of the state and a high level of labor discipline.The Singapore government is purposefully implementing modernization and economic growth programs, while at the same time fine-tuning the social sphere. The key development problem in this approach is to balance the tasks of economic and social development, to prevent a situation in which large volumes of social support contribute to dependency and reduce the potential for further growth.

Many experts note the pragmatic nature of the policy of Lee Kwang Yew and his followers, the absence of any ideological preference given to a particular economic model.The main motive of state policy was to create the most favorable conditions for the development of the nation. The pragmatism of state policy stimulated the implementation of an “open door” policy in relation to foreign investment, technology, labor [8]. Currently, almost 39% of the country’s entire labor force is made up of foreigners [1].

The Government of Singapore is consistently pursuing a meritocratic governance model based on promoting development and rewarding real achievement.A number of measures taken by the government are aimed at improving the quality and responsibility of public administration [9]. Singapore’s system of government is paternalistic and based on a Confucian value model, focused on the image of an enlightened and responsible leader, whose legitimacy is based on professionalism and moral authority. In order to meet this ideal image, the Singaporean authorities have made a lot of efforts to distance themselves from any groups of influence and ensure the autonomy of the state system.According to K. Khan, it is the ability to provide such autonomy and moral authority, to create a management model based on a combination of effective control mechanisms and a result-oriented policy that allowed Singapore to implement programs of socio-economic development, in the implementation of which the state intervenes in all aspects of human life [ 8, p. five].

It is well known, for example, that of all Asian countries, Singapore has been the most successful in pursuing population control policies, guided by the long-term interests of the well-being of the whole society [10].By flexibly using financial, informational and legislative mechanisms, the government at different times has successfully pursued various goals: from reducing the birth rate and ensuring zero growth to increasing the birth rate among educated women.

Equally active and purposeful, the government exercised social management in areas such as education, health care and social security. Education is one of the strategic priorities of Singapore, as in the absence of territory and natural resources, highly skilled workers are the main resource for economic development.Singapore’s educational policy is aimed at creating a common national identity necessary to maintain integrity in the context of a multi-ethnic population and the widespread use of foreign labor. The state finances all schools, including private ones, and integrates them into a common national system. The state also provides flexible funding for higher education, ensuring that it is in line with the pace of economic growth. In recent years,

State budget transfers for education are stable and account for about 20% of all government spending and about 3% of GDP [11].Studies show that investments in education, including basic education, provide returns comparable to other sectors, smooth out income inequality and ensure the global competitiveness of the labor force [8]. As a result of efforts to develop the educational system, the proportion of workers with higher education increased from 8.8% in 1998 to 49.9% in 2013 [11].

Equally consistently, Singapore is investing in the healthcare system, striving not only to provide citizens with high-quality and affordable healthcare, but also to make the sector attractive to private companies and insurance funds.The health insurance system combines the principles of individual responsibility of citizens and the participation of the state by subsidizing the cost of medical services for residents. In 1984, the Medisave Scheme was introduced, which is based on mandatory contributions to special deposit accounts that finance the bulk of personal health care costs. Subsequently, against the background of the growth in the cost of medical services, this scheme was recognized as insufficiently socially adequate and new programs, Midishield, Eldershield and Medifund, were adopted, expanding the sphere of responsibility of the state, in particular, in the provision of emergency assistance, long-term care services, primarily for the elderly. persons, as well as assistance to the needy [12].The health insurance system is stable and flexible enough, focused on personal responsibility and commercial attractiveness of the sector, and its effectiveness is largely determined by the low unemployment rate.

The logic based on the primacy of personal responsibility applies to an even greater extent in the field of social insurance. The Singapore government implements policies that promote labor and employment opportunities, rather than social benefits and other support measures that are perceived to foster dependency attitudes, which are contrary to the entire government model and the long-term interests of society.As a result, government spending on social security is very low, and the pension insurance system is funded from compulsory contributions from employees and employers.

Characterizing the model of social management in Singapore as a whole, we can conclude that its effectiveness is based on:

– flexibility in defining policy and choosing mechanisms for its implementation, the government’s ability to introduce new instruments when the situation changes in a particular area;

– consistency in defining long-term goals and priorities of management aimed at maintaining global competitiveness and well-being of citizens in the long term;

– focusing on the needs of the market, striving to create the most comfortable conditions for doing business and a competitive market environment;

– maintaining the high authority and professionalism of the authorities, which makes it possible to implement restrictive measures.

Social governance in Singapore is an example of the successful combination of strong and responsible government, personal responsibility of citizens, and highly effective market mechanisms. This model has ensured the sustainable development of Singapore for half a century and allows it to maintain a leading position in both economic and social indicators.

REFERENCES

1.Statistics Singapore – Latest Data [Electronic resource] / Singapore Department of Statistics, 2016: http://www.singstat.gov.sg/statistics/latest-data#16.

2. The Global Competitiveness Report, 2016-2017. Ed. by K. Schwab. – Geneva: WEF, 2016.

3. The Global Information Technology Report 2016. Ed. by S. Baller, S. Dutta and B. Lanvin. – Geneva: WEF, 2016.

4.Human Development Report 2015. – New York: UN Development Program, 2016.

5. 2016 World Press Index [Electronic resource] / Reporters Without Borders: https://rsf.org/en/ranking?#.

6. Corruption Perceptions Index 2016 [Electronic resource] / Transparency International: http://www.transparency.org/news/feature/corruption_perceptions_index_2016#table.

7.Astafieva E.M. Fighting Corruption in Singapore: Strategy and Practice // Asia and Africa Today. – 2016. – No. 1. – P. 52-59.

8. Khan H. Social Policy in Singapore: A Confucian Model? – New York: World Bank Institute, 2001.

9. Zhuk A.A. Political meritocracy in Singapore // Historical and socio-educational thought. – 2015. – No. 6. – P. 39-42.

10.Williams L. W (h) ither state interest in intimacy? Singapore through a comparative lens // Journal of Social Issues in Southeast Asia. – 2014. – Vol.29. – Pp. 132-158.

11. Singapore [Electronic resource] / The World Bank: http://www.worldbank.org/en/country/singapore.

12. Massalsky R.I. Medical insurance in Singapore // Modern problems of science and education. – 2015. – No. 1-1.- S. 811-816.

REFERENCES

1. Statistics Singapore – Latest Data (2016). Singapore Department of Statistics. Available at: http://www.singstat.gov.sg/statistics/latest-data#16.

2. Schwab, K. (Ed.) (2016). The Global Competitiveness Report, 2016-2017. Geneva: WEF.

3.Baller, S., Dutta, S. and Lanvin, B. (Eds.) (2016). The Global Information Technology Report 2016. Geneva: WEF, 2016.

4. Human Development Report 2015 (2016). New York: UN Development Program.

5. World Press Index (2016). Reporters Without Borders. Available at: https://rsf.org/en/ranking?#.

6. Corruption Perceptions Index (2016).Transparency International. Available at: http://www.transparency.org/news/feature/corruption_perceptions_index_2016#table.

7. Astafieva, E.M. (2016). Combating corruption in Singapore: Strategy and practice. Fighting Corruption in Singapore: Strategy and Practice. Asia i Africa segodnya. No. 1. Pp. 52-59.

8. Khan, H. (2001). Social Policy in Singapore: A Confucian Model? New York: World Bank Institute.

9. Zhuk, A.A. (2015). Political meritocracy in Singapore. Istoricheskaya i socialno-politicheskaya mysl ‘. No.6. Pp. 39-42.

10. Williams, L. (2014). W (h) ither state interest in intimacy? Singapore through a comparative lens. Journal of Social Issues in Southeast Asia. Vol.29. Pp. 132-158.

11.Singapore: country profile (2017).The World Bank. Available at: http://www.worldbank.org/en/country/singapore.

12. Massalskiy, R.I. (2015). Health insurance in Singapore. Sovremennye problem nauki i obrazovaniya. No.1-1. Pp. 811-816.

Information about the author:

Eshtieva Diana Movladievna, post-graduate student of the Department of Sociology of Organization and Management, Faculty of Sociology, Moscow State University named after M.V. Lomonosov, Moscow, Russia [email protected]

Received: 24.02.2017

For citation: Eshtieva D.M., Successful Social Management Experience: Singapore. Historical and socio-educational thought. 2017. Vol. 9. No. 2. Part 1. p. 111-114. Juice 10.17748 / 2075-9908-2017-9-2 / 1-111-114.

Information about the author:

Diana M.Eshtieva, Postgraduate Student, Department of Sociology of Organizations and Management, Faculty of Sociology, Lomonosov Moscow State University,

Moscow, Russia [email protected]

Received: 24.02.2017

For citation: Eshtieva D.M., Successful social management: Singaporean case. Istoricheskaya i sotsial’no-obrazovatelnaya mysl ‘= Historical and Social Educational Idea.2017. Vol. 9.no.2. Part. 1. Pp. 111-114.

doi: 10.17748 / 2075-9908-2017-9-2 / 1-111-114. (in Russian)

90,000 Medical and social work

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Medical and social work is a sub-discipline of social work. Health care social workers typically work in a hospital, outpatient clinic, community health facility, skilled nursing facility, long-term care facility, or hospice.They work with patients and their families in need of psychosocial assistance. Social health workers assess the psychosocial functioning of patients and their families and intervene if necessary. The role of the health care worker is to “restore balance in a person’s personal, family and social life in order to help that person maintain or restore his / her health and strengthen his / her ability to adapt and reintegrate into society”. [1] Interventions may include providing patients and their families with the necessary resources and community support, such as preventive care; providing psychotherapy, supportive counseling or psychological counseling; or helping the patient expand and strengthen the social support network. [2] Professionals in this field typically work with other disciplines such as medicine, nursing, physical therapy, occupational therapy, speech therapy, and recreational therapy.

History

Britain

Health care workers in the UK and Ireland were originally called hospitals. minions or “nurses” until the profession was officially renamed as medico-social work in the 1960s. [3] In 1895, Mary Stuart became the first lady miner in Great Britain and was assigned to the Royal Free Hospital in London for a three-month probationary period. [4] Lady Almoners assessed a patient’s ability to contribute to their care in charity hospitals. [5] Some sources point to Ann Cummins as a “mother of alms” because she had the opportunity and funding to first create a comprehensive social work service at St Thomas’s Hospital in London in 1909. [6]

In 1945, the Almoner Institute was formed in Great Britain, which in 1964 was renamed the Institute of Medical Social Workers.The Institute was one of the founding organizations of the British Association of Social Workers, which was formed in 1970. In the UK, health care social workers were transferred from the National Health Center (NHS) to local departments of social services in 1974 and became hospital social workers.

China

Medical and social work started in 1921 by Ida Pruitt in Beijing. Social workers received on-the-job training to enable them to conduct business, service acceptance and wellness services. [7]

India

Dr. Clifford Manshard, an American missionary, began formal social work training in India in 1936 at the Dorabji Tata Graduate School of Social Work. [7] The first health care worker was appointed in 1946 to J.J. Hospital, Bombay. The 1960s saw an increase in the number of medical social workers in India. [8]

Ireland

In Ireland, the origins of medical and social work go back to pediatricians.Ella Webb, the first Irish physician to appoint paramedics to work at her dispensary for sick children, which she opened at Adelaide Hospital in Dublin, and Winifred Alcock, Webb’s first nursing assistant in 1918. [9]

Singapore

The Almoners from St Thomas’ Hospital in London, who arrived in Singapore in 1948 and 1949, are recognized as the forerunners of hospital social workers in Singapore. Medical Social Worker is a profession recognized by the Singapore Ministry of Health.psychosocial care and specialist required according to the charter in each specialized clinical unit. [10] [11] [12]

United States

Massachusetts General Hospital was the first American hospital to employ professional social workers in the early 1900s. Garnet Pelton, Ida Cannon, and Dr. Richard Clark Cabot were central figures in hospital social work. [13] Clark considered his approach to be similar to Ann Cummins in London. [14] Cannon began special training for medical social workers in 1912. The main responsibilities of health care workers were case management, data collection, follow-up, coordination of care, health education, financial evaluation, and patient medical discounts. [13]

Further Reading

Books

  • Gelert, S., & Brown, T.A. (eds.) (2012). Reference book on medico-social work. John Wiley & Sons, Inc.
  • Kerson, T.S., & McCoid, J.L.M. (eds.) (2010). Social work in medical institutions: practice in context. Rutledge.
  • Jill Barr and Leslie Dowding (eds.) (2015). Leadership in healthcare. SAGE Publications.
  • Harris, M.G. (ed.) (2006). Health care management: concepts and practice. Elsevier.
  • Daniel B. McLaughlin & John R. Olson (eds) (2012). Operations management in healthcare. Health Administration Press.
  • Curtis R.and Christian E. (ed.) (2012). Comprehensive help: applying theory to practice. Taylor and Francis.
  • James F. Mackenzie and Robert R. Pinger (eds) (2014). Introduction to Society and Public Health. Jones and Bartlett Teaching.
  • Elizabeth D. Hutchison (ed.) (2014). Measuring Human Behavior: Human and Environment. SAGE Publications.
  • Ann Ehrlich and Carol L. Schroeder (editors) (2013). Medical terminology for healthcare professionals. Cengage Learning. Baraklaf, J. (September 23, 2004). Cummins, Anne Emily (1869–1936), social worker. Oxford National Biographical Dictionary. Retrieved January 3, 2018, see link
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    90,000 Jobs and available vacancies in Singapore for Russians and Ukrainians in 2021

    Singapore is an excellent example of highly professional service in the tourism, medical and business spheres.In terms of labor migration and attractiveness for foreigners wishing to settle there, this country has eclipsed such examples of economic stability as Canada, Australia and even New Zealand. Working in Singapore is a dream come true for many foreigners.

    Panoramic view of the towers in Singapore and the coast

    Material content

    Why Singapore is attractive for employment

    Singapore is a series of small islands, which are united by the main one, which bears the name of the entire territorial complex.This state association is a fairly safe and free zone for doing business. The country is flourishing in medicine, real estate and tourism.

    Singapore’s migration policy in 2021 is based on attracting high-level professionals to the most demanded and promising industries: IT technology, economy, medicine and others.

    It is quite possible to find a good vacancy in this state if you wish. If you are lucky enough to sign a contract with a Singapore employer, then it will be much easier and more affordable to apply for a residence permit.In addition, high salaries and social security are quite attractive for representatives of labor migration.

    Singapore Identity Card

    The benefits of being employed in Singapore are as follows:

    • English-speaking region;
    • Absolute safety;
    • Social security;
    • Developed economic sphere;
    • High wages;
    • Good conditions for investors and businessmen.

    The country is developing quite dynamically and actively supports advanced technologies, but other branches of human activity are also promoted at the proper level.

    What vacancies a foreigner can apply for in Singapore

    Many will be able to find a place for themselves in accordance with their professional qualities and capabilities in Singapore. Mainly in the labor market you can find vacancies for positions:

    • Programmers;
    • Doctors;
    • Engineers of various industries;
    • Teachers;
    • Managers and managers of various business areas.

    The most in-demand vacancies all over the world, especially for foreigners, are:

    • Pilots;
    • Aviation and auto mechanics;
    • Biochemists;
    • IT-technology specialists.

    Foreigners who were able to find a decent job in Singapore, when sharing their experience, believe that the right option for employment in this country is to sign a contract. Only after that, you can fly and directly work at the place of the vacancy received.

    To find a vacancy of interest, you need to contact special agencies or independently search the Internet through friends. The more you cover the information space and vacancies, the more chances you have of finding a good job in Singapore.

    It is better, of course, to be puzzled by a search on English-language resources, at the same time to improve your professional language skills, which will be very needed in Singapore. Without knowledge of English, you should not count on a high-paying job.

    A detailed map of Singapore with the designation of cities and islands

    Basically, employers prefer specialists with education and work experience. But beginners and young students can also find some pretty good options for themselves.Most of the job prospects for young people are in the hotel and restaurant industry.

    Young people can find vacancies in the form of internships, which will become a start for further development and the necessary experience, which will further allow them to get a decent job.

    In general, internship contracts can be from three months to one year. But as a rule, if everything goes well, then the employer can extend the contract or offer something more profitable in terms of payment and employment.An internship can be in various areas of the hotel and restaurant business.

    The main requirement of the employer is excellent knowledge of the English language and little experience in such industries.

    In addition, any vacancy almost always requires education and a corresponding diploma. Only rare exceptions apply to those places of employment that recruit workers for low-paid and dirty work: dishwashers, cleaners and janitors, handymen.

    Most often, employers put forward conditions that are not the highest and affordable for many young people for an internship vacancy:

    Most often, employers want to see girls with attractive appearance, courteous manners and communication skills. For the restaurant and hospitality industry, this is a rather important criterion, since most of the tourists in Singapore belong to the business sector.

    In addition to the restaurant and hotel industry, there are always places for young girls in dance groups, nightclubs, and so on.Many self-respecting establishments that care about their reputation hire girls with very strict rules. They restrict their freedom only in order to protect their reputation as a decent institution and to worry about the safety of their employees.

    Singapore Dance Theater Dancers

    Therefore, such vacancies should not always be considered as trade in services not permitted by law.

    But there are all sorts of situations, so when choosing such a job, you should carefully study the contracts to be signed and find out all the nuances in advance: the cost of housing, the requirements for the job, bonuses and penalties, the legality of the institution, and so on.

    In order to really get a job legally, you must sign a contract before issuing a document permitting entry to Singapore. Only after the contract is in hand, you can contact the embassy and apply for an internship visa or another type of work category.

    Nuances when applying for a visa to Singapore

    For employment in Singapore, it is better to obtain a multiple-entry visa. Such a document can be drawn up quite easily.Nowadays, many visas to Singapore can be obtained online. They will be ready in a week. In addition to a visa, a contract, you need to obtain a work permit, which is issued in the form of a plastic card. To obtain it, you need to collect a number of documents, including going through a specially established medical commission.

    The work permit cannot be extended. It is issued for exactly one year. After the expiration of its term, you must go through the same procedure as upon receipt. In its own way, this resembles the annual medical commission, which is customary to take place in the CIS countries at enterprises where workers are officially hired.

    Sample of filling out an immigration card when visiting Singapore

    But in Singapore, such a medical board has a more professional status.

    Most often, all the costs of obtaining a visa and work permit are borne by the company that signed the contract.

    But on such a visa you will have to work only with the firm or company that issued it. If you want to change jobs, you will have to change your visa as well.

    There are several types of authorization documents that can be issued to enter Singapore.A document of the PR category, or a visa for emigrants, is issued for a period of up to five years. It is not necessary to work with this document, but deductions for social taxes will have to be paid in any case. This is one of the popular options for emigrating to Singapore.

    This is what a Singapore visa looks like

    A multiple-entry visa is issued for only a few months, but it can be extended if you leave for the neighboring country of Malaysia, for example, just relax at a resort for a week.

    According to migration laws, foreigners from the European continent cannot be hired for so-called dirty or black jobs; this ban also covers the CIS countries.But nevertheless, such work as a parking attendant, packer, handyman can be found unofficially. In any case, a foreigner, even if he agrees to vacancies of this type, must know English perfectly.

    It is very important for girls, mainly in employment, to have an attractive appearance, to be charming and non-conflict in dealing with clients in various areas of services provided.


    As for the generally accepted job for foreigners all over the world – a taxi driver – in Singapore, only citizens of the country are hired for this vacancy.Singapore is a city of hotels, hotels and restaurants. Here, everyone is courteous and quite friendly with the client, therefore, for a tourist, Singapore is a kind of standard of cultural education and service.

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    Author:

    Journalist, editor, thanks to whom most of the materials are posted on the site.Graduated from MMU (Moscow International University) with a degree in journalism in 2009.

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    Social Work programs in Germany

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    Orozaliev Erik Sadykovich – Bishkek State University named afterK. Karasaeva

    Office phone: (0312) 53 47 22; (0312) 53 02 94;

    Education:

    Ural State University named after M. Gorky specialty “Philosophy and Psychology”.

    Academic degree:

    Doctor of Philosophy, Professor of Psychology.

    Work experience:

    1994.08.– up to n. Head of the Department of Social Work and Practical Psychology, BSU K. Karasaeva.

    2005.08. – up to n.w. Dean of the Socio-Psychological Faculty of the Belarusian State University K. Karasaeva.

    2012.11. – Director of the center for psychological counseling, training and education “Umut”.

    Community service:

    • Full member of the International Academy of Social Sciences (Oslo – Norway 2001).
    • Member of the International League of Psychologists – Image Makers (Moscow, 2007).
    • Member of the special council for the defense of candidate and doctoral dissertations in sociology and political science at the KNU named afterJ. Balasagyn.
    • Vice-President of the Association of Social Workers of the Kyrgyz Republic.
    • Chairman of the Public Supervisory Board of the Ministry of Social Development of the Kyrgyz Republic.

    Scientific works:

    More than 80 scientific articles and methodological works have been published, including 6 monographic works and textbooks:

    • “Social psychology: how to study and learn”, – BSh: 1997. (10 pp.)
    • “Fundamentals of managerial psychology”, – Bsh: 1999.(9 pp.)
    • “Social work in Kyrgyzstan”, – Bsh: 2000, (8.5. Pp.)
    • “Social work and psychology”, – Bsh: 2002, (12 pp.)
    • “Social work and psychology in questions and answers” – Bsh: 2010. (11.5 pp.)
    • “Philosophy of Social Work”, – Bsh: 2012. (13 pp.)

    Participation in international conferences:

    Participated in International scientific conferences dedicated to the problems of psychology and social works (Canada – Monrell 2000, Montana – USA 2002, Singapore – 2004, Poland – Warsaw 2005, Munich – Germany – 2006, Almaty – 2010, Moscow – 2011), etc.

    Awards:

    • Excellence in Public Education of the Kyrgyz Republic,
    • Best Social Worker in 2000.
    • Certificate of Honor of the Kyrgyz Republic 2011

    Scientific Council – Membership of the Scientific Council – Irina Borisovna Shilina

    Dean of the Faculty of Social Communication; Professor of the Department of Social Communication and Organization of Work with Youth, member of the Academic Council of Moscow State University of Psychology and Education; co-chairman of the expert council “Social pedagogue” of FUMO in the system of higher education for an enlarged group of specialties and areas of training 44.00.00 Education and pedagogical sciences; head of master’s programs: 39.04.03 Organization of work with youth and 44.04.02 Psychological and pedagogical education; chairman of the educational and methodological commission of the faculty “Social Communication”

    academic degree: Doctor of Historical Sciences (specialty 07.00.02 National History), Candidate of Pedagogical Sciences (specialty 13.00.02 Theory and Methodology of Teaching and Upbringing)

    academic title: professor

    level of education: higher, Moscow State Pedagogical University (1989)

    name of the field of study and (or) specialty: Geography and biology

    qualification: Geography and biology teacher in high school

    data on advanced training and (or) professional retraining:

    Professional retraining:

    Professional retraining with the assignment of the qualification “Education Management”.Diploma No. 772405710876, Institute of Legal Economics, August 31, 2016

    Further education:

    1. Advanced training courses for the Volgograd State University, according to the advanced training program “Staffing of the state youth policy”, 72 hours (December 2020)
    2. Advanced training courses of the Federal State Budgetary Educational Institution of Higher Education “Baikal State University”, according to the advanced training program “Modern technologies of continuous learning”, 72 hours (November – December, 2020).
    3. Advanced training courses of the Pacific State University, according to the advanced training program “Inclusive volunteering at the university” 108 hours (December, 2020)
    4. Advanced training courses of the Pacific State University, according to the advanced training program “Management of the development of an educational organization” 72 hours (December, 2020)
    5. Refresher courses for the Russian State Social University, according to the Pedagogy and Psychology of Additional Professional Education program, 90 hours (December, 2020).
    6. Advanced training courses at the North Caucasian Federal University, according to the advanced training program “Formation of information competencies of citizens of a digital society”, 72 hours (December, 2020).
    7. Refresher courses for the Russian State Social University, according to the program “Training of international judges of the Abilympix professional skill contests by types of labor and professional activities of disabled people, taking into account impaired functions and limitations of their life”, 36 hours (November-December, 2020 G).
    8. Advanced training under the program “First aid in educational institutions” (16 hours, LLC “Helmets”, St. Petersburg). Certificate of advanced training No. 1833 dated 12/30/2020
    9. Further training on the additional professional program “Combating corruption in an organization carrying out educational activities”, No. 250400010740 (32 hours, 10.07.2020)
    10. Foreign educational internship “Horizones of leadership in education.Singapore “, No. w / n (2020)
    11. MBU “Information and Methodological Center” Development “Nakhodka” Non-formal education: innovative educational practices of successful socialization of children and adults in the Asia-Pacific region “No. 2524410553041 (2020)
    12. Refresher courses International Winter School “Social work in Europe”, Tallinn, Estonia No. w / n (27.01 – 04.02. 2020)
    13. Continuing education of educational institutions of higher education “PSTGU” – “Providing situational assistance to people with limited mobility” No. 771802128389 (2019)
    14. Foreign educational internship “Horizones of leadership in education.Japan “w / o number (2019)
    15. UNESCO III School on the topic: “Global social transformations and the Sustainable Development Goals, the Sector of Social and Human Sciences of the UNESCO Secretariat and the UNESCO Chair for the Study of Global Problems and Emerging Social and Ethical Challenges for Big Cities and Their Populations at the Faculty of Global Processes, Moscow State University. IN. Lomonosov, No. 002393, 34 hours, June 2019
    16. GAU DPO “Primorsky Regional Institute for the Development of Education” on the additional professional program “Horizons of leadership in education.Japan “, No. 250700078953, 32 hours, March 2019
    17. International Winter School “Social work in Europe”, Latvia, January-no. W / n February 2019
    18. International advanced training course “Modern methods and technologies of social risk management in the field of childhood” Germany, no. W / n, 72 hours, December 2018
    19. International advanced training course “Modern methods and technologies of social risk management in the field of childhood”, Finland, no. W / n, 72 hours, November 2018
    20. Advanced training of the State Autonomous Educational Institution of Higher Professional Education “Leningrad Regional Institute for the Development of Education” under the program “Organization of public and professional examination of the quality of individualization of education and tutoring”, No. PC 781

      54413, 72 hours, August 2018

    21. International Winter School “Social work in Europe”, Latvia, no. W / n, January 2018
    22. Advanced training of the Federal State Budgetary Educational Institution of Higher Education “TGPU named after L.N. Tolstoy “under the program” Organization of educational activities in educational institutions of higher education “, no. W / n, 18 hours, December 2017
    23. Advanced training of the Federal State Budgetary Scientific Institution “Institute of Education Management of the Russian Academy of Education” under the program “Organizational and legal issues of education management and interaction of executive authorities, local government bodies and educational organizations in the process of creating, functioning and developing a system of accounting for the student population (including those with limited possibilities of health) “, No. 180001394364, 72 hours, October 2017
    24. Advanced training under the program “Work of the resource educational and methodological center for teaching students with disabilities at the university”, 72 hours, Moscow State University of Psychology and Education, November 2016.
    25. Advanced training under the program “New in the legal regulation of DPO” (FSBEI DPO “State Academy of Industrial Management named after N.P. Pastukhov”, 72 hours, May 2016
    26. Advanced training of FGBOU VPO “Cherepovets State University” under the program “Modern technologies of educational activities”, 16 hours, February 2016
    27. Advanced training of the Federal State Budgetary Scientific Institution “Institute of Education Management of the Russian Academy of Education”, 72 hours
    28. Advanced training under the program “Methods and technology of university management in modern conditions” (No. 045288), 72 hours, National Research University Higher School of Economics, September 2015
    29. Advanced training under the program “Design and implementation of basic professional educational bachelor’s programs in the specialty (defectological) education” (teacher-defectologist) “, 72 hours, Moscow State Pedagogical University, April 2015 (No. 772402031649)
    30. Advanced training under the program “Advanced training program for teaching staff and staff of educational and methodological services for the design and implementation of basic professional educational master’s programs in the enlarged group of specialties” Education and Pedagogy “(direction of training – Psychological and pedagogical education), involving an increase in scientific -research work and practice of students in network interaction with educational organizations of various levels “, 72 hours May 2015, MSUPE (No. 772402755772)

    total work experience: 40 years

    work experience in the specialty: 32 years

    awards, prizes, titles: Medal.G.I. Chelpanov (II degree) ‘For his contribution to the development of psychological science’, the honorary title ‘Honorary worker in the education sector of the Russian Federation’, Rector’s gratitude for active participation in the activities of MSUPE (2019), Honorary badge “Golden Ψ” for merits in the development of the university (2017 ), Diploma of the Moscow Department of Education (2014, 2012), Medal for the development of local self-government by the Russian Municipal Academy (2012), Medal “In Commemoration of the 850th Anniversary of the City of Moscow” (1997), Member of the Russian Geographical Society

    Sphere of scientific interests: theory and practice of management in the higher education system; interdepartmental interaction in work with youth; social work with various categories of the population; additional education in Russia and abroad

    Disciplines read:

    in the direction of training 39.03.03 Organization of work with youth:

    1. Introduction to the profession
    2. Cultural and historical objects of Russia
    3. Cultural and historical environment of Moscow

    Fundamentals of the welfare state and civil society

    1. Youth tourism
    2. Sociology of the city
    3. Excursion quests among youth
    4. Coursework Supervision
    5. Management of final qualifying works

    in the direction of training 39.03.02 Social work:

    1. Sociology of the city
    2. Foundations of the welfare state and civil society
    3. Cultural and historical objects of Russia
    4. Cultural and historical environment of Moscow
    5. Coursework Supervision
    6. Management of final qualifying works

    in the direction of training 39.04.02 Social work:

    1. Master’s degree program management
    2. Guide to WRC (master’s thesis)

    in the direction of training 39.04.03 Organization of work with youth:

    1. Youth education policy
    2. Scientific and methodological seminar
    3. Guidance on the preparation of undergraduate
    4. Guide to WRC (master’s thesis)

    in the direction of training 44.04.02 Psychological and pedagogical education

    1. State policy and regulation of continuing education
    2. Pedagogy and psychology in various institutions
    3. Scientific and methodological seminar “Methodological apparatus of research in education” (based on the topics of master’s studies)
    4. Introductory practice module 1 “Research and Forecasting in Education” (planning a master’s study)
    5. Guidance on the preparation of a master’s degree student
    6. Guide to WRC (master’s thesis)

    Main publications:

    Monographs

    1. Shilina I.B., Zinenko V.E., Karpova V.V., Orlova N.V., Pleshakov V.A., Popova S.Yu., Prokokhina M.I., Pronina A.A., Pronina E.V. , Selezneva A.V., Chuev S.V., State youth policy in Russia: socio-psychological foundations and implementation technologies / Moscow, 2019.
    2. Modeling of the process of continuous professional education of social workers [Text] / O. Bakhchieva, S. L. Savchenko, I. B. Shilina, A. Yu. Shilin. – Moscow: Expo-Media-Press, 2018 .– 223 p. : ill., tab.; 22 cm; ISBN 978-5-1-19-1: 300 copies)
    3. Strategy for the Development of Youth and Other Population Groups in the City of Moscow: Technologies of Social Partnership: Monograph / Ed. O.G. Fedorova, I.B. Shilina. – M .: MGPPU, 2014 .– 221 p. (authorship is not shared).

    Publications in publications included in the register of the Higher Attestation Commission of the Russian Federation

    Articles and abstracts

    1. Shilina I.B., Shilin A.Yu. Implementation of a personalized model of professional development of specialists in the youth sphere // In the collection: Additional professional education: traditions and innovations.collection of articles of the twelfth national scientific and practical conference. Yaroslavl, 2020.S. 26-31.
    2. Shilina I.B., Educational space as a tool for the development of youth policy: problems and development prospects – In the collection: Upgrading social projects: stages of a startup. Update 2025 Materials of the All-Russian scientific and practical conference with international participation. 2019.S. 74-76.
    3. Shilina IB, Topical issues of crime prevention in educational institutions – In the collection: ADOLESCENT IN THE MEGAPOLIS: ENVIRONMENT OF OPPORTUNITIES Collection of works of the XI scientific-practical conference.Executive editor M.Ya. Katz. 2018.S. 35-37.
    4. Bakhchieva O.A., Shilina I.B. Implementation of marketing policy in institutions of additional education in the interests of socialization of children // Law and Practice.-M., 2017.- No. 4.- P. 375-380
    5. Shilina I.B., Endeko E.E. The value of museum pedagogy in working with youth on the example of the State Historical Museum – Youth Initiatives as the Basis for the Development of Civil Society in the Russian Federation: Regional and Local Levels: III All-Russian Scientific and Practical Conference: December 7, 2017- Ulyanovsk: ZEBRA, 2017.
    6. Shilina I.B., Solomina L.V. On the problems of raising orphans in open educational institutions. In the collection: Technologies of education in general educational organizations, materials of the All-Russian scientific and practical conference. Kostroma State University. 2017.S. 177-179.
    7. Bakhchieva O.A., Shilina I.B., Shilin A.Yu. Modern approaches to the implementation of professional programs in a network form In the collection: Science: discoveries and progress Proceedings of articles II International scientific conference.Editors F.I. Kevlja, M.A. Derho, T.F. Kosyreva, S.S. Kugaevskij. 2017.S. 299-310.
    8. Shilina I.B. World Festivals of Youth and Students: Historical Analogies. In the collection: Youth Initiatives as the Basis for the Development of Civil Society in the Russian Federation: Regional and Local Levels II All-Russian Scientific and Practical Conference of Young Scientists. 2017.S. 4-9.
    9. Bakhchieva O.A., Shilina I.B. Modern approaches to programs of additional professional education.In the collection: SCIENCE, TECHNOLOGY AND LIFE – 2016 Proceedings of materials the III international scientific conference. 2016.S. 263-270.
    10. Shilina I.B. Non-profit organization as a tool for the implementation of social and church projects. In the collection: Youth initiatives as the basis for the development of civil society in the Russian Federation: regional and local levels Collection of articles. 2016.S. 87-90.
    11. Shilina I.B. In memory of Yu.A. Kostenkova. Clinical and special psychology.2016. T. 5.No. 4 (20). S. 150-152.
    12. Shilina I.B. Spiritual and secular education in the course “Actual concepts of cultural studies” // Annual theological conference of the Orthodox St. Tikhon University for the Humanities. 2015. No. 25. S. 342-344.
    13. Kislova I.V., Savchenko S.L., Shilina I.B. Acmeological approach to support of social and pedagogical activity // Social relations. 2014. No. 4 (11). S. 20-27.
    14. Shilina I.B. The goals of education in the context of state youth policy // Social relations.2014. No. 3 (10). S. 46-48.
    15. Mikhailovsky V.G., Pestov V.A., Shilina I.B. Genesis of professionalization of specialists // Social relations. 2014. No. 2 (9). S. 48-60.
    16. Shilina I.B. Training of specialists in social work for work in an inclusive environment // Annual Theological Conference of the Orthodox St. Tikhon University for the Humanities. 2014. No. 24. S. 250-252.
    17. Shilina I.B. Objectives of education in the context of state youth policy // Social relations.Issue 3 (10). – M: 2014 .– P. 46
    18. Koposova A.A., Shilina I.B. Youth problems and the search for ways to solve them // In the collection: Problems of lifelong education: design, management, functioning Materials of the X International scientific-practical conference. 2012.S. 270-271.
    19. Shilina I.B. Implementation of the continuity of the primary and basic levels of the school in the system of L.V. Zankova // Psychological Science and Education www.psyedu.ru. 2012. No. 1. S. 150-160.
    20. Shilina I.B., Kostenkova Yu. A. Preparation of a bachelor of psychological and pedagogical education for professional activity in the conditions of inclusive education [Electronic resource] // Psychological science and education psyedu.ru. 2012. No. 1. URL: http: //psyedu.ru/journal/2012/1/2780.phtml
    21. Shilina I.B. Integrative tendencies as the basis for the integration of natural science and humanitarian education [Electronic resource] // Psychological science and education psyedu.ru. 2012. No. 1. URL: http://psyedu.ru/journal/2012/1/2779.phtml

    Participation in scientific grants

    1. All-Russian scientific and practical conference with international participation “Upgrading social projects: stages of a startup. Update 2025 “(contract No. 19-013-20073, RFBR), 2019
    2. Modeling the process of continuous professional education of social workers – M .: “Expo-MediaPress”, 2018. – 244 p. (supported by the RFBR grant under the project No. 18-113-00037)
    3. Gold medal of the All-Russian competition “World of Youth” of youth social initiatives, undertakings and experience.International Slavic Academy of Sciences, Education, Arts and Culture, 2017

    scientific publications

    media appearances

    SPIN: 5918-7809

    AuthorID: 481303

    Awards, prizes, titles:

    • Honorary title “Honorary Worker of the Education Sphere of the Russian Federation”,
    • Medal. G.I. Chelpanov (II degree) “For contribution to the development of psychological science”,
    • Commendation from the rector for active participation in the activities of MSUPE (2019),
    • Badge of honor “Golden Ψ” for merits in the development of the university (2017),
    • Diploma of the Moscow Department of Education (2014, 2012),
    • Medal for contribution to the development of local self-government by the Russian Municipal Academy (2012),
    • Medal “In Commemoration of the 850th Anniversary of the City of Moscow” (1997),
    • Diploma * “Modern methods and technologies of social risk management in the field of childhood: creation of a platform for international student expert exchange”, and a significant contribution to the development of international cooperation of MSUPE in the field of scientific activities and professional training, * the project was carried out with the financial support of FADM “Rosmolodezh”

    address of the department: Moscow, Open highway, bld.24, p. 27, office. 305 (dean’s office), 205 (department)

    working hours: Mon-Fri, 10: 00-18: 00, classes according to the schedule

    Phone: +7 (499) 966-27-67

    E-mail: ShilinaIB @ mgppu.ru

    Guidelines for Social Workers | CRIN

    Social work focuses on working with people. Social workers are responsible for supporting children, referring children to services appropriate to their needs, and protecting their rights.

    This guide is designed to help social workers learn more about children’s rights under the Convention on the Rights of the Child (CRC) and how to enforce and fulfill them.The Convention on the Rights of the Child covers all aspects of the legal field, including care and treatment, and is therefore the basis for any activity undertaken in the framework of social work with children.

    CRC

    concept

    CRC does not imply any hierarchy of rights, they are all equally important and constitute a single whole. The Committee on the Rights of the Child has identified certain rights as general principles as they are directly related to the understanding and realization of all other provisions and rights.

    Non-discrimination

    “Social workers are expected to provide the best available care and support without /…/ discrimination based on gender, age, disability, race, color, language, religious or political beliefs, property or social status, sexual orientation and belonging to the social class ”. – International Policy on Human Rights, The International Federation of Social Workers / International Policy on Human Rights, International Federation of Social Workers.

    Social workers are able to guarantee equal access to public services and social security in line with the resources of national and local government structures. They are personally responsible for tackling any form of discrimination in their own practice, as well as within the families and communities with which they work.

    Article 2 also prohibits discrimination of any kind and guarantees all rights to every child “regardless of race, color, sex, language, religion, political or other opinion, national, ethnic or social origin, property status, health status and birth of the child, his parents or legal guardians, or any other circumstances. “

    For example, when dealing with migrant children, in many cases, first of all, their migrant status is taken into account, and not the status of minors. Children with disabilities often do not have equal access to all services, including schools and hospitals, as buildings and roads are not tailored to their needs. Change can be triggered by communicating information about children’s experiences and / or their needs. And here social workers can play a key role.

    Best interests of the child

    Article 3 CRC provides that the best interests of the child must be given priority. This principle is often overlooked or given preference to the interests of adults.

    Bringing the best interests of the child to the fore is not always an easy task. There are too many aspects to be considered and, most importantly, the child’s opinion must be listened to and taken into account. Therefore, social workers should understand that the best interests of the child do not always coincide with the best interests of the people in whose care they are.

    The International Federation of Social Workers Study Guide, Social Work and the Rights of the Child (in English) provides a prime example of a situation where the rights of the child are at risk and need to be heard.

    Parents in a developing country are approached by a wealthy married couple in a developed country to adopt their young child. Parents are promised that the child will be provided with good food, a good home, and a good education.Parents do not want to lose their child, but they believe that they should not take away the chance for a better life.

    • How can I help my child express his or her opinion about adoption?
    • What other options are available for the child and their parents?
    • In the case of adoption, how can a child keep in touch with his family?
    • What needs to be done to ensure the development of the child’s personality and original culture?

    Parents have the primary responsibility to ensure that, in any event, the best interests of the child are taken into account.Social workers can help them with this. Support from social workers can prevent a child from being separated from their parents and ensure that they are not deprived of their family environment, unless it is in their best interests to do so.

    Right to survival and development

    Article 6 guarantees the child’s fundamental right to survival and the highest attainable level of development. The concept of survival and development to the highest attainable level is critical to the realization of all the rights enshrined in the Convention on the Rights of the Child.

    Social workers often play a critical role in promoting changes in traditional social policies and practices to improve the situation with respect to children’s fundamental rights to survival and development.

    For example, in a number of communities, it is widespread practice to kill newborn girls because of the preference for male children.

    The low status of women in society and the traditional preference for male children have made the killing of newborn girls a huge problem in India, China and other Asian countries.This phenomenon is based on gender discrimination. The killing of newborn girls is a consequence of the permissibility of such phenomena as violence, child abandonment or neglect.

    Read: International NGO Council on Violence Against Children. Harmful practices based on tradition, culture, religion or superstition

    The right to survival and development must be respected, bearing in mind that childhood is important in itself, and not just as a stage towards adulthood.Children should be valued and respected as full human beings from the moment they are born.

    Right to be heard

    Article 12 guarantees the child the right to express his opinion on all matters concerning him and requires that this opinion be taken into account. Social workers should recognize that children have the right to take an active part in managing their lives and not overestimate their own knowledge and understanding of children’s needs. It should not be assumed that the social worker knows more about the child’s life than the child himself.

    The CRC does not set a minimum age for adults to take a child’s opinion seriously. The Convention guarantees all children, at any age, the right to be heard.

    Children with disabilities have the right to actively participate in their communities. But to ensure that children with disabilities have access to the entire community space, preliminary work is needed to create appropriate infrastructure and change social behavior.

    Children who have been listened to have more trust in the social services system. Conversely, children who are not listened to or disregarded often lack trust in the system.

    Children can express their thoughts and experiences in different ways: some of them prefer to speak, others to write or draw. It is very important that the social worker creates an environment in which the child can behave easily and at ease.

    Children have the right to privacy and confidentiality (art. 16).It is very important to discuss with the child whether he wants the information he has shared with the social worker to be shared with others. Be extremely careful when asking questions. The most important thing is that children are aware of all the consequences of expressing their opinion.

    Protection from all forms of abuse and violence

    Article 19 requires that a child be protected “from all forms of physical and psychological abuse” by parents, legal guardians or any other person who cares for him.

    Social workers may be involved in child abuse and / or child abuse situations. They are responsible for taking action to protect children if they suspect that children are being abused or beaten by their parents, guardians or employees of the institution where they are. Article 19 directly addresses the right to life, survival and development guaranteed by Article 6 and upholds the right of children to respect for their dignity, physical and personal integrity.

    Social workers play a critical role in identifying, reporting and referring to abuse and violence. But respecting children’s privacy and confidentiality is key to protecting children from further harm and building trust.

    Legislation in many countries needs reform to abolish corporal punishment of children and prohibit all forms of abuse and violence in any setting, including the home.Social workers can take part or even lead public campaigns for such a reform. For more information on the legal reform that your country needs, please visit: Global Initiative to End all Corporal Punishment of Children

    Juvenile Justice

    Social workers are often involved in trials and wrap-up sessions in the juvenile justice system. In these cases, they have a special function of enforcing child-friendly justice.

    Children need a friendly justice system designed to minimize the challenges they might otherwise face in legal proceedings. They must be provided with legal representatives free of charge and ensure that rights and fair trial standards are respected, taking into account the needs of children.

    Article 37 (b) of the Convention on the Rights of the Child provides that “the arrest, detention and imprisonment of a child shall be carried out in accordance with the law and shall be used only as a last resort and for the shortest appropriate period of time”.Social workers have a key role to play in ensuring that children are kept outside the criminal justice system, so that children only come into contact with systems that have abandoned punishment and are solely aimed at their rehabilitation, with a mandatory focus on public safety guarantees. Read CRIN’s publication on States Lowering the Minimum Age of Criminal Responsibility (in English).

    In any event, pre-trial detention should only be used as an exception and as a last resort.Social workers must ensure that children in detention are brought to justice promptly.

    Drug use

    Children are routinely criminalized for drug use. If caught and detained by the police while using drugs, children can be sent to compulsory treatment or rehabilitation institutions, where they can be tortured, inhuman or degrading treatment. Children can also be sent to correctional centers or juvenile prisons.They may be kicked out of school or other educational institution. In many countries, children are held in prison cells where adult prisoners are also held (for example, in Jamaica or Bangladesh). Read the CRIN publication Children’s Rights and Drug Use.

    Children should not be turned into criminals for drug use. Social workers must demand that drug use be addressed from a public health perspective and with an emphasis on preventing drug harm.Social workers should provide children who use drugs with the information they need and refer them to appropriate drug dependence treatment and harm reduction services. Where such services do not exist, social workers should advocate for their establishment.

    In 2012, the Committee on the Rights of the Child urged Albania to “work to reduce the number of children who use drugs, tobacco and alcohol by providing them with reliable and objective information on drug use, including tobacco products, and by establishing child-friendly services drug addiction treatment and harm reduction, among other methods. “

    Forced detention due to mental illness

    Children admitted to psychiatric hospitals are victims of human rights abuses such as forced sterilization and abortion, denial of pain relief and forced confinement as “treatment”.

    “Health care facilities should be a place where human rights are respected. However, as a rule, they are the place where human rights are severely violated, sometimes even with the use of torture and inhuman, degrading methods of treatment. ”

    Children with mental health problems should not be systematically detained in this type of institution. Social workers must ensure that the placement of a child in these institutions takes place only with his consent or, if the child is unable to make a decision about his treatment, proceeds from his best interests.

    Social workers often have access to psychiatric hospitals, where they can check what treatment the children are receiving and how they get along there.If social workers have doubts about the rights of a child, they can call on the authorities to investigate the treatment they receive in a psychiatric hospital. It is imperative that all appropriate measures be taken to provide children with the highest quality care possible.

    Advocacy for the rights of the child

    Social work is not limited to direct work with a specific person. It promotes changes in the life of an individual, family, community, as well as changes in politics, legislation and public relations.

    As stated above, social workers can play a large role in campaigning for children’s rights. Due to their special position, they are aware of the needs of children and of all policy and legal gaps that impede the exercise of their rights. By maintaining constant contact with children, being aware of the social norms, laws and policies that govern the behavior of adults with children, social workers are best aware of the impact that these norms, laws and policies have on the lives and behavior of children.

    They can approach local organizations to participate in campaigns they organize or even lead their own campaigns and encourage NGOs, community leaders, parents and children to join them.

    The tasks listed are just examples. When visiting children, social workers may encounter many other problems, such as the use of harmful traditional practices, involvement in armed conflicts, the situation of refugees and the situation of children living on the street.

    What should NGOs do?

    NGOs often have to perform the functions of social workers due to insufficient funding of social services and the level of their training. Therefore, NGOs should seek to increase funding required for staffing and training social workers.

    In the process of compiling this guide, we drew attention to the lack of guidance on the role of social workers in realizing children’s rights. NGOs should prepare more detailed guidelines for social workers.

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