فصلنامه مددکاری اجتماعی
سال هشتم شماره 27 (بهار 1398)

Cyberbullying is one of the most common results of information and communication technologies' development. Cyberbullying victims may experience various consequences which will effect on different aspects of their well-being. In this investigation the effectiveness of cognitive-behavioral social work intervention on preventing cyberbullying revictimization was studied.

This is a clinical trial study and convenience sampling was conducted to select forty-two members of the Red Crescent youth organization of Tehran participated who were cyberbullying victims. Participants were allocated randomly to intervention and control groups twenty-one persons for each group. Cyberbullying Victimize Checklist was used to collect data. The intervention group received cognitive-behavioral social work intervention and control group received entrepreneurship education as placebo. The posttest was performed two months after the intervention. Chi-square, Fisher's exact test and ordinal regression were used to analyze data. 

Forty-seven percent of the participants were male. Sixty-six point six percent of them were in the age group of eighteen to twenty-one years old and seventy-six percent were single. The results of the study showed that there was a significant difference between the amounts of participants cyberbullying victimization before and after the intervention. The intervention group significantly revictimized in cyberbullying less than control group. The cognitive-behavioral social work intervention could predict cyberbullying revictimization duration and frequency. 

So this study showed that conducting cognitive behavioral social work intervention could be an effective strategy to reduce the risk of cyberbullying revictimization.

Social work is a complicated profession with wide utilization. Some factors in social workers' professional relationships cause violence which creates worries for social workers. The current study aimed to identify these restrictions that create violence in the social worker's professional relationships.

This study carried out via conventional qualitative content analysis through eighteen semi-structured sessions of interviews with seventeen social workers selected by purposive sampling. The sampling was completed after saturation of data and classes. To validate the findings, the combination of perspectives, the convergence of the researchers, the maximum variation in long-term sampling and conflict were used.

According to the data analysis, five categories of violent restrictions were extracted from the social workers' ideas titled administrative restrictions, the client's limitations and differences, social workers' differences and weaknesses, demographic differences and social problems.

Based on research results, discovering the restrictions which create the violence in professional relationships help social workers to think about violence preventing before doing to reduce violence and developing the quality of social workers services and interventions via a macro, organizational, and social approach.

Increasing abusing elders in developing countries, including Iran, is undeniable. While governments and people in developed countries are ready to meet this challenge, developing countries have no clear vision for it. In this article, a case of abused elder women and the challenges which the social worker encountered in her intervention have been reported. 

A seventy-six years old woman who we called her Golbanoo in this study had no support network other than her niece was registered in a non-governmental elder residential care center. She was financially abused by her niece. The social worker’s challenges for delivering adequate services were increased when her niece died. Elder residential care center ignored Golbanoo’s basic needs and insisted to refer the client to a governmental care center because she was unable to pay the fee. 

In this case, after identifying the problem, the social worker performed psychosocial support intervention based on the case management approach and ensured sufficient and on-time services are provided to the clients. Hence its recommended that to use this approach in similar cases. The government and legislators should consider elder abuse prevention and support victims by law, policies, and new social programs.

LEGO therapy is one of the intervention programs that has been shown to encourage significant improvement in the communication of deaf children. The purpose of the present study was to investigate the effectiveness of LEGO therapy on the mother-child relationship of preschool deaf children in the city of Isfahan. 

The present research was a semi-experimental study with pre-test, post-test design, and a control group. The participants were twenty-four preschool deaf children aged four to six years old. Subjects were selected by convenience sampling method from Ava rehabilitation center of mother-child. They were divided into experimental and control groups, each group consisting of twelve students. The experimental group received eight sessions of forty-five minutes long LEGO therapy program, while the control group not participated in any. The instrument was done using the parent-child relationship scale of Piyanta. Data were collected through the questionnaires before and after the training sessions. Multivariate analysis of covariance MANCOVA was used with SPSS24. 

The results also revealed that LEGO therapy had a significant effect on the mother-child relationship. Also, results, P<0.001, showed that LEGO therapy had a significant effect on all subscales of conflict, closeness, dependency on mothers with deaf children. 

LEGO therapy improved preschool deaf children's parent-child relationship. Lego therapy uses play to develop social skills by creating opportunities for relationships. Therefore, it is recommended to apply LEGO therapy as an effective solution for improving the relationship of parents with deaf children in preschool deaf children education centers.

The basis of a cooperative company is based on the participation of members in the cooperative affairs office, and this partnership is affected by several factors, including social factors. In this regard, the present study was conducted to investigate the social factors affecting the participatory action of members of production cooperatives in the city of Lorestan.

This research was conducted in a survey method and an applied research objective. The statistical population of the study was composed of members of active productive cooperatives of Lorestan province in 2017 and five-hundred-ninety-one of them were selected as samples based on Cochran formula. The research instrument was a questionnaire which face validity was determined by reviewing the views of fifteen members of the studied cooperatives outside the original sample, and the validity and reliability of the content of the research tool was determined by reviewing the views of three members of the university faculty and eight experts from the cooperative sector and the content validity ratio (CVR), 0.85, Cronbach's alpha of 0.73 was obtained. Data analysis and descriptive statistics were used in descriptive and inferential statistics using SPSS and AMOS software.

The results of the regression test of the research variables and the analysis of the structural equations of the research model indicate that there is a direct and significant relationship between the independent variables of research social trust, social cohesion, accountability, shared beliefs of members and dependent variables participatory action of members in production cooperatives.

Regarding the results of regression test and analysis of structural equations that indicate a meaningful relationship between independent variables of research and dependent variable, and the direct correlation between these variables, it can be stated, with increasing the level of each studied social factors, the level of participation of members of the production cooperatives  also increases.

Field education is an essential way to train social work students in their professional roles. Therefore, it is necessary to choose educational methods that create the opportunity for the individual to interact with the environment and gain experience in real situations. The purpose of this article is to report the training supervision of a social work postgraduate student according to the positional supervisory model and Vygotsky's constructivist theory expressed by the direct supervisor of the field and the supervised student.

To teach supervisory in social work, the course was designed by the supervisor in three stages: pre-operational activities, operational activities, and post-operational activities. In the preoperative phase, general goals were selected and input characteristics were determined based on the task analysis technique and then the initial evaluation was performed. The goals set and the results of the initial assessment were the basis of the course plan. The training phase was divided into three observational, participatory and delegate stages, and the student began the next step based on the success of each developmental assessment. The postoperative phase also included developmental assessments, self-assessment, and final evaluation based on the initial contract.

The learner-centered approach is an underlying approach in field education of social work supervision that helps the student to integrate theory and practice and enables them to teach different aspects of supervision.