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• Kulcspontok a külföldön dolgozó prostituáltak kapcsolataiban

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  424

  Our research focused on Hungarian women working as prostitutes in Switzerland. We came in contact with younger and active age women who worked as legal sexworkers in Zurich and Basel. We modified the ISEL test (Cohen és Hoberman 1983) and we used it in our research work. We called it street work ISEL test. It includes 20 items supplemented with data about personal social networks.
  We have determined that the driving force of prostitution is basically livelihood. In many cases this is the base of choice of becoming sexworkers. However, we found the signs of vulnerability and exploitation which proved to be more significant abroad than in women’s home environments. Four groups can be distinguished in prostitutes’ social space that seems to affect women’s vulnerability in different ways. These groups are family and friends; husband (life partner) and his family; beneficiaries of prostitution; social workers and official professionals (police).
  Based on our experience social workers and volunteers can use street work ISEL test and the matrix of social space (Street work-ISEL display) in street work for collecting information about individuals and about the target group of social work.

• Recenzió

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  69

  Boros Julianna (2017): Egyéni utak, társadalmi helyzetek Cigány/roma felnőttek életútja egy kvalitatív kutatás eredményeinek tükrében című könyvről

• Demens időseket gondozó családtagok és szakemberek kölcsönös szerepviszonyulásai

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  246

  In the case of the elderly with dementia, the study examines how the network of carers who have an informal or formal relationship with them changes over time and how the relationship between them develops. According to the theoretical starting point of the writing, the individual is surrounded by a network of caregivers (“convoy”) during their career (mostly in old age), and caregivers shape their own and the other party’s caring roles during their interactions. Empirical research has examined the history of the division of labour between family members and professional caregivers by means of qualitative interview, the more memorable interactions affecting the division of labor, and their perceptions of caregiver roles among the family members and professional caregivers of the elderly with dementia.

• A szociális munka etika oktatása

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  235

  How does the teaching of ethics appear in the education of social work and is this enough? I would like to answer to these questions in this article. In my thesis I tried to approach the topic from several aspects. On the one hand, I prepared questionnaires for bachelor students participating in various social work trainings. On the other hand I interviewed students, entrants and tutors. Finally, I reviewed the curriculums of these trainings, searching for subjects, which name refers that the subject includes aspects of social work ethics.
  Why is this topic so important? That is because social work is a profession of human rights, which not only aims to get people to respect rights but to guarantee their implementation and realization. Indeed, the task is to develop and protect these fundamental human rights, too. However, this is only possible if the social workers are aware of the Code of Ethics and the professional values, as essential parts of professional competences.
  The research concluded that the ethics education in universities and colleges is not structured and focused enough and still there are some social work students and professionals who do not know the Code of Ethics, did not hear about the Association of Social Work Ethics. Consequently, they may have difficulties to solve pivotal problems, and recognize dilemmas in the field of ethics.
  Nincs szociális munka szakmai etika nélkül. Ebben valószínűleg mindannyian egyetértünk, ahogy a szakirodalomban is olvasható „…a szociális munkában minden döntés tartalmaz etikai aspektusokat” (Loewenberg, Dolgoff 1988a: 181). Mégis, annak ellenére, hogy a szociális munkának szerves része a szakmai etika – vagy annak kellene lennie –, igen kevés tanulmány található ebben a témában a hazai szakirodalomban. Hogyan lehetséges az, hogy úgy kell kutatni, vadászni a kapcsolódó olvasmányokat? Pedig szükség lenne szakirodalomra, hiszen a „hatékony gyakorlat feltétele a dilemmákhoz való tudatos viszonyulás” (Andok, Tímár 2002: 88). Hogyan jelenik meg az etika oktatása a képzésben és ez mennyire elegendő? Erre a kérdésfeltevésre épül ez az írás.

• Az LMBTQ közösség nemzetközi és hazai elfogadottságának vizsgálata

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  37

  In our study, we examined the acceptance of the LGBTQ community in Hungary and internationally along different dimensions using a hybrid approach. Using the quantitative data analysis method, we investigated Hungarian LGBTQ acceptance in an international context using longitudinal data from the European Social Survey. In the focus group qualitative study, we investigated the attitudes, acceptance and opinions of university students in Debrecen. The results of the 2020 Hungarian survey show that the acceptance of LGBTQ people is lower among older, primary-educated, right-wing, religious people. Compared to 2016 and 2018, Hungarian society has become more tolerant despite the anti-LGBTQ public mood, which is in line with international trends. The results of the 2022 focus group survey also confirmed the trends identified by the ESS. Acceptance is influenced by the political and legal environment in Hungary and the media representation created by these influences. In addition to these macro- factors, family, educational institution, and religion play an important role as micro- factors. All of these have an impact on acceptance and can perpetuate prejudices and stereotypes towards the LGBTQ community.

• Stigmatization of Children and Youth of the Socially Non-homogeneous Neighborhoods: Analysis of the Mechanisms of the Neighborhood Effects and the Concept of Empowering Social Work

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  45

  The manuscript presents a concept of the mechanisms of the neighborhood effects which has been empirically grounded in a long-term qualitative study conducted by me in one of Łódź disadvantaged residential environments. The theory generated during the study fits into a model that explains the neighborhood impact in terms of social processes endogenous to the neighborhood. In particular, it offers an explanation of the neighborhood impact in terms of social heterogeneity and consequential stigmatization of the selected groups of residents.  The reconstruction of the stigmatization process and its outcomes for the selected groups of residents − children and youth − inspired my reflection on empowering social work in socially non-homogeneous neighborhoods, which I also put forward in this contribution.