2020届英文翻译

题 目: 儿童福利工作者中的专业社会工作者：来自NASW的调查结果

英文原文

Professional Social Workers in the Child Welfare Workforce: Findings from NASW（节选）

Introduction

The U.S. Childrenrsquo;s Bureau has understood and supported the important role of the child welfare workforce in helping vulnerable families since its inception. Social workrsquo;s early focus on child safety and protection evolved into child welfare practice, which valued the importance of professional skills in transforming the lives of vulnerable, dependent children (Perry amp; Ellett, 2008). This advocacy led to the formation of the U.S. Childrenrsquo;s Bureau, whose early leadership rested squarely in the hands of prominent social workers such as Julia Lathrop and Grace Abbott (Perry amp; Ellett, 2008). The Childrenrsquo;s Bureaursquo;s support of professional social work in child welfare and social workrsquo;s early and ongoing commitment to child welfare resulted in close alignment of social work and child welfare practice (Perry amp; Ellett, 2008). The social work profession formed the professional base of the child welfare workforce and has continued to demonstrate an active commitment to the well-being of children and families. Social workers provide direct services, develop programs and influence social policies aimed at protecting children, preserving families and strengthening social safety nets (Whitaker, Reich, Reid, Williams amp; Woodside, 2004). In fact, despite the professionrsquo;s expansion into other areas of social work practice, the image of the social work profession has been permeated by its connection to ensuring the well-being of children.

The Early Significance of the Child Welfare Workforce

Child welfare work centers around safeguarding the nationrsquo;s most vulnerable members. Children whose own families are unable to protect, provide for, and care for them face an array of risks that can range from neglect to death. Children who come to the attention of the child welfare system often have childhoods that have been affected by poverty, neglect, violence, parental substance use and/or physical abuse. Ensuring child safety often involves working with fractured families, as well as identifying alternative temporary or permanent families.

In an early report to the Secretary of Labor, the Childrenrsquo;s Bureau defined the complex nature of child welfare work:

• The concept upon which the administration of child-welfare services is based is that child welfare in its broadest sense is a composite of the social and economic forces in community life which make it possible for a childs own family to nurture him through the years of childhood; and of the instrumentalities, both public and private, which supplement the capacities and resources of a childs natural family in such measure as may be necessary to insure wholesome growth and development (Childrenrsquo;s Bureau, 1940, p.2).

This report also emphasized the necessity of a competent workforce comprised of professional social workers to support the breadth of this charge:

• As the money made available to States can be used only for service, it is evident that the persons employed must be qualified by both formal training and actual experience to undertake a child- welfare program. Because of great emphasis in the majority of the States upon residence and the limited number of well-qualified childrens workers available in many parts of the country, educational leave has been granted by 35 States and Hawaii to a total of 257 persons since February 1936 to enable them to attend professional schools of social work. (Childrenrsquo;s Bureau, 1940, p. 3)
• By the 1960s, more MSWs were employed by child welfare agencies than any other area of social work practice (Perry amp; Ellett, 2008). It was clear that child welfare 'belonged' to social work and—unlike any other discipline—that the social work profession embraced child welfare by preparing its graduates for child welfare practice and envisioning the practice area broadly (Perry amp; Ellett, 2008; Whitaker amp; Clark, 2006).
• However, social work has from its inception addressed child welfare from a much larger perspective that includes concern for (a) professional education/preparation for child welfare work; (b) strength-based, family-centered practice; (c) advocacy for children and families; (d) access and allocation of resources; and (e) safety, permanency, and well-being of children and families (Perry amp; Ellett, 2008, p. 151).

The Deprofessionalization of the Child Welfare Workforce

Despite the close association between social workers and child welfare practice, concerns about the adequacy of the supply of child welfare workers existed even during the early years of the Childrenrsquo;s Bureau (Childrenrsquo;s Bureau,1940). These concerns have steadily increased, fueled by a number of factors, including predictions about high demand, the changing environment of child welfare practice, and the inability of schools of social work to produce enough graduates to meet the demand (Perry amp; Ellett, 2008). The resulting effect has been a de-professionalized child welfare workforce that has expanded beyond the exclusive purview of social work, jeopardizing the historic alignment of social work and child welfare practice. Studies indicate that fewer than 15% of child welfare agencies require their

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2020届英文翻译

题 目: 儿童福利工作者中的专业社会工作者：来自NASW的调查结果

学 院: 法学院

专 业:___ 社会工作________

班 级:___ 1601班

姓 名:__ __ 戴海蓉_______

指 导 教 师:____ 宋巨盛 _______

2020年2月

目录

英文原文 1

Introduction 1

The Early Significance of the Child Welfare Workforce 1

The Deprofessionalization of the Child Welfare Workforce 3

NASW Studies 4

The Study of NASWrsquo;s Child Welfare Specialty Practice Section Members (2004) 5

The National Study of Licensed Social Workers (2006) 5

Conclusion 6

中文译文 7

引言 7

儿童福利工作的早期意义 7

儿童福利工作队伍的非专业化 8

NASW研究 9

全国妇联儿童福利专业实践小组成员研究(2004) 9

全国持牌社会工作者研究(2006) 10

结论 10

英文原文

Professional Social Workers in the Child Welfare Workforce: Findings from NASW（节选）

Introduction

The U.S. Childrenrsquo;s Bureau has understood and supported the important role of the child welfare workforce in helping vulnerable families since its inception. Social workrsquo;s early focus on child safety and protection evolved into child welfare practice, which valued the importance of professional skills in transforming the lives of vulnerable, dependent children (Perry amp; Ellett, 2008). This advocacy led to the formation of the U.S. Childrenrsquo;s Bureau, whose early leadership rested squarely in the hands of prominent social workers such as Julia Lathrop and Grace Abbott (Perry amp; Ellett, 2008). The Childrenrsquo;s Bureaursquo;s support of professional social work in child welfare and social workrsquo;s early and ongoing commitment to child welfare resulted in close alignment of social work and child welfare practice (Perry amp; Ellett, 2008). The social work profession formed the professional base of the child welfare workforce and has continued to demonstrate an active commitment to the well-being of children and families. Social workers provide direct services, develop programs and influence social policies aimed at protecting children, preserving families and strengthening social safety nets (Whitaker, Reich, Reid, Williams amp; Woodside, 2004). In fact, despite the professionrsquo;s expansion into other areas of social work practice, the image of the social work profession has been permeated by its connection to ensuring the well-being of children.

The Early Significance of the Child Welfare Workforce

Child welfare work centers around safeguarding the nationrsquo;s most vulnerable members. Children whose own families are unable to protect, provide for, and care for them face an array of risks that can range from neglect to death. Children who come to the attention of the child welfare system often have childhoods that have been affected by poverty, neglect, violence, parental substance use and/or physical abuse. Ensuring child safety often involves working with fractured families, as well as identifying alternative temporary or permanent families.

In an early report to the Secretary of Labor, the Childrenrsquo;s Bureau defined the complex nature of child welfare work:

• The concept upon which the administration of child-welfare services is based is that child welfare in its broadest sense is a composite of the social and economic forces in community life which make it possible for a childs own family to nurture him through the years of childhood; and of the instrumentalities, both public and private, which supplement the capacities and resources of a childs natural family in such measure as may be necessary to insure wholesome growth and development (Childrenrsquo;s Bureau, 1940, p.2).

This report also emphasized the necessity of a competent workforce comprised of professional social workers to support the breadth of this charge:

• As the money made available to States can be used only for service, it is evident that the persons employed must be qualified by both formal training and actual experience to undertake a child- welfare program. Because of great emphasis in the majority of the States upon residence and the limited number of well-qualified childrens workers available in many parts of the country, educational leave has been granted by 35 States and Hawaii to a total of 257 persons since February 1936 to enable them to attend professional schools of social work. (Childrenrsquo;s Bureau, 1940, p. 3)
• By the 1960s, more MSWs were employed by child welfare agencies than any other area of social work practice (Perry amp; Ellett, 2008). It was clear that child welfare 'belonged' to social work and—unlike any other discipline—that the social work profession embraced child welfare by preparing its graduates for child welfare practice and envisioning the practice area broadly (Perry amp; Ellett, 2008; Whitaker amp; Clark, 2006).
• However, social work has from its inception addressed child welfare from a much larger perspective that includes concern for (a) professional education/preparation for child welfare work; (b) strength-based, family-centered practice; (c) advocacy for children and families; (d) access and allocation of resources; and (e) safety

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