Social Worker in School-Age Youth Volunteering from Student's Perspective: A Participatory Practice Research with Chinese High School Students
Author
Chen, Lu
Term
4. Semester
Publication year
2023
Pages
71
Abstract
This thesis examines how volunteering shapes Chinese high school students' social participation and the role social workers play in that process. Framed by two recent national initiatives—the 40-hour volunteering requirement in public high schools and the Social Worker + Volunteer model—the study adopts a participatory practice research design centered on students' perspectives. Focus groups with students and social workers were conducted, and the material was thematically analyzed and interpreted through systems theory to consider influences at the micro, meso, exo, and macro levels. The study indicates that social workers can contribute positively by organizing higher-quality volunteering opportunities and supporting students' engagement, while heavy academic and institutional pressures restrict students' time, autonomy, and opportunities to participate. Limited interaction with and understanding of social workers' roles also emerged. The findings highlight the potential of empowering students to voice their needs and influence surrounding systems, suggesting practice directions that strengthen collaboration and create more meaningful, student-led volunteering.
Denne afhandling undersøger, hvordan frivilligt arbejde påvirker gymnasieelevers sociale deltagelse i Kina, og hvilken rolle socialarbejdere spiller i dette. Med udgangspunkt i to nyere nationale initiativer – kravet om 40 timers frivilligt arbejde i offentlige gymnasier og Social Worker + Volunteer-modellen – anvendes en deltagende praksisforskning med fokus på elevernes perspektiver. Der blev gennemført fokusgrupper med elever og socialarbejdere, og materialet er analyseret tematisk og fortolket via systemteori for at belyse påvirkninger på mikro-, meso-, exo- og makroniveau. Undersøgelsen peger på, at socialarbejdere kan bidrage positivt ved at organisere kvalitetsprægede frivillige aktiviteter og støtte elevernes engagement, mens et tungt akademisk og institutionelt pres begrænser elevers tid, autonomi og muligheder for at deltage. Begrænset kontakt med og viden om socialarbejderes roller fremstod også. Resultaterne fremhæver potentialet i at styrke elevernes empowerment, så de kan formulere deres behov og påvirke de omkringliggende systemer, og peger på praksisveje, der styrker samarbejde og skaber mere meningsfuldt, elevdrevet frivilligt arbejde.
[This apstract has been generated with the help of AI directly from the project full text]
Keywords