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Removal of Children From Almshouses in The State of New York (1894)

Presentation by the Hon. Wm. P. Letchworth, Member of the State Board of Charities Of New York. This entry is one of three presentations by distinguished leaders of the era at the 1894 Annual Meeting of the National Conference on Social Welfare in a section of the meeting on “Child-Saving.” Together, the three entries describe the institutions, deplorable conditions and efforts to reform and improve the care of vulnerable children.

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Boarding System For Neglected Children (1894)

Presentation by Miss C. H. Pemberton, Acting Superintendent of The Children’s Aid Society of Pennsylvania at the Twenty-First Annual Session of the National Conference of Charities And Correction, 1894. This is one of three presentations by distinguished leaders of the era in a section of the meeting on “Child-Saving.” Together, the three entries describe the institutions, deplorable conditions and efforts to reform and improve the care of vulnerable children.

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Place of The Kindergarten in Child-Saving: 1900

Paper presented by Eva Harding, M.D. at the Twenty-Seventh Annual Session of The National Conference Of Charities And Correction, 1900. “Perhaps in no field of sociological effort has more intelligent and corrective progress been made, in recent years, than in the treatment of children and the recognition of prenatal influences, which have only recently been regarded as of importance. There has been a constant advance in the recognition of that period in the lives of children when they should become objects of educative and considerate direction.”

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Hot Lunches for a Million School Children

One million undernourished children have benefited by the Works Progress Administration’s school lunch program. In the past year and a half 80,000,000 hot well-balanced meals have been served at the rate of 500,000 daily in 10,000 schools throughout the country.

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Schools for New Citizens (1941)

Article written by Viola Paradise appearing in Survey Graphic, 1941. “September . . . a new school term. Not only for America’s millions of school children, but for some two and a half million adults, as well. Under the sponsorship of local school boards, WPA, settlements, unions, churches, they study subjects ranging from simple English to international relations, from Diesel-engine operators to dietetics.”

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Settlements and Neighborhood Centers

“The settlements and Neighborhood Centers are multifunctional agencies, which exist to serve the social needs of persons in given geographical neighborhoods—the neighborhood is their “client.” It provides: (1) Informal Educational and Recreational Services, (2) Neighborhood Services, and (3) Personal Services.”

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Meeting The Manpower Crisis In Staffing The Mental Health Facilities: The Role Of The Federal Government (1963)

Speech given by Milton Wittman, D.S.W. at the Annual Meeting of Conference of Chief Social Workers in State and Territorial Mental Health Programs, Cleveland, Ohio, May 17, 1963. “It seems inappropriate to consider the “manpower crisis” only in terms of numbers of social workers, psychiatrists, psychologists, and nurses. Rather, it seems more important to discuss the use which is made of these professions in the structure of mental health programs as they function today and as they may function in the future.”

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Education For Community Mental Health Practice: Problems And Prospects

The problem of professional education for community mental health practice is one that poses a number of intricate questions for both educators and practitioners. The complexity and size of the mental health problem and the growing support for mental health programs throughout the country together indicate that the field of social work must make a major effort to relate soundly to the educational needs in this field. The work of the Joint Commission on Mental Illness and Mental Health clearly indicates the need for useful data on which to assess and evaluate the current and future directions of mental health programs. There is a strong feeling among those who have some awareness of where we now stand that current efforts in mental health fall far short of meeting the vast needs. There is continued questioning of the nature and content of service available and there is a high degree of curiosity about the effectiveness of current services. We now face the disconcerting fact that we may not really be meeting these needs just by increasing the number of known and existing services; rather the implication of present-day thinking is that we need to bring about some radical changes in our working philosophy and in our practice if we are to make any realistic impression on mental health problems.

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What Social Work Has To Offer In The Field Of Mental Retardation (1960)

Social work is making a contribution to the field of mental retardation but social workers are not giving the substantial services which are needed and which they have the competence to give. Along with other professions and the general public, social work failed for many years to give focused attention to the mentally retarded as a group in the population which needed their services. Lacking knowledge of ways to help the severely and moderately retarded, the social workers helped parents place their children if that seemed the best solution at that time. Other social services were given, but often they were fragmentary and somewhat isolated. What amounted to neglect rose more from frustration and lack of knowledge than from indifference.

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Weed, Verne

Verne was a social worker whose commitment to human service became the essence of her being, and both the source and focus of her energy. Her life and work were illuminated by a holistic view of social relationships, which links all persons as members in the human family. She considered that solutions to social problems could be achieved through united, collective activity, and that prevention is the most effective approach to social problem solving. Verne Weed understood that the social functioning of individuals and families is related to the level of nurturance and social responsibility in the society in which they live. She undertook professional advocacy and political activity which transformed those concepts into social action. For Verne, daily participation in the struggle to produce a socially responsible society was as essential to her life as the air she breathed.

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