Social Skills

3162 Words13 Pages
Özdemir, Baykara Acar, Acar ve Duyan



The study tries to compare the social skill levels of 97 students in the Department of Social Work Faculty of Economic and Administrative Sciences, Hacettepe University, who participate and those who do not participate in activities outside classroom. The data obtained through the research shows that there is a meaningful relationship, statistically, between certain demographic characteristics of the students and their scores on social skill inventory sub-scales; and proving that the total social skill scores of those who participate in artistic, sports and any other social activities are
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Therefore, social work education differs from other social science disciplines and involves more than solely an information accumulation process. The Basic Characteristics of Social Work Social work aims to empower those who are vulnerable and living under oppression and/or poverty, to increase social welfare by taking human needs as the basis, and to meet the needs of all people (Haynes 1998: 501). The

comprehensive focus of the discipline is one of the difficulties, which has direct impact on social work education and educators. This difficulty stems from the fact that the discipline of social work aims to intervene in any problem at any level which appears or is likely to appear in the social structure. Indeed, those working in the field of social work are expected to possess the information and skills necessary for the discipline to achieve these objectives. Social work is defined also as an art besides being defined as an academic discipline and a profession. It is, therefore, very important that social work education is designed to cover all these scores. So how can the qualities that a social worker must possess be defined? Johnson (1995: 41) provides an answer to this question. Johnson defines social work as a creative mixture of knowledge, values and skills; therefore, only having one part of this mix is not sufficient to perform social work. Johnson (1995: 57) argues that integrating the knowledge, values and skills required in
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