Trend of Mortality in the United States Since 1900

technical assistance. The significance of developing training opportunities within each country or within the region was again emphasized, and the need to use fully the training facilities in the sending countries before using the host country’s resources was brought out. The representative from India analyzed the psychological aspects of the learning process, describing how the visiting social worker tries to adjust simultaneously to a new culture and to new surroundings, as well as to learning new concepts and methods in social welfare. His resistance is shown in his strong identification with everything represented by his own country, but this period of resistance is usually succeeded by a period of positive learning. On return home the social worker again faces a substantial period of readjustment and may again tend to overidentify with the country of training, until he feels secure both socially and professionally in his home country. This session on international social welfare was well attended and included a wide representation of former United Nations Fellows and many other social workers who had studied here or in other host countries. In its business sessions the International Assembly of Schools adopted a revised constitution, elected new board members, and admitted new schools of social work in Greece, Iraq, and Yugoslavia, as well as the Association of Schools of Social Work in Japan. United Nations Expert Group Another social work meeting of great interest was held in advance of the main session of the International Conference of Social Work. This was a group of 19 training experts, selected from all parts of the world and brought together by the United Nations to work toward agreement on the basic essentials and content for social work education. This United Nations group, chaired by Eileen Younghusband. subsequently gave a general statement of its findings to the main Conference. Miss Younghusband reported that the work was intended to be of a preliminary nature-a forerunner to the next international survey of welfare training by the United Nations. It appeared that there were no major areas of misunderstanding on the important subject of content for social work education and that there were many important areas of agreement. The group sought to identify essentials in training content that would equip a social worker to practice his profession in any country. Influencing the discussions and the resultant findings of the group were the growth in social welfare programs under government auspices, the importance of social change and social policy, and the need for advanced training in social welfare administration and social research. Considered, too, was the need for more effective planning for auxiliary workers, particularly in countries attempting the operation of universal public services. An auxiliary worker was considered by the group either as one who serves as assistant to a qualified social worker or as one who, though lacking the qualifications, is doing a social work job because qualified social workers are not available. The circumstances vary, of course, from country to country. The need for supervision of auxiliary workers by well-qualified personnel was stressed. The group held that training for auxiliaries should be related to function but, in any aase, should be of a professional nature rather than technical. Some of the content of such training for auxiliaries would be identical with professional training but would not have the same depth.