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Through the Arizona Chapter of the Association of American Indian Social Workers, a panel of key social workers was selected to act as the American Indian Curriculum Task Force. The Task Force developed an appropriate schema whereby American Indian content areas relevant to social work could be identified, presented, and clarified. The four major American Indian content categories identified were: knowledge and skills in organization, planning and administration; knowledge of diverse tribal cultures and culturally relevant intervention skills; overall and specific knowledge of American Indian social policies, problems, and issues; and an awareness of self and social work practice in Indian communities. Among recommendations were that schools of social work within major Indian regions adopt a schema for inclusion of American Indian content into social work curriculum; that an Indian perspective include an American Indian Advisory Curriculum Committee; and that administrators of schools of social work make available to their faculty members resources according to the needs identified by the Curriculum Task Force. A 15 page selected bibliography on American Indians and social welfare is appended; areas covered include cultural influences, the family and children, aging, alcoholism, urban Indians, and education. (RTS)

Includes bibliographical references and index

Includes bibliographical references and index

Includes bibliographical references and index

This monograph contains articles on mental health needs, experiences, and preventive social work programs in ethnic minority communities. An overview by Gwenelle Styles O'Neal reviews factors that influence the mental health of ethnic minorities and explores family and community support networks for alleviating stress. Susan Bellinger examines mental health programs and preventive activities in the workplace and discusses efforts to evaluate these programs. June Brown considers whether primary prevention, which relies on examination of social conditions and environmental intervention, can improve the design of family and child social services. Samuel O. Miller and Rita Cates discuss distinctions and linkages between physical and mental health prevention approaches, consider prevention specifically for ethnic minorities, and discuss potentials for developing and implementing preventive programs. James Leigh examines preventive programs in the educational setting, and stresses the need for social work educators, practitioners, and students to be aware of how race and racism affect mental health. David Maldonado explores prevention among the minority elderly, focusing on the special needs of this group. Finally, Samuel O. Miller stresses the need to develop social work education curricula on preventive mental health in conjunction with existing social services, and examines social work curriculum development models for mental illness prevention among ethnic minorities. (MJL)

This monograph contains articles on mental health needs, experiences, and preventive social work programs in ethnic minority communities. An overview by Gwenelle Styles O'Neal reviews factors that influence the mental health of ethnic minorities and explores family and community support networks for alleviating stress. Susan Bellinger examines mental health programs and preventive activities in the workplace and discusses efforts to evaluate these programs. June Brown considers whether primary prevention, which relies on examination of social conditions and environmental intervention, can improve the design of family and child social services. Samuel O. Miller and Rita Cates discuss distinctions and linkages between physical and mental health prevention approaches, consider prevention specifically for ethnic minorities, and discuss potentials for developing and implementing preventive programs. James Leigh examines preventive programs in the educational setting, and stresses the need for social work educators, practitioners, and students to be aware of how race and racism affect mental health. David Maldonado explores prevention among the minority elderly, focusing on the special needs of this group. Finally, Samuel O. Miller stresses the need to develop social work education curricula on preventive mental health in conjunction with existing social services, and examines social work curriculum development models for mental illness prevention among ethnic minorities. (MJL)

This monograph contains articles on mental health needs, experiences, and preventive social work programs in ethnic minority communities. An overview by Gwenelle Styles O'Neal reviews factors that influence the mental health of ethnic minorities and explores family and community support networks for alleviating stress. Susan Bellinger examines mental health programs and preventive activities in the workplace and discusses efforts to evaluate these programs. June Brown considers whether primary prevention, which relies on examination of social conditions and environmental intervention, can improve the design of family and child social services. Samuel O. Miller and Rita Cates discuss distinctions and linkages between physical and mental health prevention approaches, consider prevention specifically for ethnic minorities, and discuss potentials for developing and implementing preventive programs. James Leigh examines preventive programs in the educational setting, and stresses the need for social work educators, practitioners, and students to be aware of how race and racism affect mental health. David Maldonado explores prevention among the minority elderly, focusing on the special needs of this group. Finally, Samuel O. Miller stresses the need to develop social work education curricula on preventive mental health in conjunction with existing social services, and examines social work curriculum development models for mental illness prevention among ethnic minorities. (MJL)

This monograph contains articles on mental health needs, experiences, and preventive social work programs in ethnic minority communities. An overview by Gwenelle Styles O'Neal reviews factors that influence the mental health of ethnic minorities and explores family and community support networks for alleviating stress. Susan Bellinger examines mental health programs and preventive activities in the workplace and discusses efforts to evaluate these programs. June Brown considers whether primary prevention, which relies on examination of social conditions and environmental intervention, can improve the design of family and child social services. Samuel O. Miller and Rita Cates discuss distinctions and linkages between physical and mental health prevention approaches, consider prevention specifically for ethnic minorities, and discuss potentials for developing and implementing preventive programs. James Leigh examines preventive programs in the educational setting, and stresses the need for social work educators, practitioners, and students to be aware of how race and racism affect mental health. David Maldonado explores prevention among the minority elderly, focusing on the special needs of this group. Finally, Samuel O. Miller stresses the need to develop social work education curricula on preventive mental health in conjunction with existing social services, and examines social work curriculum development models for mental illness prevention among ethnic minorities. (MJL)

This monograph contains articles on mental health needs, experiences, and preventive social work programs in ethnic minority communities. An overview by Gwenelle Styles O'Neal reviews factors that influence the mental health of ethnic minorities and explores family and community support networks for alleviating stress. Susan Bellinger examines mental health programs and preventive activities in the workplace and discusses efforts to evaluate these programs. June Brown considers whether primary prevention, which relies on examination of social conditions and environmental intervention, can improve the design of family and child social services. Samuel O. Miller and Rita Cates discuss distinctions and linkages between physical and mental health prevention approaches, consider prevention specifically for ethnic minorities, and discuss potentials for developing and implementing preventive programs. James Leigh examines preventive programs in the educational setting, and stresses the need for social work educators, practitioners, and students to be aware of how race and racism affect mental health. David Maldonado explores prevention among the minority elderly, focusing on the special needs of this group. Finally, Samuel O. Miller stresses the need to develop social work education curricula on preventive mental health in conjunction with existing social services, and examines social work curriculum development models for mental illness prevention among ethnic minorities. (MJL)

This paper reports the findings of a small-scale empirical study into the practice learning experiences of black African students of social work in England. Undertaken in the form of a pilot study, the findings reveal that practice learning experiences can be beneficial in enhancing skills and knowledge but can also cause distress, lower self-esteem and result in students feeling discriminated against. For participants, failing their practice learning appeared to be a far more pleasant outcome than undergoing the levels of disrespect and discrimination they believed they were subjected to on a regular basis during placements. Using elements of the critical race theoretical (CRT) framework, an attempt is made to conceptualise the narratives generated from participant interviews.

This paper reports the findings of a small-scale empirical study into the practice learning experiences of black African students of social work in England. Undertaken in the form of a pilot study, the findings reveal that practice learning experiences can be beneficial in enhancing skills and knowledge but can also cause distress, lower self-esteem and result in students feeling discriminated against. For participants, failing their practice learning appeared to be a far more pleasant outcome than undergoing the levels of disrespect and discrimination they believed they were subjected to on a regular basis during placements. Using elements of the critical race theoretical (CRT) framework, an attempt is made to conceptualise the narratives generated from participant interviews.

Includes bibliographical references and index

Includes bibliographical references and index

Includes bibliographical references and index

Includes bibliographical references and index

Includes bibliographical references and index

Includes bibliographical references and index

Includes bibliographical references and index

Includes bibliographical references and index

Includes bibliographical references and index

Abstracts Database; Addiction Abstracts; Academic Search Series; CINAHL: Cumulative Index to Nursing and Allied Health Literature; Family Index Database; IBZ: Internationale Bibliographie der Zeitschriftenliteratur; Index Copernicus; National Criminal Justice Reference Services

Abstracts Database; Addiction Abstracts; Academic Search Series; CINAHL: Cumulative Index to Nursing and Allied Health Literature; Family Index Database; IBZ: Internationale Bibliographie der Zeitschriftenliteratur; Index Copernicus; National Criminal Justice Reference Services

Abstracts Database; Addiction Abstracts; Academic Search Series; CINAHL: Cumulative Index to Nursing and Allied Health Literature; Family Index Database; IBZ: Internationale Bibliographie der Zeitschriftenliteratur; Index Copernicus; National Criminal Justice Reference Services

Abstracts Database; Addiction Abstracts; Academic Search Series; CINAHL: Cumulative Index to Nursing and Allied Health Literature; Family Index Database; IBZ: Internationale Bibliographie der Zeitschriftenliteratur; Index Copernicus; National Criminal Justice Reference Services

Abstracts Database; Addiction Abstracts; Academic Search Series; CINAHL: Cumulative Index to Nursing and Allied Health Literature; Family Index Database; IBZ: Internationale Bibliographie der Zeitschriftenliteratur; Index Copernicus; National Criminal Justice Reference Services

Designed for presentation in three two-hour class periods, this five-unit module presents both a conceptual framework for the study and analysis of Indian communities and a guide to instructors in schools of social work for presentation of this framework to students in a classroom setting. Primary focus is upon federally recognized tribal reservations. Unit One deals with the 200 year old federal-Indian trust relationship and presents Indian tribal communities as sovereign and separate political entities. Unit Two discusses tribal communities as social systems with developed sub systems and social groupings designed to meet community members' needs. History and effects of federal Indian policy on tribal communities are examined in Unit Three along with the assertion that federal legal obligations and services have had the intended effect of reducing Indian tribal communities from self-reliance to economic dependency. Also explored is the inability of present American Indian communities to meet tribal members' needs; this situation is not the direct fault of Indian tribal systems but the failure of outside institutional systems imposed on tribal communities to alleviate the "Indian Problem". Unit Four examines the concept of Indian self-determination along with its implications for social work practice. Unit Five deals with social work practice with American Indian communities and states that social workers' understanding of the special conditions afforded Indian tribal communities through treaties and the Constitution provide a base for developing a strong advocate role. Study guide activities are provided to help the learner effectively utilize the conceptual framework presented. (Author/DS)

Designed for presentation in three two-hour class periods, this five-unit module presents both a conceptual framework for the study and analysis of Indian communities and a guide to instructors in schools of social work for presentation of this framework to students in a classroom setting. Primary focus is upon federally recognized tribal reservations. Unit One deals with the 200 year old federal-Indian trust relationship and presents Indian tribal communities as sovereign and separate political entities. Unit Two discusses tribal communities as social systems with developed sub systems and social groupings designed to meet community members' needs. History and effects of federal Indian policy on tribal communities are examined in Unit Three along with the assertion that federal legal obligations and services have had the intended effect of reducing Indian tribal communities from self-reliance to economic dependency. Also explored is the inability of present American Indian communities to meet tribal members' needs; this situation is not the direct fault of Indian tribal systems but the failure of outside institutional systems imposed on tribal communities to alleviate the "Indian Problem". Unit Four examines the concept of Indian self-determination along with its implications for social work practice. Unit Five deals with social work practice with American Indian communities and states that social workers' understanding of the special conditions afforded Indian tribal communities through treaties and the Constitution provide a base for developing a strong advocate role. Study guide activities are provided to help the learner effectively utilize the conceptual framework presented. (Author/DS)

Designed for presentation in three two-hour class periods, this five-unit module presents both a conceptual framework for the study and analysis of Indian communities and a guide to instructors in schools of social work for presentation of this framework to students in a classroom setting. Primary focus is upon federally recognized tribal reservations. Unit One deals with the 200 year old federal-Indian trust relationship and presents Indian tribal communities as sovereign and separate political entities. Unit Two discusses tribal communities as social systems with developed sub systems and social groupings designed to meet community members' needs. History and effects of federal Indian policy on tribal communities are examined in Unit Three along with the assertion that federal legal obligations and services have had the intended effect of reducing Indian tribal communities from self-reliance to economic dependency. Also explored is the inability of present American Indian communities to meet tribal members' needs; this situation is not the direct fault of Indian tribal systems but the failure of outside institutional systems imposed on tribal communities to alleviate the "Indian Problem". Unit Four examines the concept of Indian self-determination along with its implications for social work practice. Unit Five deals with social work practice with American Indian communities and states that social workers' understanding of the special conditions afforded Indian tribal communities through treaties and the Constitution provide a base for developing a strong advocate role. Study guide activities are provided to help the learner effectively utilize the conceptual framework presented. (Author/DS)

Designed for presentation in three two-hour class periods, this five-unit module presents both a conceptual framework for the study and analysis of Indian communities and a guide to instructors in schools of social work for presentation of this framework to students in a classroom setting. Primary focus is upon federally recognized tribal reservations. Unit One deals with the 200 year old federal-Indian trust relationship and presents Indian tribal communities as sovereign and separate political entities. Unit Two discusses tribal communities as social systems with developed sub systems and social groupings designed to meet community members' needs. History and effects of federal Indian policy on tribal communities are examined in Unit Three along with the assertion that federal legal obligations and services have had the intended effect of reducing Indian tribal communities from self-reliance to economic dependency. Also explored is the inability of present American Indian communities to meet tribal members' needs; this situation is not the direct fault of Indian tribal systems but the failure of outside institutional systems imposed on tribal communities to alleviate the "Indian Problem". Unit Four examines the concept of Indian self-determination along with its implications for social work practice. Unit Five deals with social work practice with American Indian communities and states that social workers' understanding of the special conditions afforded Indian tribal communities through treaties and the Constitution provide a base for developing a strong advocate role. Study guide activities are provided to help the learner effectively utilize the conceptual framework presented. (Author/DS)

Designed for presentation in three two-hour class periods, this five-unit module presents both a conceptual framework for the study and analysis of Indian communities and a guide to instructors in schools of social work for presentation of this framework to students in a classroom setting. Primary focus is upon federally recognized tribal reservations. Unit One deals with the 200 year old federal-Indian trust relationship and presents Indian tribal communities as sovereign and separate political entities. Unit Two discusses tribal communities as social systems with developed sub systems and social groupings designed to meet community members' needs. History and effects of federal Indian policy on tribal communities are examined in Unit Three along with the assertion that federal legal obligations and services have had the intended effect of reducing Indian tribal communities from self-reliance to economic dependency. Also explored is the inability of present American Indian communities to meet tribal members' needs; this situation is not the direct fault of Indian tribal systems but the failure of outside institutional systems imposed on tribal communities to alleviate the "Indian Problem". Unit Four examines the concept of Indian self-determination along with its implications for social work practice. Unit Five deals with social work practice with American Indian communities and states that social workers' understanding of the special conditions afforded Indian tribal communities through treaties and the Constitution provide a base for developing a strong advocate role. Study guide activities are provided to help the learner effectively utilize the conceptual framework presented. (Author/DS)

Designed for presentation in three two-hour class periods, this five-unit module presents both a conceptual framework for the study and analysis of Indian communities and a guide to instructors in schools of social work for presentation of this framework to students in a classroom setting. Primary focus is upon federally recognized tribal reservations. Unit One deals with the 200 year old federal-Indian trust relationship and presents Indian tribal communities as sovereign and separate political entities. Unit Two discusses tribal communities as social systems with developed sub systems and social groupings designed to meet community members' needs. History and effects of federal Indian policy on tribal communities are examined in Unit Three along with the assertion that federal legal obligations and services have had the intended effect of reducing Indian tribal communities from self-reliance to economic dependency. Also explored is the inability of present American Indian communities to meet tribal members' needs; this situation is not the direct fault of Indian tribal systems but the failure of outside institutional systems imposed on tribal communities to alleviate the "Indian Problem". Unit Four examines the concept of Indian self-determination along with its implications for social work practice. Unit Five deals with social work practice with American Indian communities and states that social workers' understanding of the special conditions afforded Indian tribal communities through treaties and the Constitution provide a base for developing a strong advocate role. Study guide activities are provided to help the learner effectively utilize the conceptual framework presented. (Author/DS)

Includes bibliographical references

Includes bibliographical references

Includes bibliographical references

Includes bibliographical references

This document presents the standards for social work practice with adolescent clients created by the National Association of Social Workers (NASW). The standards are designed to guide social workers in a variety of settings as they help adolescents become competent and productive adults. The 12 standards are presented and interpreted. Standard 1 focuses on knowledge and understanding of adolescent development; standard 2 concerns assessing and meeting the needs of adolescents. Standard 3 focuses on knowledge and understanding of family dynamics. Standard 4 concerns the development and maintenance of culturally competent service delivery. Standard 5 deals with the legal, regulatory, and administrative requirements and resources for youths and their families. Standard 6 focuses on empowerment of adolescents. Standard 7 concerns interprofessional and interagency cooperation. Standard 8 centers of multidisciplinary case consultation across agencies. Standard 9 concerns confidentiality. Standard 10 focuses on the work environment, agency policies and practices with clients, and professional development. Standards 11 and 12 are for administrators of youth services agencies. The document concludes with a summary of major principles from the NASW Code of Ethics. (NB)

The mission of social work is to help people meet their basic needs and enhance their well-being. Through a strong empowerment orientation, the profession can aid people vulnerable to oppression as a result of racism, discrimination, and poverty. Social work can be a powerful force in advancing the practice of Indigenous education. Social workers and educators working together can use empowerment-oriented strategies to enable Indigenous people to influence educational decisions and practices that affect their lives. These strategies include building strong collaborative relationships with parents, teachers, students, and school administrators to increase their personal and political power; moving away from models that blame the student, family, or culture for Indigenous students' low academic achievement, high dropout rates, and nonconforming behavior; and overcoming oppressive structural aspects of school and community life that create disappointing outcomes for Indigenous children. Social workers and educators must acknowledge their professions' role in the painful legacy of boarding schools and mass removal of Indigenous children from their homes. Honest and meaningful dialogues with Indigenous peoples on this subject will promote respect for and validation of their narratives, survival, and experiences. Social workers can advance Indigenous education by assuming various roles: human services broker, teacher, counselor, staff developer, and social change agent. Social workers can use their understanding of social policy to analyze social problems and programs relevant to First Nations communities, and students of social work with field practicum experience in Indigenous communities can bring important cultural knowledge and understanding to schools. Contains 80 references and endnotes. (TD)

The mission of social work is to help people meet their basic needs and enhance their well-being. Through a strong empowerment orientation, the profession can aid people vulnerable to oppression as a result of racism, discrimination, and poverty. Social work can be a powerful force in advancing the practice of Indigenous education. Social workers and educators working together can use empowerment-oriented strategies to enable Indigenous people to influence educational decisions and practices that affect their lives. These strategies include building strong collaborative relationships with parents, teachers, students, and school administrators to increase their personal and political power; moving away from models that blame the student, family, or culture for Indigenous students' low academic achievement, high dropout rates, and nonconforming behavior; and overcoming oppressive structural aspects of school and community life that create disappointing outcomes for Indigenous children. Social workers and educators must acknowledge their professions' role in the painful legacy of boarding schools and mass removal of Indigenous children from their homes. Honest and meaningful dialogues with Indigenous peoples on this subject will promote respect for and validation of their narratives, survival, and experiences. Social workers can advance Indigenous education by assuming various roles: human services broker, teacher, counselor, staff developer, and social change agent. Social workers can use their understanding of social policy to analyze social problems and programs relevant to First Nations communities, and students of social work with field practicum experience in Indigenous communities can bring important cultural knowledge and understanding to schools. Contains 80 references and endnotes. (TD)

The purpose of this study was to determine whether there was an association between the amount of formal social work education completed and ability of students to judge the degree of appropriateness of proposed solutions to problems frequently encountered in social work practice, and secondarily to determine whether students' judgments of problem solutions were similar to those of expert practitioners. The instrument used to obtain was the Social Work Practice Problems Inventory, which consists of 26 statements of problem situations similar to those often encountered by social workers. The analysis of data revealed that the students, irrespective of amount of formal social work education, were in general agreement about the degree of appropriateness of problem solutions but that there was substantial disagreement between the students and the practitioners. The statistically significant differences between the two groups were largely attributable to the students' tendency to rate the solutions as less appropriate than did the practitioners. Reasons suggested to account for the differences between two groups include inexperience on the part of students in dealing with similar problems, a tendency for students to be critical of less than ideal solutions, and a lack of formal educational experiences designed to improve the students' problem-solving skills. The questionnaire is included in the appendix. Statistical tables accompany the text. (Author/PG)

The purpose of this study was to determine whether there was an association between the amount of formal social work education completed and ability of students to judge the degree of appropriateness of proposed solutions to problems frequently encountered in social work practice, and secondarily to determine whether students' judgments of problem solutions were similar to those of expert practitioners. The instrument used to obtain was the Social Work Practice Problems Inventory, which consists of 26 statements of problem situations similar to those often encountered by social workers. The analysis of data revealed that the students, irrespective of amount of formal social work education, were in general agreement about the degree of appropriateness of problem solutions but that there was substantial disagreement between the students and the practitioners. The statistically significant differences between the two groups were largely attributable to the students' tendency to rate the solutions as less appropriate than did the practitioners. Reasons suggested to account for the differences between two groups include inexperience on the part of students in dealing with similar problems, a tendency for students to be critical of less than ideal solutions, and a lack of formal educational experiences designed to improve the students' problem-solving skills. The questionnaire is included in the appendix. Statistical tables accompany the text. (Author/PG)

The purpose of this study was to determine whether there was an association between the amount of formal social work education completed and ability of students to judge the degree of appropriateness of proposed solutions to problems frequently encountered in social work practice, and secondarily to determine whether students' judgments of problem solutions were similar to those of expert practitioners. The instrument used to obtain was the Social Work Practice Problems Inventory, which consists of 26 statements of problem situations similar to those often encountered by social workers. The analysis of data revealed that the students, irrespective of amount of formal social work education, were in general agreement about the degree of appropriateness of problem solutions but that there was substantial disagreement between the students and the practitioners. The statistically significant differences between the two groups were largely attributable to the students' tendency to rate the solutions as less appropriate than did the practitioners. Reasons suggested to account for the differences between two groups include inexperience on the part of students in dealing with similar problems, a tendency for students to be critical of less than ideal solutions, and a lack of formal educational experiences designed to improve the students' problem-solving skills. The questionnaire is included in the appendix. Statistical tables accompany the text. (Author/PG)

The purpose of this study was to determine whether there was an association between the amount of formal social work education completed and ability of students to judge the degree of appropriateness of proposed solutions to problems frequently encountered in social work practice, and secondarily to determine whether students' judgments of problem solutions were similar to those of expert practitioners. The instrument used to obtain was the Social Work Practice Problems Inventory, which consists of 26 statements of problem situations similar to those often encountered by social workers. The analysis of data revealed that the students, irrespective of amount of formal social work education, were in general agreement about the degree of appropriateness of problem solutions but that there was substantial disagreement between the students and the practitioners. The statistically significant differences between the two groups were largely attributable to the students' tendency to rate the solutions as less appropriate than did the practitioners. Reasons suggested to account for the differences between two groups include inexperience on the part of students in dealing with similar problems, a tendency for students to be critical of less than ideal solutions, and a lack of formal educational experiences designed to improve the students' problem-solving skills. The questionnaire is included in the appendix. Statistical tables accompany the text. (Author/PG)

The purpose of this study was to determine whether there was an association between the amount of formal social work education completed and ability of students to judge the degree of appropriateness of proposed solutions to problems frequently encountered in social work practice, and secondarily to determine whether students' judgments of problem solutions were similar to those of expert practitioners. The instrument used to obtain was the Social Work Practice Problems Inventory, which consists of 26 statements of problem situations similar to those often encountered by social workers. The analysis of data revealed that the students, irrespective of amount of formal social work education, were in general agreement about the degree of appropriateness of problem solutions but that there was substantial disagreement between the students and the practitioners. The statistically significant differences between the two groups were largely attributable to the students' tendency to rate the solutions as less appropriate than did the practitioners. Reasons suggested to account for the differences between two groups include inexperience on the part of students in dealing with similar problems, a tendency for students to be critical of less than ideal solutions, and a lack of formal educational experiences designed to improve the students' problem-solving skills. The questionnaire is included in the appendix. Statistical tables accompany the text. (Author/PG)

Algeria is situated in a region where the lack of water is frequent. Indeed, the period of drought is long even for zones classified in wet bioclimatic floors. This period of drought spreads out generally May until mid October for the wet said zones and all year long for the dry and desert zones. Rains are irregular and unevenly distributed. The recourse use to the techniques of collection of rainwaters, management and preservation for traditional processes is a current practice which tends to be neglected in favour of "modern" techniques of irrigation. Our contribution has double objective: Rehabilitation of certain techniques of collections of rainwaters (valats, poach stones, impluvium) where it is used mainly for the olive tree and the fig tree (Mounts of Kabylia, Beni Snous), and,   A study of the management techniques and preservation of the water where the risk is shared by all the community (foggara,…) Moreover, we underline that certain areas to fragile ecology are rich in sources of water, which in spite of the institution of the social rules which make the unanimity regarding sharing and regarding distribution; the farmers cannot manage to satisfy the water requirements of their cultures, only revenue stream for some of them. This requires a renovation of the traditional system of water delivery to the plot of land without disrupting the already established social rules, where from the necessity of a participative work, where the farmers are actively involved. The methods of water sharing are based on equity, rigor, solidarity and mutual aid through the organization of the tour of water according to the size of the plot of land, the moment of intervention, the timing and the cultures to be irrigated. We underline that the maintenance of the network is made prior to the beginning of the campaign (countryside) of irrigation in the form of "touisa" and financial resources have never been a means of access to water. The water source is considered as a benefit of the community regardless of its location.

Algeria is situated in a region where the lack of water is frequent. Indeed, the period of drought is long even for zones classified in wet bioclimatic floors. This period of drought spreads out generally May until mid October for the wet said zones and all year long for the dry and desert zones. Rains are irregular and unevenly distributed. The recourse use to the techniques of collection of rainwaters, management and preservation for traditional processes is a current practice which tends to be neglected in favour of "modern" techniques of irrigation. Our contribution has double objective: Rehabilitation of certain techniques of collections of rainwaters (valats, poach stones, impluvium) where it is used mainly for the olive tree and the fig tree (Mounts of Kabylia, Beni Snous), and,   A study of the management techniques and preservation of the water where the risk is shared by all the community (foggara,…) Moreover, we underline that certain areas to fragile ecology are rich in sources of water, which in spite of the institution of the social rules which make the unanimity regarding sharing and regarding distribution; the farmers cannot manage to satisfy the water requirements of their cultures, only revenue stream for some of them. This requires a renovation of the traditional system of water delivery to the plot of land without disrupting the already established social rules, where from the necessity of a participative work, where the farmers are actively involved. The methods of water sharing are based on equity, rigor, solidarity and mutual aid through the organization of the tour of water according to the size of the plot of land, the moment of intervention, the timing and the cultures to be irrigated. We underline that the maintenance of the network is made prior to the beginning of the campaign (countryside) of irrigation in the form of "touisa" and financial resources have never been a means of access to water. The water source is considered as a benefit of the community regardless of its location.