This paper uses independence theory to conduct a historical and social analysis of the Public Assistance system. With regard to Public Assistance, independence theory reflects the understandings of poverty and social welfare of any given era, and is therefore valuable as a tool for clarifying the nature of the problems that afflict modern society. The concept of “support” in independence theory has been utilized by the public assistance administration to promote self-reliance and, historically, it has also been used to suppress borderline applicants (clients) in advancing a policy of so-called “optimization”.
On the other hand, the policy trend of “autonomy” in independence theory has been developed through practice in public assistance offices, where it has been used historically to provide support for applicants (clients) seeking to enrich their lives. This practice clearly conflicts with the ‘optimization’ policy. One good example is the “Edogawa Study Group for Third Year Junior High School Students”, which provided support for junior high school students who were striving to pass senior high school entrance exams. Therefore, conflict has been created because the national government and the actual policy practitioners have had different goals and directions with regard to independence theory. This structural gap between concept and practice is examined from the viewpoint of the applicants (clients), that is, the people, who make use of the public assistance system.
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