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Handbook for Practice Learning in Social Work and Social Care: Knowledge and Theory 2nd Revised edition [Minkštas viršelis]

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  • Formatas: Paperback / softback, 408 pages, aukštis x plotis: 246x173 mm
  • Išleidimo metai: 15-May-2007
  • Leidėjas: Jessica Kingsley Publishers
  • ISBN-10: 1843101866
  • ISBN-13: 9781843101864
Kitos knygos pagal šią temą:
Handbook for Practice Learning in Social Work and Social Care: Knowledge and Theory 2nd Revised editionDidesnis paveikslėlis
  • Formatas: Paperback / softback, 408 pages, aukštis x plotis: 246x173 mm
  • Išleidimo metai: 15-May-2007
  • Leidėjas: Jessica Kingsley Publishers
  • ISBN-10: 1843101866
  • ISBN-13: 9781843101864
Kitos knygos pagal šią temą:
Pastovi nuoroda: https://www.kriso.lt/db/9781843101864.html
Raktažodžiai:
This substantially revised, expanded and updated edition of the popular Handbook of Theory for Practice Teachers is a comprehensive summary of the theory, knowledge, research and evidence relating to practice learning in social care.

Focussing on knowledge-based practice with a focus on improving outcomes, the five sections of the book cover:

* the reasons and circumstances in which people may become social work service users

* a holistic consideration of assessment in general and specific contexts, including risk assessment and management

* methods of intervention, including cognitive behavioural social work, task centred practice, advocacy, crisis intervention, family therapy and group care

* the legal, policy, research and evidence context in which assessment and intervention occur, as well as interdisciplinary work and organisational aspects of social work practice

* reflective practice, evaluation and evidence based practice as integral parts of social workers' engagement with the complex needs of individuals outside the existing parameters of policy or research findings.

This key text is essential reading for students, practitioners and teachers in social work.

Recenzijos

The second edition of this handbook, which has been substantially updated to bring it into line with the latest developments in social work, provides an essential resource for social work educators, practitioners and students. The text would be useful to use in preparing students for social work contact, as well as supporting them in their practice learning opportunities. It is also a useful reference volume for practitioners who will be supporting students as a work base supervisor, practice teacher, and practice assessor, as it covers the traditional social work knowledge base. There are some excellent chapters from a range of well known and well respected professionals from research, policy making and practice. -- Social Policy and Social Work Subject Centre (SWAP) The book is well structured and each chapter is self-contained and carefully written, considering areas relevant for practice today. relevant for a wide audience of both occupational therapy practitioners and students. -- British Journal of Occupational Therapy Overall this is a comprehensive, up-to-date and well referenced resource which should be on the bookshelves of all social work educationalists and, indeed, of all social workers. -- Moira Dunworth, Practice: Social Work in Action

Introduction 9
Joyce Lishman, Robert Gordon University, Aberdeen
Section I: Understanding
1 The Social Policy Context of Practice Learning
13
Steven M. Shardlow, University of Salford
2 Structural Approaches to Social Work
27
Ann Davis, University of Birmingham
3 Towards Social Theory for Social Work
39
Pauline Hardiker and Mary Barker, formerly University of Leicester
4 The Place of Attachment Theory in Social Work with Children and Families
57
Jane Aldgate, Open University
5 Erikson's Life Cycle Approach to Development
74
Alastair Gibson, Robert Gordon University, Aberdeen
6 A Psychodynamic Approach to Social Work
86
Judith Brearley, Scottish Institute of Human Relations, Edinburgh
Section 2: Assessment
7 Models of Assessment
101
Daphne Statham, formerly The National Institute for Social Work, and Patricia Kearney, Social Care Institute for Excellence
8 Assessment and Children
115
Brigid Daniel, University of Dundee
9 Assessment: From Reflexivity to Process Knowledge
128
Michael Sheppard, University of Plymouth
10 Assessment in Criminal Justice
138
Gill McIvor, Lancaster University
11 Risk Assessment and Management: An Overview
153
Hazel Kemshall, DeMontfort University, Leicester
Section 3: Intervention
12 Cognitive Behavioural Social Work
169
Geraldine Macdonald, Queen's University of Belfast
13 Task-Centred Practice
188
Peter Marsh, University of Sheffield
14 Crisis Intervention
201
Amy Clark, Robert Gordon University, Aberdeen
15 Family Therapy and Systemic Practice
216
Steven Walker, Anglia Ruskin University, Cambridge and Chelmsford
16 Theory, Concepts, Feelings and Practice: The Contemplation of Bereavement within a Social Work Course
235
Gerard Rochford, formerly Aberdeen University
17 Group Care
249
Colin Keenan, Robert Gordon University, Aberdeen
18 Empowerment and Advocacy
269
Rob Mackay, Robert Gordon University, Aberdeen
19 Social Work and Community Development
285
Alan Barr OBE, Scottish Community Development Centre, Glasgow
Section 4: The Context of Assessment and Intervention
20 Social Work with Children and Families: A Case Study of the Integration of Law, Social Policy and Research in the Development of Assessment and Intervention with Children and Families
303
Robert Buckley, Robert Gordon University, Aberdeen
21 Interdisciplinary Practice
322
Terry McLean, Robert Gordon University, Aberdeen
22 Working within the Organizational Context of Dynamic Change
344
Fiona Feilberg, Robert Gordon University, Aberdeen
Section 5: Reflective and Evidence-Based Practice
23 Reflective Practice and Critical Reflection
363
Jan Fook, University of Southampton
24 Research, Evaluation and Evidence-Based Practice
376
Joyce Lishman
THE CONTRIBUTORS 391
SUBJECT INDEX 395
AUTHOR INDEX 402


Steven Walker is Head of Child and Adolescent Mental Health at Anglia Ruskin University, UK. He is a registered social worker and psychotherapist and has worked in social care for over 30 years, specialising in child protection and child and adolescent mental health. Brigid Daniel is Professor of Social Work at the University of Stirling. She is the co-author of a number of books on child care and protection and has a particular interest in factors that help children to cope with adversity. She was a member of the multi-disciplinary team that carried out a national ministerial review of child protection practice in Scotland.