A consortium approach for child and family practice education.
Child and family practice and child protection are extraordinarily complex. They require in-depth understanding of intra- and inter-personal skills and intricate service systems, and capacity to operate in a constantly changing policy environment. One way of meeting the needs of such practitioners i...
| Publicado en: | Social Work Education Vol. 35; no. 7; pp. 780 - 794 |
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| Autores principales: | , , , , |
| Formato: | Artículo |
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Taylor & Francis Ltd
Oct2016
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=117954666&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 117954666 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 02615479 36Q jtl: Social Work Education issn: 02615479 maglogo: N pubinfo: dt: Oct2016 vid: 35 iid: 7 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 117954666 10.1080/02615479.2016.1206520 ppf: 780 ppct: 14 formats: fmt: – @attributes: type: T – @attributes: type: P size: 943KB tig: atl: A consortium approach for child and family practice education. aug: au: Frederico, Margarita Long, Maureen McPherson, Lynne McNamara, Patricia Cameron, Nadine affil: Social Work and Social Policy, School of Allied Health, La Trobe University, Victoria, Australia su: Child protection services Social work with children Child welfare Families Children sug: subj: Child protection services Social work with children Child welfare Families Children Other provincial and territorial public administration Child and Youth Services keyword: child and family practice education Child protection child protection worker protection curriculum development child and family practice education Child protection child protection worker protection curriculum development ab: Child and family practice and child protection are extraordinarily complex. They require in-depth understanding of intra- and inter-personal skills and intricate service systems, and capacity to operate in a constantly changing policy environment. One way of meeting the needs of such practitioners is facilitating their access to experts working across direct practice, management and leadership and policy-making contexts. This article discusses the rationale for collaboratively delivered post-qualifying courses for child and family practitioners, and discusses a highly successful example of such courses delivered through La Trobe University. It outlines the unique developmental process and model of delivery adopted by the consortium responsible for the postgraduate programme. It concludes with reference to early evaluative findings indicating it as a promising pedagogical model. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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