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Bienvenue au Centre de documentation de la HELHa Cardijn Louvain-la-Neuve
Le centre de documentation de la HELHa Cardijn LLN met à disposition de ses lecteurs un fonds documentaire spécialisé dans les domaines pouvant intéresser – de près ou de loin - les (futur·e·s) travailleur·euse·s sociaux·ales : travail social, sociologie, psychologie, droit, santé, économie, pédagogie, immigration, vieillissement, famille, précarité, délinquance, emploi, communication, etc.
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Oxford university press - GB - Oxford
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: Understandings and Expectations
[article]
Titre : |
Advocacy for Black and Minority Ethnic Communities : Understandings and Expectations |
Type de document : |
texte imprimé |
Auteurs : |
Alison Bowes, Auteur ; Duncan Sim, Auteur |
Editeur : |
Oxford : Oxford university press - GB - Oxford |
Année de publication : |
2006 |
Article en page(s) : |
pp. 1209-1225 |
Langues : |
Français (fre) |
Catégories : |
Cardijn Etranger # Minorités # Réfugiés TS Réfugiés politiques
|
Mots-clés : |
Minorité Etranger Refugié Demandeur d'asile |
Résumé : |
"Recent policy has promoted ‘advocacy’ as a means of promoting social justice for many disadvantaged groups. Yet ‘advocacy’ is a contested concept, and the understandings that members of disadvantaged groups themselves have of advocacy have rarely been explored. Previous research indicates that understandings may vary considerably. Using empirical evidence from research conducted in Glasgow, Scotland, this paper examines the understandings and expectations of ‘advocacy’ held by black and minority ethnic (BME) service providers and potential service users. The BME service providers believed that they were offering advocacy, and did so in the context of a marginalized position for their services. The BME community members supported the development of advocacy services, but their own marginalization was in many ways reinforced by services they were already using. They had clear ideas about appropriate advocacy services for their situation. These ideas were grounded in their current situation, and did not necessarily conform to dominant ideas about advocacy. In conclusion, the prospects for successful advocacy are assessed." |
Permalink : |
http://cdocs.helha.be/pmblln/opac_css/index.php?lvl=notice_display&id=12381 |
in The british journal of social work > 7, vol. 36 (oct. 2006) . - pp. 1209-1225
[article] Advocacy for Black and Minority Ethnic Communities : Understandings and Expectations [texte imprimé] / Alison Bowes, Auteur ; Duncan Sim, Auteur . - Oxford : Oxford university press - GB - Oxford, 2006 . - pp. 1209-1225. Langues : Français ( fre) in The british journal of social work > 7, vol. 36 (oct. 2006) . - pp. 1209-1225
Catégories : |
Cardijn Etranger # Minorités # Réfugiés TS Réfugiés politiques
|
Mots-clés : |
Minorité Etranger Refugié Demandeur d'asile |
Résumé : |
"Recent policy has promoted ‘advocacy’ as a means of promoting social justice for many disadvantaged groups. Yet ‘advocacy’ is a contested concept, and the understandings that members of disadvantaged groups themselves have of advocacy have rarely been explored. Previous research indicates that understandings may vary considerably. Using empirical evidence from research conducted in Glasgow, Scotland, this paper examines the understandings and expectations of ‘advocacy’ held by black and minority ethnic (BME) service providers and potential service users. The BME service providers believed that they were offering advocacy, and did so in the context of a marginalized position for their services. The BME community members supported the development of advocacy services, but their own marginalization was in many ways reinforced by services they were already using. They had clear ideas about appropriate advocacy services for their situation. These ideas were grounded in their current situation, and did not necessarily conform to dominant ideas about advocacy. In conclusion, the prospects for successful advocacy are assessed." |
Permalink : |
http://cdocs.helha.be/pmblln/opac_css/index.php?lvl=notice_display&id=12381 |
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Exemplaires (1)
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PER BJS 36/7 (2006) | Périodique | Centre de documentation HELHa Cardijn LLN | Réserve Périodiques | Disponible |
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: Finally, a Place for Indigenous Approaches
[article]
Titre : |
An "Ecospiritual" Perspective : Finally, a Place for Indigenous Approaches |
Type de document : |
texte imprimé |
Auteurs : |
John Coates, Auteur ; Mel Gray, Auteur ; Hetherington Tiani, Auteur |
Editeur : |
Oxford : Oxford university press - GB - Oxford |
Année de publication : |
2006 |
Article en page(s) : |
pp. 381-399 |
Langues : |
Français (fre) |
Catégories : |
Cardijn Travail social TS Diversité culturelle # Écologie
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Mots-clés : |
Travail social Diversité culturelle Ecologie |
Résumé : |
"Despite holding significant roles in providing social services to First Nations or indigenous communities, social work has been reluctant to accept indigenous perspectives and traditional forms of helping and healing. Most often, social workers have operated within the dominant paradigms that, despite efforts to the contrary, have primarily imposed Western social work beliefs and practices which have been unable to effectively accommodate diversity. This paper argues that the recent attention to the importance of the environment and spirituality, and the paradigmatic shift that such issues require, has created a welcoming space for indigenous voices. Such acceptance has opened the opportunity for the profession to benefit not only from a genuine exchange among cultures, but also from a re-thinking of the foundational beliefs of the social work profession." |
Permalink : |
http://cdocs.helha.be/pmblln/opac_css/index.php?lvl=notice_display&id=12255 |
in The british journal of social work > 36/3 (avril 2006) . - pp. 381-399
[article] An "Ecospiritual" Perspective : Finally, a Place for Indigenous Approaches [texte imprimé] / John Coates, Auteur ; Mel Gray, Auteur ; Hetherington Tiani, Auteur . - Oxford : Oxford university press - GB - Oxford, 2006 . - pp. 381-399. Langues : Français ( fre) in The british journal of social work > 36/3 (avril 2006) . - pp. 381-399
Catégories : |
Cardijn Travail social TS Diversité culturelle # Écologie
|
Mots-clés : |
Travail social Diversité culturelle Ecologie |
Résumé : |
"Despite holding significant roles in providing social services to First Nations or indigenous communities, social work has been reluctant to accept indigenous perspectives and traditional forms of helping and healing. Most often, social workers have operated within the dominant paradigms that, despite efforts to the contrary, have primarily imposed Western social work beliefs and practices which have been unable to effectively accommodate diversity. This paper argues that the recent attention to the importance of the environment and spirituality, and the paradigmatic shift that such issues require, has created a welcoming space for indigenous voices. Such acceptance has opened the opportunity for the profession to benefit not only from a genuine exchange among cultures, but also from a re-thinking of the foundational beliefs of the social work profession." |
Permalink : |
http://cdocs.helha.be/pmblln/opac_css/index.php?lvl=notice_display&id=12255 |
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Exemplaires (1)
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PER BJS 36/3 (2006) | Périodique | Centre de documentation HELHa Cardijn LLN | Réserve Périodiques | Disponible |
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[article]
Titre : |
An Inclusive Approach to Knowledge for Mental Health Social Work Practice and Policy |
Type de document : |
texte imprimé |
Auteurs : |
Nick Gould, Auteur |
Editeur : |
Oxford : Oxford university press - GB - Oxford |
Année de publication : |
2006 |
Article en page(s) : |
pp. 109-125 |
Langues : |
Français (fre) |
Catégories : |
TS Santé mentale # Théorie de la connaissance
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Mots-clés : |
Santé mentale Connaissance |
Résumé : |
"As the integration of health and social care services progresses in the mental health sector, there is concern that mental health social workers are disadvantaged, relative to health professionals, because they cannot identify the knowledge base for their practice. This paper argues that this concern is partly the product of assuming that the knowledge base has to be premised upon randomized controlled trials. Instead, it proposes a non-hierarchical framework based on that developed in health research in Canada by Upshur and colleagues that generates a typology of knowledge which is congruent with the main forms of inquiry that are relevant to mental health social work practice. The framework recognizes the contribution of randomized controlled trials to the knowledge base but also validates knowledge drawn from qualitative, epidemiological, practitioner and user knowledge. It is argued that the framework profiles a wider knowledge base than that promoted by conventional evidence-based practice, and also could be a basis for future development of the research agenda in mental health social work." |
Permalink : |
http://cdocs.helha.be/pmblln/opac_css/index.php?lvl=notice_display&id=12497 |
in The british journal of social work > 1, vol. 36 (jan. 2006) . - pp. 109-125
[article] An Inclusive Approach to Knowledge for Mental Health Social Work Practice and Policy [texte imprimé] / Nick Gould, Auteur . - Oxford : Oxford university press - GB - Oxford, 2006 . - pp. 109-125. Langues : Français ( fre) in The british journal of social work > 1, vol. 36 (jan. 2006) . - pp. 109-125
Catégories : |
TS Santé mentale # Théorie de la connaissance
|
Mots-clés : |
Santé mentale Connaissance |
Résumé : |
"As the integration of health and social care services progresses in the mental health sector, there is concern that mental health social workers are disadvantaged, relative to health professionals, because they cannot identify the knowledge base for their practice. This paper argues that this concern is partly the product of assuming that the knowledge base has to be premised upon randomized controlled trials. Instead, it proposes a non-hierarchical framework based on that developed in health research in Canada by Upshur and colleagues that generates a typology of knowledge which is congruent with the main forms of inquiry that are relevant to mental health social work practice. The framework recognizes the contribution of randomized controlled trials to the knowledge base but also validates knowledge drawn from qualitative, epidemiological, practitioner and user knowledge. It is argued that the framework profiles a wider knowledge base than that promoted by conventional evidence-based practice, and also could be a basis for future development of the research agenda in mental health social work." |
Permalink : |
http://cdocs.helha.be/pmblln/opac_css/index.php?lvl=notice_display&id=12497 |
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Exemplaires (1)
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PER BJS 36/1 (2006) | Périodique | Centre de documentation HELHa Cardijn LLN | Réserve Périodiques | Disponible |
![détail](./getgif.php?nomgif=plus)
: Social Work Students'Reflection on their Placement Experiences
[article]
Titre : |
An Unfinished Reflexive Journey : Social Work Students'Reflection on their Placement Experiences |
Type de document : |
texte imprimé |
Auteurs : |
Ching Man Lam, Auteur ; Hung Wong, Auteur ; Terry Tse Fong Leung, Auteur |
Editeur : |
Oxford : Oxford university press - GB - Oxford |
Année de publication : |
2007 |
Article en page(s) : |
pp. 91-105 |
Langues : |
Français (fre) |
Catégories : |
Cardijn Travail social TS Réflexivité (philosophie) # Théorie de la connaissance:Pensée
|
Mots-clés : |
Travail social Reflexivité Pensée |
Résumé : |
"The fieldwork placement is recognized as one of the major components of social work education and a major determinant of its quality. A key aspect of the learning process in the fieldwork placement is the exposition of practice encounters to the students’ critical reflection. Given the importance of the process of ‘reflection’ or ‘reflective learning’, a qualitative study based on the reflective logs of social work students was conducted to explore the meaning of social work field education and the learning experiences of social work students during their placement. The study findings revealed that disturbing events experienced by students in their fieldwork were a catalyst to their reflective process. Meanwhile, their undue concern with knowledge and skills application within a circumscribed knowledge frame suggests the dominant influence of scientism and competence-based practice in social work, in which learning outcomes and instrumental and technical reasoning are highly emphasized. Discovery of ‘self’ was also the major premise in the students’ reflection logs, in which a majority of them took their prevailing self-identity as a constant state to be verified in interaction with others in the fieldwork placement. Reflexivity is manifested in asking fundamental questions about assumptions generated by formal and practice theories; it addresses the multiple interrelations between power and knowledge, and acknowledges the inclusion of self in the process of knowledge creation in social work practice. Its realization in social work education requires the social work educators’ reflexive examination of the dynamics that influence the construction of curriculum, which in turn construct our prospective social workers." |
Permalink : |
http://cdocs.helha.be/pmblln/opac_css/index.php?lvl=notice_display&id=12516 |
in The british journal of social work > 1, vol. 37 (jan. 2007) . - pp. 91-105
[article] An Unfinished Reflexive Journey : Social Work Students'Reflection on their Placement Experiences [texte imprimé] / Ching Man Lam, Auteur ; Hung Wong, Auteur ; Terry Tse Fong Leung, Auteur . - Oxford : Oxford university press - GB - Oxford, 2007 . - pp. 91-105. Langues : Français ( fre) in The british journal of social work > 1, vol. 37 (jan. 2007) . - pp. 91-105
Catégories : |
Cardijn Travail social TS Réflexivité (philosophie) # Théorie de la connaissance:Pensée
|
Mots-clés : |
Travail social Reflexivité Pensée |
Résumé : |
"The fieldwork placement is recognized as one of the major components of social work education and a major determinant of its quality. A key aspect of the learning process in the fieldwork placement is the exposition of practice encounters to the students’ critical reflection. Given the importance of the process of ‘reflection’ or ‘reflective learning’, a qualitative study based on the reflective logs of social work students was conducted to explore the meaning of social work field education and the learning experiences of social work students during their placement. The study findings revealed that disturbing events experienced by students in their fieldwork were a catalyst to their reflective process. Meanwhile, their undue concern with knowledge and skills application within a circumscribed knowledge frame suggests the dominant influence of scientism and competence-based practice in social work, in which learning outcomes and instrumental and technical reasoning are highly emphasized. Discovery of ‘self’ was also the major premise in the students’ reflection logs, in which a majority of them took their prevailing self-identity as a constant state to be verified in interaction with others in the fieldwork placement. Reflexivity is manifested in asking fundamental questions about assumptions generated by formal and practice theories; it addresses the multiple interrelations between power and knowledge, and acknowledges the inclusion of self in the process of knowledge creation in social work practice. Its realization in social work education requires the social work educators’ reflexive examination of the dynamics that influence the construction of curriculum, which in turn construct our prospective social workers." |
Permalink : |
http://cdocs.helha.be/pmblln/opac_css/index.php?lvl=notice_display&id=12516 |
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Exemplaires (1)
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PER BJS 37/1 (2007) | Périodique | Centre de documentation HELHa Cardijn LLN | Réserve Périodiques | Disponible |
![détail](./getgif.php?nomgif=plus)
: A Preliminary Definition
Exemplaires (1)
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PER BJS 37/5 (2007) | Périodique | Centre de documentation HELHa Cardijn LLN | Réserve Périodiques | Disponible |
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: Exploring the Potential of a Set of Generic Standards
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![détail](./getgif.php?nomgif=plus)
: A Critical Reflection
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: Difference, Diversity and English as a Global Language
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: A Role for Social Care Workers?
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: Exploring the Relationship Between Case Duration and Achieving Permanency for the Child
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![détail](./getgif.php?nomgif=plus)
: The Views of Vulnerable Children on Their Service Providers and the Relevance of Services They Receive
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: Their Perceptions of Stress
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: an exploration of the interplay between environmental and organizational factors in a Webster Stratton project
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: Profilling and Assessing the Case of Ireland
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: a New Zealand Study
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: Mental Health, Compulsory Treatment and Community Capacity Building in England, Wales and Australia
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: an Exploration of the Competing Social and Political Discourse Concerning the Identification and Positioning of Young People of Inter-Racial Parentage
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: Toward an Anti-Oppressive Social Work Model with Immigrant Adults in a Pluralistic Society
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: Listening to What Women Say
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: social workers experiences and perceptions
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![détail](./getgif.php?nomgif=plus)
: The Challenges of Enhancing the Evidence Base for Social and Health Care
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: Supply, Demand and Devolution
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: Creating a Two-Tiered System in Social Care?
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: Restaging Teen Motherhood
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: context, characteristics, complications and contribution
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: Responses of Social Work Student Trainees
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: Can We Transform Ugly Americans into Engaged Global Citizens?
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: Using Vignettes to Study Professional Judgement
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: Coordinators Talk About Their Experiences in Aotearoa New Zealand
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: Helping Children and New Carers to Form Secure Attachment Relationships
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: Care or Control?
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: Practices of Kinship Amongst Lesbian and Gay Foster-Carers and Adopters
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: The Case for an International Convention on the Rights of Older People
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: International and Local Implications
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: appraising the quality of research for social work and social care
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: the impact of government policy on vulnerable families and children in need
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: The Role of Professional Culture
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: Implications for Mental Health Social Workers
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: Possibilities, Benefits and Costs
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: Educating for Humane Judgement
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: A Case of Caveat Emptor?
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![détail](./getgif.php?nomgif=plus)
: Service User Experiences of Challenging Behaviour in Learning Disability Services
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: Reflective Accounts and the Production of (Self) Knowledge
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: Issues and Preferences in Planning
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: observations from teaching, learning and assessment of law in social work education
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: Models of Good Practice in Commissioning Foster-Care
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: Their Perceptions of Services Received and Expectations of the Future
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: A Survey of Current and Recent Activities in England
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: A Feasibility Study for Social Workers'Participation in a Treatment Programme
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: The Pathway to Adoption and the Costs of Delay
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: Supporting the Development of Professional Learning and Practice
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: Knowing and Not Knowing in the Treatment of Traumatized Children and Young People
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: Social Workers Compared to Other Middle-Class Professionals
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: Conceptual Maps to Guide Interventions in Child Welfare
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: The Introduction of Concurrent Planning into Mainstream Adoption and Fostering Services
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: The Role of Containment
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: A Critical Review of the Literature
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: Reconsidering the Evidence on Timing, Contact and Outcomes
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: A Note of Caution
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: Client, Consumer, Service User, Manager and Entrepreneur
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: A Teaching Agenda
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: An Exploratory Investigation
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: Comparing "Yu" (Stagnation) in Traditional Chinese Medicine with Depression
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: a Basis for a 'Therapeutic'Encounter?
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: Challenges for African Scholarship and Social Work in a Post-Colonial World
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: Experiences from Northern Ireland, Israel and Palestine
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: Views and Experiences of Social Workers and Students
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: Older People?s Accounts of the Process
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: Listening to What Unaccompanied Asylum-seeking Children Say and Do Not Say
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: An Evaluation of the Role of the Adult Protection Co-ordinator
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: Juvenile Correctional Facilities
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: Using the Delphi Method in Multidisciplinary Child Protection Research
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: Interconnections Among Forms of Abuse as Described by Marginalized Canadian Elders and their Care-givers
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: A Service Audit
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: contextualizing risk and vulnerability
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: Some Thoughts for Social Work
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