Centre de documentation HELHa Cardijn Louvain-la-Neuve
Horaires d'ouverture (en période scolaire)
Lundi : 9h-12h30 / 13h15-17h
Mardi, Mercredi : 10h-14h
Jeudi : 13h-16h45
Vendredi : Fermé
Fermetures pendant les congés scolaires :
- du 29/04/2024 au 12/05/2024 inclus
- du 11/07/2024 au 15/08/2024 inclus
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.
Catégories
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Exemplaires (1)
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PER BJS 43/4 (2013) | Périodique | Centre de documentation HELHa Cardijn LLN | Réserve Périodiques | Disponible |
![détail](./getgif.php?nomgif=plus)
: Towards Evidence-Informed Practice
Exemplaires (1)
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PER BJS 41/6 (2011) | Périodique | Centre de documentation HELHa Cardijn LLN | Réserve Périodiques | Disponible |
![détail](./getgif.php?nomgif=plus)
[article]
Titre : |
What Supports and Impedes Evidence-Based Practice Implementation? A Survey of Australian Social Workers |
Type de document : |
texte imprimé |
Auteurs : |
Mel Gray ; Elyssa Joy ; Debbie Plath ; Stephen A. Webb |
Editeur : |
Oxford University Press |
Année de publication : |
2015 |
Article en page(s) : |
pp. 667-684 |
Langues : |
Anglais (eng) |
Catégories : |
Cardijn Pratique # Travail social
|
Résumé : |
"This paper reports on findings from a national survey (n = 364) of social workers' views on what impedes and supports evidence-based practice (EBP) implementation. In contrast to some prior research, support for EBP was found to be strong among the social workers surveyed. Open-ended responses, however, reflected some reservations about the formalisation, relevance, usability and applicability of EBP in social work. A range of barriers to EBP implementation for social workers were identified at individual and organisational levels, which is largely supportive of findings from prior research. An interesting distinction was discerned between those respondents who preferred to engage in the whole EBP process themselves (locating, appraising and applying research) and those who preferred to adopt practice guidelines based on appraisal of research evidence by other experts. This finding has implications for the way organisations and the social work profession approach the implementation of EBP." |
Permalink : |
http://cdocs.helha.be/pmblln/opac_css/index.php?lvl=notice_display&id=21465 |
in The british journal of social work > 2, vol. 45 (March 2015) . - pp. 667-684
[article] What Supports and Impedes Evidence-Based Practice Implementation? A Survey of Australian Social Workers [texte imprimé] / Mel Gray ; Elyssa Joy ; Debbie Plath ; Stephen A. Webb . - [S.l.] : Oxford University Press, 2015 . - pp. 667-684. Langues : Anglais ( eng) in The british journal of social work > 2, vol. 45 (March 2015) . - pp. 667-684
Catégories : |
Cardijn Pratique # Travail social
|
Résumé : |
"This paper reports on findings from a national survey (n = 364) of social workers' views on what impedes and supports evidence-based practice (EBP) implementation. In contrast to some prior research, support for EBP was found to be strong among the social workers surveyed. Open-ended responses, however, reflected some reservations about the formalisation, relevance, usability and applicability of EBP in social work. A range of barriers to EBP implementation for social workers were identified at individual and organisational levels, which is largely supportive of findings from prior research. An interesting distinction was discerned between those respondents who preferred to engage in the whole EBP process themselves (locating, appraising and applying research) and those who preferred to adopt practice guidelines based on appraisal of research evidence by other experts. This finding has implications for the way organisations and the social work profession approach the implementation of EBP." |
Permalink : |
http://cdocs.helha.be/pmblln/opac_css/index.php?lvl=notice_display&id=21465 |
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Exemplaires (1)
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PER BJS 45/2 (2015) | Périodique | Centre de documentation HELHa Cardijn LLN | Réserve Périodiques | Disponible |
![détail](./getgif.php?nomgif=plus)
: Power and Student Perspectives
[article]
Titre : |
When Things Go Wrong! Placement Disruption and Termination : Power and Student Perspectives |
Type de document : |
texte imprimé |
Auteurs : |
Jonathan Parker, Auteur |
Année de publication : |
2010 |
Article en page(s) : |
pp. 983-999 |
Langues : |
Anglais (eng) |
Catégories : |
Cardijn Pouvoir # Pratique TS Education
|
Résumé : |
"Practice learning, or field education, represents a key component of qualifying social work education in many countries and disruption or potential failure can have profound implications for all involved. It is perhaps surprising, given its centrality, that there is so little research or theorizing undertaken into the termination of placements from any perspective. This paper examines what is known about disrupted, marginal or failing placements in social work programmes and seeks to examine and theorize the perceptions and experiences of students in England who have been through the process, exploring power issues and imbalances. The study on which this paper is based sought to develop and enhance future responses to placement disruption from all stakeholders in practice learning." |
Permalink : |
http://cdocs.helha.be/pmblln/opac_css/index.php?lvl=notice_display&id=14984 |
in The british journal of social work > 3, vol. 40 (April 2010) . - pp. 983-999
[article] When Things Go Wrong! Placement Disruption and Termination : Power and Student Perspectives [texte imprimé] / Jonathan Parker, Auteur . - 2010 . - pp. 983-999. Langues : Anglais ( eng) in The british journal of social work > 3, vol. 40 (April 2010) . - pp. 983-999
Catégories : |
Cardijn Pouvoir # Pratique TS Education
|
Résumé : |
"Practice learning, or field education, represents a key component of qualifying social work education in many countries and disruption or potential failure can have profound implications for all involved. It is perhaps surprising, given its centrality, that there is so little research or theorizing undertaken into the termination of placements from any perspective. This paper examines what is known about disrupted, marginal or failing placements in social work programmes and seeks to examine and theorize the perceptions and experiences of students in England who have been through the process, exploring power issues and imbalances. The study on which this paper is based sought to develop and enhance future responses to placement disruption from all stakeholders in practice learning." |
Permalink : |
http://cdocs.helha.be/pmblln/opac_css/index.php?lvl=notice_display&id=14984 |
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Exemplaires (1)
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PER BJS 40/3 (2010) | Périodique | Centre de documentation HELHa Cardijn LLN | Réserve Périodiques | Disponible |