Centre de documentation HELHa Cardijn Louvain-la-Neuve
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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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Narrating Significant Experience : Reflective Accounts and the Production of (Self) Knowledge / Carolyn Taylor in The british journal of social work, 36/2 (fév. 2006)
[article]
Titre : Narrating Significant Experience : Reflective Accounts and the Production of (Self) Knowledge Type de document : texte imprimé Auteurs : Carolyn Taylor, Auteur Editeur : Oxford : Oxford university press - GB - Oxford Année de publication : 2006 Article en page(s) : pp. 189-206 Langues : Français (fre) Catégories : Cardijn
Analyse # Méthodologie # Narration # Pratique sociale
TS
Réflexivité (philosophie)Mots-clés : Pratique sociale Reflexivité Narration Méthodologie Analyse Résumé : "Notwithstanding the rise of evidence-based practice, other tendencies within social work scholarship are also discernible. One of these is the study of the everyday, routine accomplishment of practice, drawing on microsociological methods and techniques. In this article, I apply techniques drawn from narrative and discourse analysis to the study of reflective practice accounts, which hold an important place in social work education. In particular, it is relevant to examine the form that reflective accounts take and the rhetorical and narrative devices deployed within them to accomplish a competent professional identity. My argument is not that such accounts of practice are untruthful, rather I propose that we would do well to move beyond taking texts (and talk) for granted and treating language as merely the medium for expressing inner thoughts and feelings. Social work should take seriously the need to explore its modes of representation and to cultivate a more self-conscious approach to the way professional and client identities are produced in practice." Permalink : http://cdocs.helha.be/pmblln/opac_css/index.php?lvl=notice_display&id=12245
in The british journal of social work > 36/2 (fév. 2006) . - pp. 189-206[article] Narrating Significant Experience : Reflective Accounts and the Production of (Self) Knowledge [texte imprimé] / Carolyn Taylor, Auteur . - Oxford : Oxford university press - GB - Oxford, 2006 . - pp. 189-206.
Langues : Français (fre)
in The british journal of social work > 36/2 (fév. 2006) . - pp. 189-206
Catégories : Cardijn
Analyse # Méthodologie # Narration # Pratique sociale
TS
Réflexivité (philosophie)Mots-clés : Pratique sociale Reflexivité Narration Méthodologie Analyse Résumé : "Notwithstanding the rise of evidence-based practice, other tendencies within social work scholarship are also discernible. One of these is the study of the everyday, routine accomplishment of practice, drawing on microsociological methods and techniques. In this article, I apply techniques drawn from narrative and discourse analysis to the study of reflective practice accounts, which hold an important place in social work education. In particular, it is relevant to examine the form that reflective accounts take and the rhetorical and narrative devices deployed within them to accomplish a competent professional identity. My argument is not that such accounts of practice are untruthful, rather I propose that we would do well to move beyond taking texts (and talk) for granted and treating language as merely the medium for expressing inner thoughts and feelings. Social work should take seriously the need to explore its modes of representation and to cultivate a more self-conscious approach to the way professional and client identities are produced in practice." Permalink : http://cdocs.helha.be/pmblln/opac_css/index.php?lvl=notice_display&id=12245 Exemplaires (1)
Cote Support Localisation Section Disponibilité PER BJS 36/2 (2006) Périodique Centre de documentation HELHa Cardijn LLN Réserve Périodiques Disponible Older Carers of Adults with a Learning Disability Confront the Future : Issues and Preferences in Planning / Laura Bowey in The british journal of social work, 1, vol. 37 (jan. 2007)
[article]
Titre : Older Carers of Adults with a Learning Disability Confront the Future : Issues and Preferences in Planning Type de document : texte imprimé Auteurs : Laura Bowey, Auteur ; Alex Mcglaughlin, Auteur Editeur : Oxford : Oxford university press - GB - Oxford Année de publication : 2007 Article en page(s) : pp. 39-54 Langues : Français (fre) Catégories : Cardijn
Adulte
TS
Troubles de l'apprentissageMots-clés : Trouble de l'apprentissage Adulte Résumé : "The Valuing People White Paper (Department of Health, 2001) requires services to secure a plan for all service-users with learning disabilities living with older carers and promises them and their families more choice and control over how and where they live. This paper examines the views of the older carers (aged over seventy) of sixty-two adults with a learning disability about planning for the future. Fifty-six took part in interviews in their own homes and six completed a questionnaire. All carers were white and recruited from one local authority in response to the requirements of the White Paper. Findings indicate that a significant proportion (thirty-four-55 per cent) is either not ready or is unwilling to make future plans. Barriers to planning include a perceived lack of need due to the existence of two carers, a lack of awareness of timescales involved in securing housing, difficulties in letting go, a lack of confidence in available housing options, and the existence of mutually supportive relationships. The findings show a need for a proactive approach to information and support provision to enable these families to work through a process of making plans for the future. This is essential to prevent the need for emergency placements in response to crisis and in turn to ensure that adults with learning disabilities have genuine choice and involvement in how and where they live." Permalink : http://cdocs.helha.be/pmblln/opac_css/index.php?lvl=notice_display&id=12513
in The british journal of social work > 1, vol. 37 (jan. 2007) . - pp. 39-54[article] Older Carers of Adults with a Learning Disability Confront the Future : Issues and Preferences in Planning [texte imprimé] / Laura Bowey, Auteur ; Alex Mcglaughlin, Auteur . - Oxford : Oxford university press - GB - Oxford, 2007 . - pp. 39-54.
Langues : Français (fre)
in The british journal of social work > 1, vol. 37 (jan. 2007) . - pp. 39-54
Catégories : Cardijn
Adulte
TS
Troubles de l'apprentissageMots-clés : Trouble de l'apprentissage Adulte Résumé : "The Valuing People White Paper (Department of Health, 2001) requires services to secure a plan for all service-users with learning disabilities living with older carers and promises them and their families more choice and control over how and where they live. This paper examines the views of the older carers (aged over seventy) of sixty-two adults with a learning disability about planning for the future. Fifty-six took part in interviews in their own homes and six completed a questionnaire. All carers were white and recruited from one local authority in response to the requirements of the White Paper. Findings indicate that a significant proportion (thirty-four-55 per cent) is either not ready or is unwilling to make future plans. Barriers to planning include a perceived lack of need due to the existence of two carers, a lack of awareness of timescales involved in securing housing, difficulties in letting go, a lack of confidence in available housing options, and the existence of mutually supportive relationships. The findings show a need for a proactive approach to information and support provision to enable these families to work through a process of making plans for the future. This is essential to prevent the need for emergency placements in response to crisis and in turn to ensure that adults with learning disabilities have genuine choice and involvement in how and where they live." Permalink : http://cdocs.helha.be/pmblln/opac_css/index.php?lvl=notice_display&id=12513 Exemplaires (1)
Cote Support Localisation Section Disponibilité PER BJS 37/1 (2007) Périodique Centre de documentation HELHa Cardijn LLN Réserve Périodiques Disponible On systematic reviews in social work : observations from teaching, learning and assessment of law in social work education / Suzy Braye in The british journal of social work, 2, vol. 37 (fév. 2007)
[article]
Titre : On systematic reviews in social work : observations from teaching, learning and assessment of law in social work education Type de document : texte imprimé Auteurs : Suzy Braye, Auteur ; Michael Preston-Shoot, Auteur Editeur : Oxford : Oxford university press - GB - Oxford Année de publication : 2007 Article en page(s) : pp. 313-334 Langues : Français (fre) Catégories : Cardijn
Loi # Revision # Travail socialMots-clés : Travail social Revision Loi Résumé : "This paper draws on the experience of completing a systematic review of teaching, learning and assessment of law in social work education. It reviews core elements of the process and questions whether systematic reviews as currently conceived for social work education and practice can realize the claims advanced on their behalf.The paper considers questions of evidence,quality,knowledge,dissemination and research use,and offers observations on the potential of systematic review to provide knowledge for policy makers,practitioners,researchers and adademic tutors." Permalink : http://cdocs.helha.be/pmblln/opac_css/index.php?lvl=notice_display&id=12612
in The british journal of social work > 2, vol. 37 (fév. 2007) . - pp. 313-334[article] On systematic reviews in social work : observations from teaching, learning and assessment of law in social work education [texte imprimé] / Suzy Braye, Auteur ; Michael Preston-Shoot, Auteur . - Oxford : Oxford university press - GB - Oxford, 2007 . - pp. 313-334.
Langues : Français (fre)
in The british journal of social work > 2, vol. 37 (fév. 2007) . - pp. 313-334
Catégories : Cardijn
Loi # Revision # Travail socialMots-clés : Travail social Revision Loi Résumé : "This paper draws on the experience of completing a systematic review of teaching, learning and assessment of law in social work education. It reviews core elements of the process and questions whether systematic reviews as currently conceived for social work education and practice can realize the claims advanced on their behalf.The paper considers questions of evidence,quality,knowledge,dissemination and research use,and offers observations on the potential of systematic review to provide knowledge for policy makers,practitioners,researchers and adademic tutors." Permalink : http://cdocs.helha.be/pmblln/opac_css/index.php?lvl=notice_display&id=12612 Exemplaires (1)
Cote Support Localisation Section Disponibilité PER BJS 37/2 (2007) Périodique Centre de documentation HELHa Cardijn LLN Réserve Périodiques Disponible Opportunities and Risk : Models of Good Practice in Commissioning Foster-Care / Clive Sellick in The british journal of social work, 8, vol. 36 (déc. 2006)
[article]
Titre : Opportunities and Risk : Models of Good Practice in Commissioning Foster-Care Type de document : texte imprimé Auteurs : Clive Sellick, Auteur Editeur : Oxford : Oxford university press - GB - Oxford Année de publication : 2006 Article en page(s) : pp. 1345-1359 Langues : Français (fre) Catégories : Cardijn
Enfants # PlacementMots-clés : Placement Enfant Résumé : "Local authorities in Britain have been purchasing foster placements and related services from independent fostering agencies or providers (IFPs) for many years. These are often made on an unplanned or ‘spot purchased’ basis and many local authorities have incurred significant budgetary overspends or been criticized for poor child-care practice. In parts of the USA and Australia, governments have required public authorities to ‘outsource’ all or most of their foster-care responsibilities to private or voluntary agencies. Where these have been independently evaluated, a number of deficits have been identified. A middle position of local authorities and IFPs entering into service level or contractual agreements has emerged in Britain where each sector attempts to plan and match its respective needs and services and to predict and control costs. This paper explores how some local authority and IFP managers have developed working arrangements with one another in order to achieve this position. At a time when the British government is providing a strong policy steer towards inter-sector commissioning in foster-care, this paper suggests a framework for collaboration." Permalink : http://cdocs.helha.be/pmblln/opac_css/index.php?lvl=notice_display&id=12476
in The british journal of social work > 8, vol. 36 (déc. 2006) . - pp. 1345-1359[article] Opportunities and Risk : Models of Good Practice in Commissioning Foster-Care [texte imprimé] / Clive Sellick, Auteur . - Oxford : Oxford university press - GB - Oxford, 2006 . - pp. 1345-1359.
Langues : Français (fre)
in The british journal of social work > 8, vol. 36 (déc. 2006) . - pp. 1345-1359
Catégories : Cardijn
Enfants # PlacementMots-clés : Placement Enfant Résumé : "Local authorities in Britain have been purchasing foster placements and related services from independent fostering agencies or providers (IFPs) for many years. These are often made on an unplanned or ‘spot purchased’ basis and many local authorities have incurred significant budgetary overspends or been criticized for poor child-care practice. In parts of the USA and Australia, governments have required public authorities to ‘outsource’ all or most of their foster-care responsibilities to private or voluntary agencies. Where these have been independently evaluated, a number of deficits have been identified. A middle position of local authorities and IFPs entering into service level or contractual agreements has emerged in Britain where each sector attempts to plan and match its respective needs and services and to predict and control costs. This paper explores how some local authority and IFP managers have developed working arrangements with one another in order to achieve this position. At a time when the British government is providing a strong policy steer towards inter-sector commissioning in foster-care, this paper suggests a framework for collaboration." Permalink : http://cdocs.helha.be/pmblln/opac_css/index.php?lvl=notice_display&id=12476 Exemplaires (1)
Cote Support Localisation Section Disponibilité PER BJS 36/8 (2006) Périodique Centre de documentation HELHa Cardijn LLN Réserve Périodiques Disponible Parents Whose Children with Learning Disabilities and Challenging Behaviour Attend 52-week Residential Schools : Their Perceptions of Services Received and Expectations of the Future / MCGILL P. in The british journal of social work, 36/4 (juin 2006)
[article]
Titre : Parents Whose Children with Learning Disabilities and Challenging Behaviour Attend 52-week Residential Schools : Their Perceptions of Services Received and Expectations of the Future Type de document : texte imprimé Auteurs : MCGILL P., Auteur ; Tennyson A., Auteur ; Cooper V., Auteur Editeur : Oxford : Oxford university press - GB - Oxford Année de publication : 2006 Article en page(s) : pp. 597-616 Langues : Français (fre) Catégories : Cardijn
Ecole # Retard
TS
Apprentissage # Enquêtes # Rôle parentalMots-clés : Apprentissage Retard Ecole Parentalité Enquête Résumé : "This paper reports the findings of a survey of parents whose children attended 52-week residential schools. Seventy-three parents completed a postal questionnaire which asked questions about three main areas: support and services received prior to their child’s entry into residential education; perceptions of the quality of care and education provided by residential schools; and concerns for their child’s future care and welfare. Telephone interviews were conducted with 14 parents, to obtain additional information on the topics addressed by the questionnaire. Parents were critical of services and support received prior to their child’s entry into residential education and reported high rates of exclusion from local services. Residential schools were generally perceived as providing a good quality of service, though considerable concern was expressed about their geographical distance from the family home, and this had a significant impact on the frequency of visits. Parents expressed high levels of concern about the future care and support needs of their children. Further research is required to understand the relationship between the availability and quality of local services and the need for 52-week residential schools. The impact of distant residential education on parent–child relationships and on future demand for residential care is considered." Permalink : http://cdocs.helha.be/pmblln/opac_css/index.php?lvl=notice_display&id=12266
in The british journal of social work > 36/4 (juin 2006) . - pp. 597-616[article] Parents Whose Children with Learning Disabilities and Challenging Behaviour Attend 52-week Residential Schools : Their Perceptions of Services Received and Expectations of the Future [texte imprimé] / MCGILL P., Auteur ; Tennyson A., Auteur ; Cooper V., Auteur . - Oxford : Oxford university press - GB - Oxford, 2006 . - pp. 597-616.
Langues : Français (fre)
in The british journal of social work > 36/4 (juin 2006) . - pp. 597-616
Catégories : Cardijn
Ecole # Retard
TS
Apprentissage # Enquêtes # Rôle parentalMots-clés : Apprentissage Retard Ecole Parentalité Enquête Résumé : "This paper reports the findings of a survey of parents whose children attended 52-week residential schools. Seventy-three parents completed a postal questionnaire which asked questions about three main areas: support and services received prior to their child’s entry into residential education; perceptions of the quality of care and education provided by residential schools; and concerns for their child’s future care and welfare. Telephone interviews were conducted with 14 parents, to obtain additional information on the topics addressed by the questionnaire. Parents were critical of services and support received prior to their child’s entry into residential education and reported high rates of exclusion from local services. Residential schools were generally perceived as providing a good quality of service, though considerable concern was expressed about their geographical distance from the family home, and this had a significant impact on the frequency of visits. Parents expressed high levels of concern about the future care and support needs of their children. Further research is required to understand the relationship between the availability and quality of local services and the need for 52-week residential schools. The impact of distant residential education on parent–child relationships and on future demand for residential care is considered." Permalink : http://cdocs.helha.be/pmblln/opac_css/index.php?lvl=notice_display&id=12266 Exemplaires (1)
Cote Support Localisation Section Disponibilité PER BJS 36/4 (2006) Périodique Centre de documentation HELHa Cardijn LLN Réserve Périodiques Disponible Part of the problem or part of the solution ? The role of care homes in tackling delayed hospital discharges / Jon Glasby in The british journal of social work, 2, vol. 37 (fév. 2007)
PermalinkParticipation of Disabled Children and Young People in Decision Making Within Social Departments : A Survey of Current and Recent Activities in England / Anita Franklin in The british journal of social work, 36/5 (juil. 2006)
PermalinkPatient with Minor Mental Disorders Leading to Sickness Absence : A Feasibility Study for Social Workers'Participation in a Treatment Programme / Evelien P. M. Brouwers in The british journal of social work, 1, vol. 36 (jan. 2006)
PermalinkPaved with Good Intentions : The Pathway to Adoption and the Costs of Delay / Julie Selwyn in The british journal of social work, 36/4 (juin 2006)
PermalinkPerspectives on Social Care Practice in Romania : Supporting the Development of Professional Learning and Practice / CRAWFORD K. in The british journal of social work, 36/3 (avril 2006)
PermalinkPotential Space : Knowing and Not Knowing in the Treatment of Traumatized Children and Young People / Yael Lesser in The british journal of social work, 1, vol. 37 (jan. 2007)
PermalinkPoverty in the Eyes of the Beholder : Social Workers Compared to Other Middle-Class Professionals / Idit Weiss-Gal in The british journal of social work, 5, vol. 37 (juil. 2007)
PermalinkPractice Frameworks : Conceptual Maps to Guide Interventions in Child Welfare / Marie Connolly in The british journal of social work, 5, vol. 37 (juil. 2007)
PermalinkProfessional Perspectives on Decision Making about the Long-term Care of Older People / Brian J. Taylor in The british journal of social work, 36/5 (juil. 2006)
PermalinkPutting Programme into Practice : The Introduction of Concurrent Planning into Mainstream Adoption and Fostering Services / Valerie Wigfall in The british journal of social work, 1, vol. 36 (jan. 2006)
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