Products related to Social:
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Asset Assessments and Community Social Work Practice
The role and importance of assessment in development of health and social services are well accepted in the field, and represent the fundamental building blocks for the creation of any form of social intervention.Need assessments are, without question, the most common form of assessment in these fields.They typically, however, result in a rather narrow view of a community that stresses disease risk profiles and lists of various social problem categories.Nevertheless, unlike needs assessments, asset assessments bring a range of factors and considerations to the creation of an intervention that are guided by participatory democratic principles and processes.Although need assessments can also be guided by participatory principles, they generally are professionally-driven and do not stress capacity enhancement in the process.Asset assessments' emphasis on participatory democracy sufficiently distance themselves from their needs counterpart through the use of values, language used to communicate, and how research methods get conceptualized and carried out.Community asset assessments can be viewed as a goal; a strategy; a set of guiding principles; a method; and a process.These different perspectives make a consensus definition of a capital difficult to arrive at in both scholarly and practice realms.Consequently, it is best to view asset assessments from an evolutionary point of view in order to appreciate the variety of perspectives, tensions, and potential for achieving positive social change.In essence asset assessments are both an instrument of discovery as well as an intervention to achieve community change.
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Effective Practice Learning in Social Work
The Department of Health requires students on the social work degree to undertake at least 200 days in direct practice learning during their course. Practice learning often raises great anxieties for students, agencies and those who supervise and assess it. This book tackles those anxieties, explaining the ways the experience can deliver a unique learning opportunity for the student. It is ideal for students undertaking or about to undertake practice learning, student supervisors and practice assessors, as well as trainers and policymakers within social care agencies and healthcare professions where practice learning is also undertaken.
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Learning and Teaching in Social Work Practice
With the increasing importance of learning on practice placement this new book provides students, practitioners and their assessors with a practical understanding of how people learn best in the workplace; the principles involved in work-based teaching and assessing; and the contribution of other disciplines to work-based learning.
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Creative Approaches to Social Work Practice Learning
A guide to enable social work practice educators to be more creative in the teaching, supervision and assessment of students. Practice educators, as social workers, are used to being creative and innovative in their demanding roles in practice. But often they can struggle to find the time to integrate this creativity in the teaching and learning with students.To support a student’s ability to develop their critical thinking, practice educators need to possess and demonstrate a range of different skills and knowledge around models and strategies of teaching, supervision, and assessment. This concise guide enables practice educators to be more creative in the teaching, supervision and assessment of students.Containing stand-alone, but inter-linked chapters that each cover an innovative or creative approach in practice education, this book provides accessible material and practice guidance to enable practice educators to cultivate a creative approach to learning. This includes contemporary and diverse ideas around the teaching, supervision and assessment of social work students who are undertaking their practice learning placements.Each chapter is written by a qualified practice educator enabling them to draw upon their experiences of effectively supporting the development of students and the building of a learning relationship.The book bridges theory and practice, providing a straightforward and useful resource for practice educators to draw upon, thus supporting their research-mindedness to inform their practice and contribute to their knowledge-base. Both of which are indicative skills within their expert specialist roles. In short, the book provides a range of creative approaches, demonstrates their application in practice and helps to build a “creative toolbox” to use within practice.
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How can one practice social interaction when suffering from social phobia?
One way to practice social interaction when suffering from social phobia is to start small by gradually exposing oneself to social situations that cause anxiety. This could involve initiating conversations with familiar people or joining a small group activity. Seeking support from a therapist or joining a support group can also provide guidance and encouragement in navigating social interactions. Additionally, practicing relaxation techniques and positive self-talk can help manage anxiety in social situations.
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What are some conversation topics about social networks?
Some conversation topics about social networks could include discussing the impact of social media on society, the pros and cons of using different social media platforms, the role of social networks in shaping public opinion, the influence of social media on relationships and communication, and the ethical considerations of social media use. Additionally, one could discuss the latest trends and developments in social media, the potential for social networks to be used for social good, and the impact of social media on mental health and well-being.
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Can you give examples of social cognitive learning?
Social cognitive learning occurs when individuals observe and imitate the behaviors of others. Examples of social cognitive learning include children learning to tie their shoes by watching a parent or teacher demonstrate the process, employees learning new skills by observing and emulating their colleagues, and individuals adopting healthy habits after seeing friends or family members engage in them. Additionally, social cognitive learning can also occur through media, such as when people learn new cooking techniques by watching instructional videos or learn about different cultures by watching documentaries.
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What is the difference between imprinting and social learning?
Imprinting is a form of learning in which a young animal forms a strong attachment to a particular individual or object, typically occurring at a critical period early in the animal's life. This attachment is often irreversible and can have a significant impact on the animal's behavior. On the other hand, social learning is a more general term that refers to the acquisition of behaviors, skills, and knowledge through observing and interacting with others in a social group. Social learning can occur at any stage of an animal's life and is not necessarily tied to a specific critical period.
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Social Learning Systems and Communities of Practice
Social Learning Systems and Communities of Practice is a collection of classical and contemporary writing associated with learning and systemic change in contexts ranging from cities, to rural development to education to nursing to water management to public policy.It is likely to be of interest to anyone trying to understand how to think systemically and to act and interact effectively in situations experienced as complex, messy and changing.While mainly concerned with professional praxis, where theory and practice inform each other, there is much here that can apply at a personal level. This book offers conceptual tools and suggestions for new ways of being and acting in the world in relation to each other, that arise from both old and new understandings of communities, learning and systems.Starting with twentieth century insights into social learning, learning systems and appreciative systems from Donald Schön and Sir Geoffrey Vickers, the book goes on to consider the contemporary traditions of critical social learning systems and communities of practice, pioneered by Richard Bawden and Etienne Wenger and their colleagues.A synthesis of the ideas raised, written by the editor, concludes this reader.The theory and practice of social learning systems and communities of practice appear to have much to offer in influencing and managing systemic change for a better world.
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Soul, Community and Social Change : Theorising a Soul Perspective on Community Practice
At a time when inequalities are growing globally, when the pace of socio-economic transitions is rapid, and when traditional ties of community are under threat of dissolving, 'soul' offers a new way of thinking imaginatively about how people might respond both individually and collectively in social change work.In exploring ideas such as soul, soulful, 'soul of the world' and soul-force, Peter Westoby invites readers to disrupt their taken-for-granted assumptions about community practice and to foreground ethics, quality, being and the aesthetic.Drawing on work of people such as James Hillman, Thomas Moore and 'Bifo' Beradi, he insists on the need to bring more depth into practice, eschewing contemporary trends of soulless analysis, measuring, and technique.Written in dialogue with eight practitioner-scholars from around the world, the book suggests a fresh terrain for community work and social change theorising.Illustrated by images of Australian cartoonist-prophet Michael Leunig, the book also promises to unlock new imaginative spaces for dreaming.A soul perspective will resonate with people searching for both a robust socio-political response to the world and an imaginative, poetic and mindful centring of self, 'other' and the planet to their practice.
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Social Media in Social Work Practice
Should you respond to friend requests from service users?How can you be sure that your own online profile is secure?Do service users understand the global and permanent nature of social media posts?Mapped against UK regulatory bodies’ standards this book responds to new complex issues raised by social media.Joanne Westwood draws on evidence and contemporary examples from practice to contextualise developments in social media and outline how this has shaped social work practice in recent years.She unpicks the potential pitfalls and opportunities social media presents for individual practice, organisations and service users.After using the case study questions, quizzes and reflective activities you will be able to confidently apply your knowledge of the 4 key issues:· privacy · confidentiality· regulation· professional ethics and values
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Social Work Practice with Adults : Learning from Lived Experience
This book will provide you with the initial developing knowledge and skills needed to practice ethically and effectively in diverse settings with a range of adults.Written in collaboration with service users, carers and practitioners, its unique collaborative approach will enable you to learn from real lived experience. Since launching in 2003, Transforming Social Work Practice has become the market-leading series for social work students.These books use activities and case studies to build critical thinking and reflection skills and will help social work students to develop good practice through learning. These books are: · Affordable · Written to the Professional Capabilities Framework · Mapped to the social work curriculum · Practical with clear links between theory and practice
Price: 23.99 £ | Shipping*: 3.99 £
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Why is the majority of the social media community stupid?
It is not accurate or fair to label the majority of the social media community as "stupid." Social media is a diverse platform that includes a wide range of individuals with varying levels of knowledge, experience, and perspectives. It is important to approach social media with an open mind and engage in respectful and constructive conversations. It is also important to remember that everyone has something valuable to contribute, and it is not productive to dismiss the entire social media community as "stupid."
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How social are social media or social networks?
Social media and social networks are inherently social, as they are designed to facilitate communication, interaction, and connection between individuals and groups. Users can share their thoughts, experiences, and content with others, engage in conversations, and build relationships. These platforms also provide opportunities for people to join communities, participate in discussions, and collaborate on various activities. Overall, social media and social networks play a significant role in shaping and maintaining social connections in the digital age.
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Is a voluntary social year (FSJ) in the field of culture recommended?
A voluntary social year (FSJ) in the field of culture can be a valuable experience for individuals interested in gaining practical skills and knowledge in the cultural sector. It provides an opportunity to contribute to cultural projects, develop interpersonal skills, and broaden one's cultural awareness. Additionally, it can be a stepping stone for those considering a career in the arts or cultural management. Overall, a voluntary social year in the field of culture can be a rewarding and enriching experience for those passionate about the arts.
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"Are school social workers allowed to invite me to a conversation?"
Yes, school social workers are allowed to invite you to a conversation. School social workers often reach out to students to offer support, guidance, and assistance with any personal or academic challenges they may be facing. It is common for school social workers to initiate conversations with students in order to provide a safe space for them to express their concerns and receive the help they need. If a school social worker invites you to a conversation, it is likely because they want to offer their support and help you navigate any difficulties you may be experiencing.
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