Gotowe bibliografie tematyczne / Social work practice

Gotowa bibliografia na temat „Social work practice”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 21 lutego 2023

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Artykuły w czasopismach na temat "Social work practice"

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Pignotti, Monica. "Social Work Practice". Inquiry: Critical Thinking Across the Disciplines 25, nr 3 (2010): 36–39. http://dx.doi.org/10.5840/inquiryctnews201025322.

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Szmagalski, Jerzy. "Social work practice". European Journal of Social Work 16, nr 4 (wrzesień 2013): 576–78. http://dx.doi.org/10.1080/13691457.2013.835518.

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Garthwait, Cynthia L. "Social Work Education: A Vehicle for Innovative Practice". International Journal of Social Science and Humanity 5, nr 9 (2015): 798–803. http://dx.doi.org/10.7763/ijssh.2015.v5.559.

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Daniels, Jean E. "Africentric social work practice". International Social Work 44, nr 3 (lipiec 2001): 301–9. http://dx.doi.org/10.1177/002087280104400303.

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Berkman, Barbara, Barbara Silverstone, W. June Simmons, Patricia J. Volland i Judith L. Howe. "Social Work Gerontological Practice". Journal of Gerontological Social Work 34, nr 1 (18.12.2000): 5–23. http://dx.doi.org/10.1300/j083v34n01_02.

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Wells, Lilian M., i Laura E. Taylor. "Gerontological Social Work Practice". Journal of Gerontological Social Work 36, nr 3-4 (8.08.2002): 33–50. http://dx.doi.org/10.1300/j083v36n03_04.

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Greene, Gilbert J., Katherine A. Kruse i Ruth J. Arthurs. "Family Practice Social Work". Social Work in Health Care 10, nr 3 (9.04.1985): 53–73. http://dx.doi.org/10.1300/j010v10n03_04.

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Vasoo, S., i Tan Ngoh Tiong. "Strengthening Social Work Practice". Asia Pacific Journal of Social Work and Development 6, nr 2 (wrzesień 1996): 1–4. http://dx.doi.org/10.1080/21650993.1996.9755729.

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Holman, Sandra L., i Patricia Freed. "Learning Social Work Practice:". Clinical Supervisor 5, nr 1 (24.03.1987): 3–22. http://dx.doi.org/10.1300/j001v05n01_02.

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Lyons, Karen. "Transnational social work practice". China Journal of Social Work 6, nr 1 (kwiecień 2013): 94–96. http://dx.doi.org/10.1080/17525098.2013.766137.

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Rozprawy doktorskie na temat "Social work practice"

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Eliasson, Benitha. "Social Work Approaching Evidence-Based Practice. : Rethinking Social Work". Doctoral thesis, Luleå tekniska universitet, Arbetsvetenskap, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-18343.

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The Swedish public sector has undergone major changes over the last decades, with increased demands to be effective and perform their tasks with high quality, but also with the demand to increase the influence of users and citizens over the support given. This development has influenced how social services organise and how their work is perform, and is one motive given as to why evidence-based practice was introduced. This development can also be traced back to the manager philosophy new public management and neo-liberalism. Evidence-based practice has its origin in evidence-based medicine, which had a large impact internationally from the 1990s.Although there are different opinions concerning how evidence-based practiceshould be understood is often described on the basis of Sackett et al.’s (2000) definition which regards evidence-based practice as an integration of different knowledge sources – the best evidence, clinical or professional expertise and the values and preferences of users. The professional have the responsibility to use all these knowledge sources in the daily work.The purpose of this thesis is to describe and analyse different processes of the introduction of evidence-based practice. One aspect is what these processes have contributed to in terms of organising ways of working and management within social services; another aspect concerns what this means for social work. With a combination of new institutional organisational theory and Berger and Luckmann’s (1967) insights into the social construction of everyday life, it is possible to analyse the introduction of evidence-based practice as a process, moving between a macro, meso and micro perspective. The empirical base for this thesis is interviews with 33 personnel from different professions and organisations. Those interviewed from thesocial services include social workers within individual and family services and socialservices managers, as well as regional representatives from a Research and Development Unit. To understand the development of evidence-based practice and its proliferation into social services I also interviewed doctors from health care in a County Council.New institutional organisational theory is useful for understanding how differentways of organising activities are spread between and within organisations. With concepts used in new institutional theory, the focus is on how evidence-based practice travels from medicine to social work, and from a national level to the local social services level, via the regional level. Giddens (1990) terms ‘disemedding’ and ‘reembedding’ are used. Different isomorphic processes are recognised in these processes, as well as strategies to decouple or loosely couple evidence-based practice from social services ordinary activities as a way to gain legitimacy. The main findings in the thesis are that evidence-based practice has been introduced with evidence-based medicine as a role model, and that this has been done from different conditions. As is described in the interviews, the development of evidencebased practice has been controlled from national organisations such as the government, the National Board of Health and Welfare and in recent years also the Swedish Association of Local Authorities and Region, while the development within the medical area was governed by national organisations but performed by the medical profession, which advocated the introduction of evidence-based practice within the profession. The regional representatives largely support the myth that is presented of evidence-based practice, and have a central responsibility in the national initiativesconducted; they are intermediary between the national initiatives on development work and the local practice. When evidence-based practice is introduced in social work this has entailed loosely coupling between the myth about evidence-based practice and the ordinary activities, this strategy is especially obvious among social services managers. Furthermore, when a medical model of evidence-based practice is used, although with a broader approach, the introduction of evidence-based practice does not reflect the social workers’ education, profession and ways of working in the same way as evidence-based medicine reflects the doctors’ education, profession andway of working. The intention to analyse the introduction of evidence-based practice from a micro perspective is about understanding how evidence-based practice is received by the social worker and their managers. When the interviews with the doctors, social workers and managers are analysed there is less coherence between evidence-based practice and social workers’ work than between evidence-based medicine and doctors’ work. This means that social workers have to shape and construct their daily work anew through internalising the new habits and routines into everyday work, something that takes energy and time, which most interviewees feel does not exist.This thesis also highlights the need for social work to approach evidence-based practice both at an organisational and a structural level, and from the level where the daily work is performed by social workers. Finally, there exists among almost all interviewees a great interest in introducing evidence-based practice, especially among the social workers, but at the moment it is not re-embedded in social work.

Godkänd; 2014; 20140731 (beneli); Nedanstående person kommer att disputera för avläggande av filosofie doktorsexamen. Namn: Benitha Eliasson Ämne: Arbetsvetenskap/Human Work Science Avhandling: Social Work Approaching Evidence-Based Practice Rethinking Social Work Opponent: Professor of Health Care Organisation Mike Dent, Faculty of Health Sciences, Staffordshire University, Storbritannien Ordförande: Professor Elisabeth Berg, Avd för arbetsvetenskap, Institutionen för ekonomi, teknik och samhälle, Luleå tekniska universitet Tid: Måndag den 29 september 2014, kl 13.00 Plats: A109, Luleå tekniska universitet

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Li, Hsien-Ta. "Learning in social work practice". Thesis, University of Edinburgh, 2013. http://hdl.handle.net/1842/7939.

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The research question underpinning this study is ‘How is learning organised within the context of social work practice in the third sector?’ The research objective is to establish conceptual frameworks that theorise the organisation of learning in this context. Drawing upon literatures from Organisational Behaviour, Management, Social Work, Sociology and Psychology (e.g., Ballew and Mink 1996; Foucault 1995; Mayer and Salovey 1997; Ouchi 1979; Weihrich 1982) and undertaking an ethnographic inquiry in the Old-Five-Old Foundation in Taiwan, which collects documents as secondary data and gathers primary data through participant observations and interviews, this study establishes interdisciplinary frameworks to answer this research question. It argues that practitioners’ learning is organised by five kinds of structuring forces. At the macro level, practitioners’ direction of learning is organised by service purchasers’ demanding (an inter-organisational level structuring force) and the service provider’s planning (an organisational level structuring force). The evaluation of practitioners’ learning is organised by the service provider’s monitoring (an organisational level structuring force). At the micro level, practitioners’ methods of learning are organised by practitioners’ puzzle solving and instructors’ instructing (individual level structuring forces). By looking at the macro and micro structuring forces (cross level analysis) that organise practitioners’ learning, including their direction and methods of learning and the evaluation of their learning (process analysis), this study systematically analyses the organising of learning through both a cross-level analysis and a process analysis, deepening an understanding of the organising of learning and thus making an original contribution to previous studies of learning in the organisational setting (e.g., Argyris and ch n 1978; Nonaka and Takeuchi 1995; Senge 1990; Wenger 1998, 2000).
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Thompson, Brigid Susan. "Social Work: Policy and Practice". Thesis, University of Canterbury. Sociology, 2001. http://hdl.handle.net/10092/922.

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This thesis explores the connection between policy creation and social work practices that are related to this policy. The main aim of the thesis is to fill a gap that exists in the research in relation to the connection between particular policies concerning the care and protection of children and the social work practices related to these. Primarily, I am interested in the experiences of social workers in community groups and the issues and problems they face in trying to integrate these policies into their everyday practice. The thesis presents four case studies that highlight the interactive relationship that exists between policy and practice. These case studies have been developed from the interviews I conducted with care and protection community workers in Christchurch in 1999. The first two case studies - the development of the Children, Young Persons and Their Families Act (1989), and the process of devolution that occurred through the 1980s and 1990s - look at particular policy developments that have impacted on care and protection social work, and explore the way that policy creation and implementation is contingent on the specific time and place in which it is developed. The second two case studies - Family Group Conferences and Strengthening Families - focus on two quite different forms of social work practice and provide an insight into the way that policy is implemented and used by practitioners at ground level. These four case studies form the basis of an argument around the idea that policy and practice are dynamic and interactive processes that will inform and change one another. Rather than seeing policy as something that is created by bureaucrats in the state and applied by practitioners at the ground level, I argue that the policy process is more complex than this. The case studies provide practical examples of this idea, and explore the complexities of policy development and the relationship between policies, policy actors and specific community social work practices - an area about which there has been little research.
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Ingram, Richard David. "Emotions and social work practice". Thesis, University of Dundee, 2013. https://discovery.dundee.ac.uk/en/studentTheses/5d51faba-aa6a-491e-8760-6fad435f250e.

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This thesis examines the role that emotions have within social work practice. The key tenets of the literature relating to emotions are considered and a conceptual framework is proposed which will provide a conceptual and definitional underpinning to the thesis. Emotions and emotional intelligence are located within wider social work literature, and links are established with reflective practice, relationships with service users, social work skills, policy, legislation and supervision. Social workers across a Scottish local authority were asked to respond to a survey questionnaire and a selected cohort from this sample participated in semi-structured interviews based on the emerging themes from the survey. The data reported a complex picture of the role of emotions with a key challenge being the place of emotions within constructs of ‘being professional’. There was strong evidence that the relationship based aspects of practice were felt to be important and that emotions often were a key element and a useful tool, but this was counterbalanced by a strong view that the emotional content of practice should be removed from the written articulation of practice and in some cases from supervision. The value of informal support from colleagues was highlighted in terms of ‘safety’ and accessibility. The discussion of the results examines the impact of competing contextual factors such as professional narratives and organisational culture on how social workers experience and report the emotional content of their practice, and an ‘emotional gap’ is identified whereby social workers adopt a dramaturgical response to how they present aspects of their practice. The conceptual framework is considered in relation to the findings, and it is concluded that emotions are an inescapable aspect of the individual and collective experience of social work, in spite of the aforementioned contextual issues. Conclusions and implications for practice are drawn, and a model is developed which identifies the cultural and organisational shift required to reduce the perceived disjuncture between emotions and social work as a profession.
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Vailu'u, Carley Yvonne. "Social Work Practice with Older Adults". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5669.

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Social workers working for adult protective services (APS) face many clinical challenges to ensure the safety and well-being of older adult clients. APS social workers often interact with older adults who engage in self-neglecting behaviors that compromise their ability to function in a healthy and independent manner. The purpose of this research study was to explore challenges in direct social work practice to identify how APS services can be improved when working with the older adult population, particularly individuals who engage in hoarding behaviors. Using action research methodology, 2 focus groups were conducted to explore the experiences and knowledge of social workers who are trained in APS and in-home supportive services programs and work directly with the older adult hoarding population when investigating cases of self-neglect. The theoretical framework of cognitive behavioral theory guided the analysis of focus group data to provide insights into understanding the core manifestations of hoarding and how social workers working with this population can provide appropriate services. The overall findings of the study resulted in identifying improvements to APS service interventions. Study findings inform recommendations that allow APS social workers to effectively work with older adults who exhibit hoarding behaviors, while also advancing professional development in the field of social work. Understanding practice challenges to appropriately serve older adults that exhibit hoarding behaviors is essential in effecting positive social change in the lives of vulnerable and disadvantaged older adults, APS agencies, and communities.
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Sheehan, Brooke. "Prison Nurseries and Social Work Practice". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7745.

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This study sought to examine what gaps existed in practice through the perspectives of correctional social workers in terms of helping incarcerated mother–infant dyads bond. Additionally, it examined whether a prison nursery was viewed as a possible option within a smaller correctional facility. Theories used to guide this study included attachment theory and separation-individuation theory, which align with the research questions that sought to explore gaps in services, supports that could be established, and program feasibility. Action research, using an anonymous online survey, resulted in N = 6 social work participants who worked as prison social workers in the northeast region of the United States. Data were coded using thematic analysis to explore latent and semantic themes. Conclusions drawn from the dataset include the restrictive nature of the prison setting being a barrier to promoting attachment. An increase in parenting classes, substance use programming, and mental health treatment was seen as beneficial for supporting attachment. Promoting childhood normalcy and having access to nature and play things was seen as integral to the development of a prison nursery program. A prison nursery was seen as feasible within a smaller correctional facility in the northeast. Potential positive social change resulting from these findings include development of specific interventions to maintain mother–infant bonding in small departments of correction.
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Rew, Meera. "Family centred social work practice with stepfamilies". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ62833.pdf.

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Ferguson, Debbie Elizabeth. "White racial identity and social work practice". Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=78182.

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A most deafening silence is the effect created by the omission of Whiteness from racial discourses. Those within the social work profession, who seek to eradicate racism have for the most part, restricted their analyses to dissecting and defining the racial "Other". This has perhaps unwittingly implied an acceptance of "Whiteness" as an all-powerful, unnamed normality, exempted from the requirement of definition. This examination of White racial identity is an attempt to engage in a discussion of a different sort---exploring racism at its source. Those actively involved in the practice and/or study of Social Work in Montreal (Quebec) were asked to contemplate the meaning of "Whiteness" in society and in their own lives. Their interpretations were aligned with social and cultural interpretations, as well as my own interpretations. This study illustrates that, in spite of its elusive nature, Whiteness does indeed have very powerful meanings for those who have access to this racial category, those excluded, and the society in which we live.
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Casey, Beth Anne. "Performing child neglect in social work practice". Thesis, Durham University, 2013. http://etheses.dur.ac.uk/6987/.

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Informed by Foucauldian and feminist theoretical positions, the study explores how child neglect is ‘performed’ by social work professionals and service users. Specifically it focuses on definitions of neglect, discourses of responsibility, assessment, interventions and responses. It explores how ‘normalising’ judgements were central to practice conceptualisations of neglect in which judgements about families were made based on comparisons to the ‘norm’. This encompassed the identification of an absence of physical care needs and emotional neglect, drawing upon legal, psychological and child development discourse and constructions of the domestic ideal. It identifies the subjectivities, specifically of the mother and child, and the consequences for evidencing and assessing neglect, deemed responsibility and interventions it produces and legitimises. The study explores how responsibility for neglect, embedded within neo-liberalist risk management, continues to be gendered. Dominant conceptions of responsibility were constructed through women’s dichotomous relationship to dangerous and/or absent men. Further, in this context specific subjectivities were constructed about the responsible ‘risky’ neglectful mother drawing on personality, psychological and parenting characteristics. Through the dominance of this focus the structural and social context of child neglect and women’s subjectivities fall from view, ‘justifying’ the neo-liberal position of self-governance and the rolling back of state support. It also identifies alternative discourses, encompassing women’s subjectivities which link neglect to social, cultural and structural context. The study deconstructs discourses in assessments of neglect. Bureaucratic and managerial constraints to quality assessments are identified. Professional debates surrounding contested thresholds and perceptions of ‘good enough’ mothering are explored. Women expressed their feelings on their ‘written’, documented identities and labelling as the ‘bad mother’. The study analyses how women conformed and resisted professional attempts to self-govern and empower. Dependent upon perceived levels of risk, responses encompassed coercive, empowering and normalising ‘re-parenting’ interventions.
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Mompati, Tlamelo Odirile. "The dissonance between social work education and social work practice : the case of Botswana". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1995. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq23426.pdf.

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Książki na temat "Social work practice"

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E, Gentry Martha, red. Social work practice. Englewood Cliffs, N.J: Prentice Hall, 1988.

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Coulshed, Veronica, i Joan Orme. Social Work Practice. London: Macmillan Education UK, 2012. http://dx.doi.org/10.1007/978-0-230-36779-1.

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Coulshed, Veronica, i Joan Orme. Social Work Practice. London: Macmillan Education UK, 1998. http://dx.doi.org/10.1007/978-1-349-14748-9.

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Coulshed, Veronica, i Joan Orme. Social Work Practice. London: Macmillan Education UK, 2006. http://dx.doi.org/10.1007/978-1-137-19255-4.

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Transnational social work practice. New York: Columbia University Press, 2010.

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1936-, Kettner Peter M., i McMurtry Steven Lloyd, red. Social work macro practice. Wyd. 3. Boston: Pearson/Allyn and Bacon, 2004.

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1936-, Kettner Peter M., i McMurtry Steven Lloyd, red. Social work macro practice. Wyd. 2. New York: Longman, 1998.

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Sue, Derald Wing. Multicultural social work practice. Hoboken, N.J: Wiley, 2006.

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Pease, Bob, i Jan Fook, red. TRANSFORMING SOCIAL WORK PRACTICE. Abingdon, UK: Taylor & Francis, 1999. http://dx.doi.org/10.4324/9780203279281.

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Schott, Erik M. P., i Eugenia L. Weiss. Transformative Social Work Practice. 2455 Teller Road, Thousand Oaks California 91320: SAGE Publications, Inc., 2016. http://dx.doi.org/10.4135/9781506304533.

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Części książek na temat "Social work practice"

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Cigno, Katy. "Cognitive-behavioural practice". W Social Work, 184–95. London: Macmillan Education UK, 1998. http://dx.doi.org/10.1007/978-1-349-14400-6_15.

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Burke, Beverley, i Philomena Harrison. "Anti-oppressive practice". W Social Work, 229–39. London: Macmillan Education UK, 1998. http://dx.doi.org/10.1007/978-1-349-14400-6_19.

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Cemlyn, Sarah. "Human rights practice". W Social Work, 61–67. Wyd. 2. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003178699-10.

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McDonald, Catherine. "Critical Practice". W Challenging Social Work, 171–86. London: Macmillan Education UK, 2006. http://dx.doi.org/10.1007/978-0-230-50549-0_10.

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Tilling, June. "Preparing for social work practice". W Social Work, 355–69. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-08215-2_25.

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Dominelli, Lena. "Anti-oppressive practice in context". W Social Work, 3–22. London: Macmillan Education UK, 1998. http://dx.doi.org/10.1007/978-1-349-14400-6_1.

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Whan, Michael. "On the nature of practice". W Social Work, 185–89. Wyd. 2. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003178699-36.

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Coulshed, Veronica, i Joan Orme. "Community Work". W Social Work Practice, 207–30. London: Macmillan Education UK, 1998. http://dx.doi.org/10.1007/978-1-349-14748-9_12.

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Thompson, Neil. "Professionalism in practice". W Practising Social Work, 207–19. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-04871-4_16.

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Thompson, Neil. "Achieving good practice". W Understanding Social Work, 152–79. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-06649-7_6.

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Streszczenia konferencji na temat "Social work practice"

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Xia, Long, i Wenjing Luan. "Rethinking of Social Work Practice Teaching". W 2018 Symposium on Health and Education (SOHE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/sohe-18.2018.16.

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Ó Súilleabháin, Fiachra, Kenneth Burns i Simone McCaughren. "ONLINE SOCIAL WORK TOOLS: COLLABORATIVE EDUCATIONAL RESPONSES TO REMOTE-BASED SOCIAL WORK PRACTICE". W 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.1036.

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Strazdina, Irina, i Svetlana Lanka. "SOCIO-PSYCHOLOGICAL ASPECTS OF CRISIS INTERVENTION IN SOCIAL WORK PRACTICE". W International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.1519.

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Yu, Shaozhen, Weifeng Li i Dong Liang. "Study on the Practice Model of Social Work". W 2020 4th International Seminar on Education, Management and Social Sciences (ISEMSS 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200826.223.

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Wilensky, Hiroko, i David Redmiles. "A blog considered from the perspectives of social practice theory". W CSCW '12: Computer Supported Cooperative Work. New York, NY, USA: ACM, 2012. http://dx.doi.org/10.1145/2141512.2141588.

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Faizova, D. D. "Bureaucratism In Social Work: From Frameing To Simulacres". W Humanistic Practice in Education in a Postmodern Age. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.11.103.

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Bilalova, L. M. "Bureaucratism In Social Work: From Frameing To Simulacre". W Humanistic Practice in Education in a Postmodern Age. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.11.22.

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Silsand, Line, i Gunnar Ellingsen. "Complex Decision-Making in Clinical Practice". W CSCW '16: Computer Supported Cooperative Work and Social Computing. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2818048.2819952.

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Gorm, Nanna. "Personal Health Tracking Technologies in Practice". W CSCW '17: Computer Supported Cooperative Work and Social Computing. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3022198.3024935.

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Kristiana, Ika Febrian, Rahkman Ardi i Wiwin Hendriani. "What’s behind Work Engagement in Teaching Practice?" W International Conference on Psychology in Health, Educational, Social, and Organizational Settings. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008588102670275.

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Raporty organizacyjne na temat "Social work practice"

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Fritz, Linda. Selection of practice models for social work. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.2145.

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Miller, Clara. Indications of feminist influence on contemporary social work practice. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.2769.

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Johnson, Chuck. A Generalist approach to social work practice : model and synthesis. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.5462.

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Yegge, Linda. An analysis of the relationship between personality characteristics of social work students and choice of social work practice area. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.2835.

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Rada, Gabriel, i Simon Lewin. Does collaboration among health and social care professionals improve practice or patient outcomes? SUPPORT, 2017. http://dx.doi.org/10.30846/1705172.

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Interprofessional collaboration is the process by which two or more health or social care professionals work together to improve the delivery of health and social care and health outcomes. Practice based interventions to promote interprofessional collaboration (i.e. better work interactions and teamworking among providers) in healthcare delivery are intended to respond to the needs of restructuring, reorganisation, and cost containment, and to the increasing complexity of healthcare knowledge and work.
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Colton, Julie. A study of the crisis nature of the preparenthood period and implications for preventative social work practice. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.5333.

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Mott, Joanna, Heather Brown, Di Kilsby, Emily Eller i Tshering Choden. Gender Equality and Social Inclusion Self-Assessment Tool. Institute of Development Studies (IDS), kwiecień 2021. http://dx.doi.org/10.19088/slh.2021.016.

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The facilitated self-assessment provides the opportunity to discuss and reflect on current strengths and how to improve processes that drive positive change in GESI through your projects and organisation. It also provides an opportunity for your project and organisation to measure progress towards transformative practice and outcomes. It enables participants to identify strategies to strengthen gender equality/diversity and social inclusion, consider strategies to make change, and highlight opportunities for improvement within their work.
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Opiyo, Newton. What are the effects of interprofessional education on professional practice and healthcare outcomes? SUPPORT, 2017. http://dx.doi.org/10.30846/170413.

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Delivering effective, high quality patient care is complex and requires that health and social care professionals work together effectively. Interprofessional education – training or learning initiatives that involve more than one profession in joint, interactive learning with the explicit purpose of improving interprofessional collaboration or patient care – is a possible strategy for improving how professionals work together as well as improving professional practice and patient care.
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Tare, Medha, Susanne Nobles i Wendy Xiao. Partnerships that Work: Tapping Research to Address Learner Variability in Young Readers. Digital Promise, marzec 2018. http://dx.doi.org/10.51388/20.500.12265/67.

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Over the past several decades, the student population in the United States has grown more diverse by factors including race, socioeconomic status, primary language spoken at home, and learning differences. At the same time, learning sciences research has advanced our understanding of learner variability and the importance of grounding educational practice and policy in the individual, rather than the fiction of an average student. To address this gap, LVP distills existing research on cognitive, social and emotional, content area, and background Learner Factors that affect learning in various domains, such as reading and math. In conjunction with the development process, LPS researchers worked with ReadWorks to design studies to assess the impact of the newly implemented features on learner outcomes.
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Venkateswaran, Nitya, Jay Feldman, Stephanie Hawkins, Megan A. Lewis, Janelle Armstrong-Brown, Megan Comfort, Ashley Lowe i Daniela Pineda. Bringing an Equity-Centered Framework to Research: Transforming the Researcher, Research Content, and Practice of Research. RTI Press, styczeń 2023. http://dx.doi.org/10.3768/rtipress.2023.op.0085.2301.

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Since the mainstream racial awakening to pervasive and entrenched structural racism, many organizations have made commitments and adopted practices to increase workplace diversity, inclusion, and equity and embed these commitments in their organizational missions. A question often arises about how these concepts apply to research. This paper discusses how organizations can build on their specific commitments to diversity, inclusion, and equity by applying these principles in the research enterprise. RTI International’s framework for conducting equity-centered transformative research highlights how incorporating principles of diversity, inclusion, and equity requires a departure from mainstream practice because of historical and intentional exclusion of these principles. Drawing on methodologies of culturally responsive evaluation, research, and pedagogy; feminist, Indigenous, and critical methodologies; community-based participatory research; and theories of social transformation, liberation, and racial justice, this organizing framework illustrates what this departure requires and how research can serve liberation and social justice by transforming the researcher, the research content, and the day-to-day practice of conducting research. Centering the work of seminal scholars and practitioners of color in the field, this paper provides a holistic framework that incorporates various research approaches and paradigms intended to shift power to minoritized and marginalized communities to achieve social transformation through research.
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