Theo van Leeuwen
- Published in print:
- 2008
- Published Online:
- May 2008
- ISBN:
- 9780195323306
- eISBN:
- 9780199869251
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195323306.001.0001
- Subject:
- Linguistics, Sociolinguistics / Anthropological Linguistics
Building on Bernstein's concept of recontextualization, Foucault's theory of discourse, Halliday's systemic-functional linguistics and Martin's theory of activity sequences, this book defines ...
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Building on Bernstein's concept of recontextualization, Foucault's theory of discourse, Halliday's systemic-functional linguistics and Martin's theory of activity sequences, this book defines discourses as frameworks for the interpretation of reality and presents detailed and explicit methods for reconstructing these frameworks through text analysis. There are methods for analyzing the representation of social action, social actors and the timings and spatial locations of social practices as well as methods for analyzing how the purposes, legitimations and moral evaluations of social practices can be, and are, constructed in discourse. Discourse analytical categories are linked to sociological theories to bring out their relevance for the purpose of critical discourse analysis, and a variety of examples demonstrate how they can be used to this end. The final chapters apply aspects of the book's methodological framework to the analysis of multimodal texts such as visual images and children's toys.Less
Building on Bernstein's concept of recontextualization, Foucault's theory of discourse, Halliday's systemic-functional linguistics and Martin's theory of activity sequences, this book defines discourses as frameworks for the interpretation of reality and presents detailed and explicit methods for reconstructing these frameworks through text analysis. There are methods for analyzing the representation of social action, social actors and the timings and spatial locations of social practices as well as methods for analyzing how the purposes, legitimations and moral evaluations of social practices can be, and are, constructed in discourse. Discourse analytical categories are linked to sociological theories to bring out their relevance for the purpose of critical discourse analysis, and a variety of examples demonstrate how they can be used to this end. The final chapters apply aspects of the book's methodological framework to the analysis of multimodal texts such as visual images and children's toys.
Theo Van Leeuwen
- Published in print:
- 2008
- Published Online:
- May 2008
- ISBN:
- 9780195323306
- eISBN:
- 9780199869251
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195323306.003.0001
- Subject:
- Linguistics, Sociolinguistics / Anthropological Linguistics
Drawing on the work of Bernstein and other sociologists and anthropologists, as well as on the work of linguists such as Gleason, Grimes, Halliday and Martin, this chapter defines discourse as the ...
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Drawing on the work of Bernstein and other sociologists and anthropologists, as well as on the work of linguists such as Gleason, Grimes, Halliday and Martin, this chapter defines discourse as the recontextualization of social practice and introduces the key elements of social practices—actors, actions, performance modes, presentation styles, times, locations, resources and eligibility conditions It then outlines the transformations that occur in the process of recontextualization and the way in which recontextualization adds reactions, purposes and legitimations to representations of social practices. An extended analysis of a short newspaper article exemplifies the concepts introduced.Less
Drawing on the work of Bernstein and other sociologists and anthropologists, as well as on the work of linguists such as Gleason, Grimes, Halliday and Martin, this chapter defines discourse as the recontextualization of social practice and introduces the key elements of social practices—actors, actions, performance modes, presentation styles, times, locations, resources and eligibility conditions It then outlines the transformations that occur in the process of recontextualization and the way in which recontextualization adds reactions, purposes and legitimations to representations of social practices. An extended analysis of a short newspaper article exemplifies the concepts introduced.
Harry Scarbrough and Jacky Swan
- Published in print:
- 2008
- Published Online:
- January 2009
- ISBN:
- 9780199545490
- eISBN:
- 9780191720093
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199545490.003.0007
- Subject:
- Business and Management, Organization Studies, Knowledge Management
Many organizations ‘re-invent the wheel’ by failing to capture and spread what has been learned from particular projects. This inability to exploit the learning from projects has worrying ...
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Many organizations ‘re-invent the wheel’ by failing to capture and spread what has been learned from particular projects. This inability to exploit the learning from projects has worrying implications for the growing popularity of the project form as a way of organizing work. This chapter identifies the role which project work plays as a source of learning which emerges alongside, within, and sometimes against, communities of practice. The theoretical framework produced by this analysis is explored through brief case-study descriptions of three projects which produced very different outcomes in terms of the generation, capture and spread of learning. This allows us to derive some conclusions as to the factors influencing the role of projects as a source of learning within organizations, and the implications for attempts to exploit such learning as an organizational resource.Less
Many organizations ‘re-invent the wheel’ by failing to capture and spread what has been learned from particular projects. This inability to exploit the learning from projects has worrying implications for the growing popularity of the project form as a way of organizing work. This chapter identifies the role which project work plays as a source of learning which emerges alongside, within, and sometimes against, communities of practice. The theoretical framework produced by this analysis is explored through brief case-study descriptions of three projects which produced very different outcomes in terms of the generation, capture and spread of learning. This allows us to derive some conclusions as to the factors influencing the role of projects as a source of learning within organizations, and the implications for attempts to exploit such learning as an organizational resource.
Melvin Delgado
- Published in print:
- 1999
- Published Online:
- January 2009
- ISBN:
- 9780195112481
- eISBN:
- 9780199865826
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195112481.003.0009
- Subject:
- Social Work, Communities and Organizations
This chapter discusses the mapping phase of the framework developed in Chapter 7. Case studies are used to illustrate key practice principles and considerations for work in nontraditional settings. ...
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This chapter discusses the mapping phase of the framework developed in Chapter 7. Case studies are used to illustrate key practice principles and considerations for work in nontraditional settings. Each stage in the process consists of description of goals, a brief overview, challenges and rewards, and key practice concepts.Less
This chapter discusses the mapping phase of the framework developed in Chapter 7. Case studies are used to illustrate key practice principles and considerations for work in nontraditional settings. Each stage in the process consists of description of goals, a brief overview, challenges and rewards, and key practice concepts.
Joseph Raz
R. Jay Wallace (ed.)
- Published in print:
- 2005
- Published Online:
- October 2011
- ISBN:
- 9780199278466
- eISBN:
- 9780191699986
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199278466.001.0001
- Subject:
- Philosophy, Moral Philosophy
The Tanner Lectures on Human Values, which honor the American scholar, industrialist, and philanthropist Obert Clark Tanner, are presented annually at each of nine universities in the United States ...
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The Tanner Lectures on Human Values, which honor the American scholar, industrialist, and philanthropist Obert Clark Tanner, are presented annually at each of nine universities in the United States and Great Britain. They were established at the University of California, Berkeley, beginning in the 2000/1 academic year. This book is an exploration of a pervasive but puzzling aspect of our world: value. At the core of the book are the Tanner Lectures delivered at Berkeley in 2001 by the author, who has been one of the leading figures in moral and legal philosophy since the 1970s. His aim is to make sense of the dependence of value on social practice, without falling back on cultural relativism. In response, three philosophers, Christine Korsgaard, Robert Pippin, and Bernard Williams, offer different approaches to the subject. The book begins with an introduction by Jay Wallace, setting the scene for what follows, and ends with a response from the author to his commentators. The result is a debate about the relations between human values and human life.Less
The Tanner Lectures on Human Values, which honor the American scholar, industrialist, and philanthropist Obert Clark Tanner, are presented annually at each of nine universities in the United States and Great Britain. They were established at the University of California, Berkeley, beginning in the 2000/1 academic year. This book is an exploration of a pervasive but puzzling aspect of our world: value. At the core of the book are the Tanner Lectures delivered at Berkeley in 2001 by the author, who has been one of the leading figures in moral and legal philosophy since the 1970s. His aim is to make sense of the dependence of value on social practice, without falling back on cultural relativism. In response, three philosophers, Christine Korsgaard, Robert Pippin, and Bernard Williams, offer different approaches to the subject. The book begins with an introduction by Jay Wallace, setting the scene for what follows, and ends with a response from the author to his commentators. The result is a debate about the relations between human values and human life.
James C. Raines, Susan Stone, and Andy Frey
- Published in print:
- 2010
- Published Online:
- May 2010
- ISBN:
- 9780195373905
- eISBN:
- 9780199777440
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195373905.003.0001
- Subject:
- Social Work, Children and Families
This chapter sets the stage for the remainder of the text by demonstrating that a chasm exists between the practice choices of school social workers and the research on school-based prevention and ...
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This chapter sets the stage for the remainder of the text by demonstrating that a chasm exists between the practice choices of school social workers and the research on school-based prevention and intervention, as well as contemporary education models developed to guide the organization and delivery of school social work and other support services (e.g. school psychology, behavior consultation, and school counseling). This gap is referred to as the knowledge—practice gap. The history of school social work, contemporary education models, and the knowledge—practice gap are discussed.Less
This chapter sets the stage for the remainder of the text by demonstrating that a chasm exists between the practice choices of school social workers and the research on school-based prevention and intervention, as well as contemporary education models developed to guide the organization and delivery of school social work and other support services (e.g. school psychology, behavior consultation, and school counseling). This gap is referred to as the knowledge—practice gap. The history of school social work, contemporary education models, and the knowledge—practice gap are discussed.
James C. Raines, Susan Stone, and Andy Frey
- Published in print:
- 2010
- Published Online:
- May 2010
- ISBN:
- 9780195373905
- eISBN:
- 9780199777440
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195373905.003.0002
- Subject:
- Social Work, Children and Families
This chapter examines several reasons for the existence of the knowledge—practice gap; a gap between the practice choices of school social workers, and research on school-based prevention and ...
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This chapter examines several reasons for the existence of the knowledge—practice gap; a gap between the practice choices of school social workers, and research on school-based prevention and intervention as well as contemporary education models. It presents three plausible explanations for the knowledge—practice gap: (1) lack of practitioner familiarity with the knowledge base; (2) barriers to implementing principles and specific empirically supported treatments (ESTs) emerging from the knowledge base, and (3) a privileging of practice wisdom over empirical research, resulting in a rejection of current school-based research. It introduces the evidence-informed practice (EIP) process that has been proposed in social work and other disciplines to address the research—practice gap. While EIP has intuitive appeal, it has also received much criticism from the practice community. These criticisms, many of which are legitimate, have undoubtedly contributed to the slow embracing of EIP in practice.Less
This chapter examines several reasons for the existence of the knowledge—practice gap; a gap between the practice choices of school social workers, and research on school-based prevention and intervention as well as contemporary education models. It presents three plausible explanations for the knowledge—practice gap: (1) lack of practitioner familiarity with the knowledge base; (2) barriers to implementing principles and specific empirically supported treatments (ESTs) emerging from the knowledge base, and (3) a privileging of practice wisdom over empirical research, resulting in a rejection of current school-based research. It introduces the evidence-informed practice (EIP) process that has been proposed in social work and other disciplines to address the research—practice gap. While EIP has intuitive appeal, it has also received much criticism from the practice community. These criticisms, many of which are legitimate, have undoubtedly contributed to the slow embracing of EIP in practice.
Nancy P. Kropf
- Published in print:
- 2010
- Published Online:
- January 2011
- ISBN:
- 9780195394641
- eISBN:
- 9780199863365
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195394641.003.0002
- Subject:
- Social Work, Communities and Organizations
This chapter introduces the values, ethics, and practices that comprise social work, and examines the profession's rich history of working to improve the lives of individuals and to create a more ...
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This chapter introduces the values, ethics, and practices that comprise social work, and examines the profession's rich history of working to improve the lives of individuals and to create a more just society. It includes a historical summary of some of the major events that have shaped the profession, and then explores ethics and values as the foundation of social work practice. The chapter also examines the proliferation of various social work contexts and roles, and some of the major concepts such as empowerment and resilience that are keys to contemporary social work. Finally the chapter turns to the future of social work and some of the issues that will shape the profession in coming years. It offers a way to appreciate how social work and restorative justice practices share some common ground, while maintaining unique practice positions.Less
This chapter introduces the values, ethics, and practices that comprise social work, and examines the profession's rich history of working to improve the lives of individuals and to create a more just society. It includes a historical summary of some of the major events that have shaped the profession, and then explores ethics and values as the foundation of social work practice. The chapter also examines the proliferation of various social work contexts and roles, and some of the major concepts such as empowerment and resilience that are keys to contemporary social work. Finally the chapter turns to the future of social work and some of the issues that will shape the profession in coming years. It offers a way to appreciate how social work and restorative justice practices share some common ground, while maintaining unique practice positions.
James C. Raines, Susan Stone, and Andy Frey
- Published in print:
- 2010
- Published Online:
- May 2010
- ISBN:
- 9780195373905
- eISBN:
- 9780199777440
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195373905.003.0014
- Subject:
- Social Work, Children and Families
This chapter synthesizes and integrates the reflections offered in Chapters 4-12. These lessons learned are organized around the eight-step evidence-informed practice (EIP) process for school social ...
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This chapter synthesizes and integrates the reflections offered in Chapters 4-12. These lessons learned are organized around the eight-step evidence-informed practice (EIP) process for school social workers detailed in Chapter 3.Less
This chapter synthesizes and integrates the reflections offered in Chapters 4-12. These lessons learned are organized around the eight-step evidence-informed practice (EIP) process for school social workers detailed in Chapter 3.
Ilkka Tuomi
- Published in print:
- 2006
- Published Online:
- October 2011
- ISBN:
- 9780199269051
- eISBN:
- 9780191699337
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199269051.003.0002
- Subject:
- Business and Management, Knowledge Management, Innovation
This chapter introduces some main concepts and assumptions that underlie the present work. It points out that innovation is fundamentally about social change, and that innovations emerge and become ...
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This chapter introduces some main concepts and assumptions that underlie the present work. It points out that innovation is fundamentally about social change, and that innovations emerge and become articulated when they are taken into meaningful use in social practice. It argues that meaningful use — as well as the meaning of technology itself — is grounded on social groups that can be called practice-related communities. As a result, innovation and technological change can be studied as phenomena that occur within an ecology of such communities. Construction of technology requires construction of meaning, and new technology is much more than improved functionality. Instead of the ‘upstream’ of the traditional linear model of innovation, we have to focus on the ‘downstream’ where social communication and change occurs. All innovation is social innovation. Innovation does not happen ‘out there’ in the world of objects, but in society and in minds. More particularly, it happens in the minds of the users, which are intrinsically integrated with the activities of the users. Those cultural and material resources that are available for the users, therefore, become key resources in the innovation process.Less
This chapter introduces some main concepts and assumptions that underlie the present work. It points out that innovation is fundamentally about social change, and that innovations emerge and become articulated when they are taken into meaningful use in social practice. It argues that meaningful use — as well as the meaning of technology itself — is grounded on social groups that can be called practice-related communities. As a result, innovation and technological change can be studied as phenomena that occur within an ecology of such communities. Construction of technology requires construction of meaning, and new technology is much more than improved functionality. Instead of the ‘upstream’ of the traditional linear model of innovation, we have to focus on the ‘downstream’ where social communication and change occurs. All innovation is social innovation. Innovation does not happen ‘out there’ in the world of objects, but in society and in minds. More particularly, it happens in the minds of the users, which are intrinsically integrated with the activities of the users. Those cultural and material resources that are available for the users, therefore, become key resources in the innovation process.
Melvin Delgado
- Published in print:
- 2006
- Published Online:
- January 2009
- ISBN:
- 9780195301182
- eISBN:
- 9780199863679
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195301182.003.0004
- Subject:
- Social Work, Communities and Organizations
This chapter discusses best practices with Latinos. Topics covered include the importance of social relationships, bilingual and bicultural concerns as united in the conceptualization of best ...
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This chapter discusses best practices with Latinos. Topics covered include the importance of social relationships, bilingual and bicultural concerns as united in the conceptualization of best practice, stressing of cultural values, incorporation of Latino strengths and assets, fostering ethnic identity, and mediating the effects of acculturation.Less
This chapter discusses best practices with Latinos. Topics covered include the importance of social relationships, bilingual and bicultural concerns as united in the conceptualization of best practice, stressing of cultural values, incorporation of Latino strengths and assets, fostering ethnic identity, and mediating the effects of acculturation.
Susan C. Mapp
- Published in print:
- 2007
- Published Online:
- April 2010
- ISBN:
- 9780195313451
- eISBN:
- 9780199893423
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195313451.003.0009
- Subject:
- Social Work, Social Policy
This chapter discusses how social workers and social work students can be a part of developing solutions. Operating from a human rights standpoint and advancing social justice, they can “promote ...
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This chapter discusses how social workers and social work students can be a part of developing solutions. Operating from a human rights standpoint and advancing social justice, they can “promote social change and problem-solving in human relationships and the empowerment and liberation of people to enhance well-being,” as specified in the International Federation of Social Workers definition of social work.Less
This chapter discusses how social workers and social work students can be a part of developing solutions. Operating from a human rights standpoint and advancing social justice, they can “promote social change and problem-solving in human relationships and the empowerment and liberation of people to enhance well-being,” as specified in the International Federation of Social Workers definition of social work.
Elizabeth Beck, Nancy P. Kropf, and Pamela Blume Leonard (eds)
- Published in print:
- 2010
- Published Online:
- January 2011
- ISBN:
- 9780195394641
- eISBN:
- 9780199863365
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195394641.001.0001
- Subject:
- Social Work, Communities and Organizations
Restorative justice and social work share principles and goals, including the goal of addressing pain and conflict. Many of the processes used by restorative justice practitioners are based on ...
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Restorative justice and social work share principles and goals, including the goal of addressing pain and conflict. Many of the processes used by restorative justice practitioners are based on indigenous practices that facilitate peacemaking, victim healing, and reengagement of offenders. As a method for transforming conflict, restorative justice can be viewed as a theory, a principle, and a practice. Each aspect of restorative justice has the ability to inform and strengthen social work practice and restorative practices can be enhanced by the knowledge, evidenced based initiatives, practice modes, and commitment to social justice pioneered by social work. This book examines the intersection of the two disciplines by exploring restorative justice practices in traditional social work environments. The book provides case studies in settings such as school settings, communities, domestic violence, homicide, prisons, child welfare, and gerontology. Social workers and restorative justice practitioners collaborate on each chapter, outlining theoretical orientations, specific intervention approaches and practice principles that integrate the strengths of each approach in ranging from the commonplace contradiction of punishing public school students for behavioral problems by depriving them of the opportunity to learn from their mistakes to the role that both social work and restorative processes have played in the rebuilding of Liberia.Less
Restorative justice and social work share principles and goals, including the goal of addressing pain and conflict. Many of the processes used by restorative justice practitioners are based on indigenous practices that facilitate peacemaking, victim healing, and reengagement of offenders. As a method for transforming conflict, restorative justice can be viewed as a theory, a principle, and a practice. Each aspect of restorative justice has the ability to inform and strengthen social work practice and restorative practices can be enhanced by the knowledge, evidenced based initiatives, practice modes, and commitment to social justice pioneered by social work. This book examines the intersection of the two disciplines by exploring restorative justice practices in traditional social work environments. The book provides case studies in settings such as school settings, communities, domestic violence, homicide, prisons, child welfare, and gerontology. Social workers and restorative justice practitioners collaborate on each chapter, outlining theoretical orientations, specific intervention approaches and practice principles that integrate the strengths of each approach in ranging from the commonplace contradiction of punishing public school students for behavioral problems by depriving them of the opportunity to learn from their mistakes to the role that both social work and restorative processes have played in the rebuilding of Liberia.
Frédéric Mérand
- Published in print:
- 2008
- Published Online:
- September 2008
- ISBN:
- 9780199533244
- eISBN:
- 9780191714474
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199533244.003.0002
- Subject:
- Political Science, Comparative Politics, European Union
This chapter is an overview of the European security and defense policy. It presents the EU's crisis management operations, its political-military bodies, and military capabilities. Defense policy is ...
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This chapter is an overview of the European security and defense policy. It presents the EU's crisis management operations, its political-military bodies, and military capabilities. Defense policy is being denationalized. Scholars and citizens underestimate the degree to which, as a result of the expansion of military relations within the EU, defense policy is now shaped by constant interaction between state actors from different countries, both in and outside of Brussels. The chapter documents the Europeanization of defense policy and describes the institutional arrangements and social practices of ESDP with a view to uncovering who the actors are, which social representations they share, and what kind of power they exert. These social practices and institutions constitute the “low politics” of “high politics.”Less
This chapter is an overview of the European security and defense policy. It presents the EU's crisis management operations, its political-military bodies, and military capabilities. Defense policy is being denationalized. Scholars and citizens underestimate the degree to which, as a result of the expansion of military relations within the EU, defense policy is now shaped by constant interaction between state actors from different countries, both in and outside of Brussels. The chapter documents the Europeanization of defense policy and describes the institutional arrangements and social practices of ESDP with a view to uncovering who the actors are, which social representations they share, and what kind of power they exert. These social practices and institutions constitute the “low politics” of “high politics.”
Michael S. Kelly
- Published in print:
- 2008
- Published Online:
- January 2009
- ISBN:
- 9780195343304
- eISBN:
- 9780199863945
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195343304.003.0001
- Subject:
- Social Work, Children and Families
School social work is one of social work’s oldest subspecialties and has just entered its 2nd century. In the United States, school social work has grown from a few “visiting teachers” in 1906 ...
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School social work is one of social work’s oldest subspecialties and has just entered its 2nd century. In the United States, school social work has grown from a few “visiting teachers” in 1906 working in community schools in Boston, New York, Hartford, and Chicago to a profession that now numbers over 20,000, having a national and over thirty state associations. Internationally, recent estimates place school social work in over forty countries, with over 50,000 practitioners. School social work is alive and doing (relatively) well, and in some areas, like the state of Illinois, appears to be growing. But the question to ask is what’s behind these numbers of school social workers? What are school social workers actually doing? And in the spirit of this volume, what kinds of interventions are they using, and what does the best available evidence tell us about what school social workers might do to make their practices even more effective?Less
School social work is one of social work’s oldest subspecialties and has just entered its 2nd century. In the United States, school social work has grown from a few “visiting teachers” in 1906 working in community schools in Boston, New York, Hartford, and Chicago to a profession that now numbers over 20,000, having a national and over thirty state associations. Internationally, recent estimates place school social work in over forty countries, with over 50,000 practitioners. School social work is alive and doing (relatively) well, and in some areas, like the state of Illinois, appears to be growing. But the question to ask is what’s behind these numbers of school social workers? What are school social workers actually doing? And in the spirit of this volume, what kinds of interventions are they using, and what does the best available evidence tell us about what school social workers might do to make their practices even more effective?
Melvin Delgado
- Published in print:
- 2006
- Published Online:
- January 2009
- ISBN:
- 9780195301182
- eISBN:
- 9780199863679
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195301182.003.0009
- Subject:
- Social Work, Communities and Organizations
This epilogue focuses on the lessons learned in planning and implementing a cultural assets paradigm with Latinos. It identifies overarching themes related to the use of this paradigm, drawing from ...
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This epilogue focuses on the lessons learned in planning and implementing a cultural assets paradigm with Latinos. It identifies overarching themes related to the use of this paradigm, drawing from the case studies presented in Chapter 8, along with theoretical matters covered in the literature. The chapter presents key factors, issues, and considerations that emerged through the writing of this book, with implications for future social work practice.Less
This epilogue focuses on the lessons learned in planning and implementing a cultural assets paradigm with Latinos. It identifies overarching themes related to the use of this paradigm, drawing from the case studies presented in Chapter 8, along with theoretical matters covered in the literature. The chapter presents key factors, issues, and considerations that emerged through the writing of this book, with implications for future social work practice.
James C. Raines, Susan Stone, and Andy Frey
- Published in print:
- 2010
- Published Online:
- May 2010
- ISBN:
- 9780195373905
- eISBN:
- 9780199777440
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195373905.003.0010
- Subject:
- Social Work, Children and Families
Most students who are identified as being at risk of, or classified as having, an emotional disturbance, display social skills deficits. In fact, the current definition for emotional disturbance in ...
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Most students who are identified as being at risk of, or classified as having, an emotional disturbance, display social skills deficits. In fact, the current definition for emotional disturbance in the Individuals with Disabilities Education Act (IDEA) contains two social skills problems: (1) an inability to build or maintain satisfactory interpersonal relationships with peers or teachers, and (2) the expression of inappropriate behavior or feelings under normal circumstances. This chapter discusses how to locate, appraise, adapt, and apply empirically supported social skills interventions. It also demonstrates how to monitor the progress of students receiving social skills instruction, and how to evaluate the effectiveness of interventions employed using an evidence-based practice (EBP) perspective.Less
Most students who are identified as being at risk of, or classified as having, an emotional disturbance, display social skills deficits. In fact, the current definition for emotional disturbance in the Individuals with Disabilities Education Act (IDEA) contains two social skills problems: (1) an inability to build or maintain satisfactory interpersonal relationships with peers or teachers, and (2) the expression of inappropriate behavior or feelings under normal circumstances. This chapter discusses how to locate, appraise, adapt, and apply empirically supported social skills interventions. It also demonstrates how to monitor the progress of students receiving social skills instruction, and how to evaluate the effectiveness of interventions employed using an evidence-based practice (EBP) perspective.
Melvin Delgado
- Published in print:
- 1999
- Published Online:
- January 2009
- ISBN:
- 9780195112481
- eISBN:
- 9780199865826
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195112481.003.0004
- Subject:
- Social Work, Communities and Organizations
This chapter provides a framework for developing partnerships with nontraditional settings. The four levels of community service delivery and intervention strategies for communities of color are ...
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This chapter provides a framework for developing partnerships with nontraditional settings. The four levels of community service delivery and intervention strategies for communities of color are discussed.Less
This chapter provides a framework for developing partnerships with nontraditional settings. The four levels of community service delivery and intervention strategies for communities of color are discussed.
Melvin Delgado
- Published in print:
- 1999
- Published Online:
- January 2009
- ISBN:
- 9780195112481
- eISBN:
- 9780199865826
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195112481.003.0005
- Subject:
- Social Work, Communities and Organizations
This chapter presents a theoretical foundation from which to understand better the importance of nontraditional settings in community life. It begins with a discussion of the following concepts: ...
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This chapter presents a theoretical foundation from which to understand better the importance of nontraditional settings in community life. It begins with a discussion of the following concepts: social embeddedness, urban sanctuaries, free space, and social and natural support systems. Help-seeking patterns, types of services provided by nontraditional settings, the translation of theory into practice, and principles for collaborative practice are then considered. The four general approaches to identifying, assessing, mapping, engaging and collaborating with nontraditional settings; and staffing and organizational factors are discussed.Less
This chapter presents a theoretical foundation from which to understand better the importance of nontraditional settings in community life. It begins with a discussion of the following concepts: social embeddedness, urban sanctuaries, free space, and social and natural support systems. Help-seeking patterns, types of services provided by nontraditional settings, the translation of theory into practice, and principles for collaborative practice are then considered. The four general approaches to identifying, assessing, mapping, engaging and collaborating with nontraditional settings; and staffing and organizational factors are discussed.
Ilkka Tuomi
- Published in print:
- 2006
- Published Online:
- October 2011
- ISBN:
- 9780199269051
- eISBN:
- 9780191699337
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199269051.001.0001
- Subject:
- Business and Management, Knowledge Management, Innovation
This book argues that innovation is about creating meaning; that it is inherently social; and is grounded in existing social practices. To understand the social basis of innovation and technology ...
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This book argues that innovation is about creating meaning; that it is inherently social; and is grounded in existing social practices. To understand the social basis of innovation and technology development we have to move beyond the traditional product-centric view on innovations. Integrating concepts from several disciplinary perspectives and detailed analyses of the evolution of Internet-related innovations, including packet-switched computer networks, the World Wide Web, and the Linux open source operating system, the book develops foundations for a new theoretical and practical understanding of innovation. For example, it shows that innovative development can occur in two qualitatively different ways, one based on evolving specialization and the other based on recombination of existing socially produced resources. The expanding communication and collaboration networks have increased the importance of the recombinatory mode making mobility of resources, sociotechnical translation mechanisms, and meaning creation in communities of practice increasingly important for innovation research and product development.Less
This book argues that innovation is about creating meaning; that it is inherently social; and is grounded in existing social practices. To understand the social basis of innovation and technology development we have to move beyond the traditional product-centric view on innovations. Integrating concepts from several disciplinary perspectives and detailed analyses of the evolution of Internet-related innovations, including packet-switched computer networks, the World Wide Web, and the Linux open source operating system, the book develops foundations for a new theoretical and practical understanding of innovation. For example, it shows that innovative development can occur in two qualitatively different ways, one based on evolving specialization and the other based on recombination of existing socially produced resources. The expanding communication and collaboration networks have increased the importance of the recombinatory mode making mobility of resources, sociotechnical translation mechanisms, and meaning creation in communities of practice increasingly important for innovation research and product development.
