Titlebook: Assessment in Social Work; Judith Milner,Patrick O’Byrne,Jo Campling Textbook 1998Latest edition Macmillan Publishers Limited 1998 empower

微塵

Foreign Language Education in AmericaThis chapter presents the fourth and last of the detailed maps in the framework. It is the most constructionist part of the book, putting into practice social constructionism in an explicit way.

Fretful

Foreign Language Education in JapanHaving looked in some detail at the theoretical maps that can be used to guide social workers towards helpful analyses, we turn in this chapter to the issues around finalising an assessment in a report.

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Multiple

The Handy Tourist Map: Task-centred Approaches,The map presented in this chapter has much in common with the cognitive element in the previous map, but it moves further towards social constructionism and also towards acknowledging and dealing with external social factors in human difficulties.

obligation

,The Navigator’s Map: Solution-focused Approaches,This chapter presents the fourth and last of the detailed maps in the framework. It is the most constructionist part of the book, putting into practice social constructionism in an explicit way.

剛毅

EXUDE

From Traditional Practice to Current Legislation,ions in the past. Various pressures on social workers are considered, as are the consequences of the special role of psychology, notions of normality and the impact of recent legislation. Last, the issue of purpose is addressed.

MULTI

Outcome Evaluation and the Assessment Process,looking at Smale and Tuson’s (1993) typology of assessments. Our assessment framework is then introduced and explained. The five stages of the assessment process are introduced and the issue of risk assessment is raised, as is the parallel with qualitative research.

RAGE

Selecting a Map, maps that guide social workers’ analyses of problematic situations, we will first explore the array of social work knowledge with a view to improving how we . data (stage 3 of the process) and then decide which map(s) to select for the purposes of . (stage 4 of the process).

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Conclusion,and that, with a clearer idea of how various theories reflect different explanations of human behaviour, they will be encouraged to draw more deliberately on the theoretical maps as they journey towards helpful analyses of situations.