Tài liệu hạn chế xem trước, để xem đầy đủ mời bạn chọn Tải xuống
1
/ 215 trang
THÔNG TIN TÀI LIỆU
Cấu trúc
Teaching, learning and assessing communication skills with children and young people in social work education - cover
Contents
Foreword
Acknowledgements
Executive summary
1 Introduction
1.1 Context
1.2 Knowledge review
1.3 Defining communication
1.4 Initial consultations and differing perspectives
2 Research review
2.1 Methodology
2.1.1 Search strategy
2.1.2 Screening and selection process
2.1.3 Mapping and analysis process
2.2 Research message 1: What counts as effectivecommunication with children in social workpractice?
2.2.1 Sources of evidence
2.2.2 Thematic analysis
2.2.2.1 Conceptualising ‘skilled communication’ in social work practice
2.2.2.2 Inhibitors of communication between social workers and children
2.2.2.3 Identifying the core conditions and specific aspects of effective communication between children and social workers
2.2.2.4 Core condition 1: Ethical and emotional engagement in social work
2.2.2.5 Core condition 2: Child-centred communication
2.2.2.6 Core condition 3: Understanding the distinctive nature of child communication
2.2.2.7 Specific aspects of skilled communication
2.3 Research message 2: What constitutes effective teaching, learning and assessment of communication skills with children and young people in qualifying social work education?
2.3.1 Sources of evidence
2.3.2 Thematic analysis
2.3.2.1 Conceptualising ‘skilled communication’ with children in social work education
2.3.2.2 Learning aims and outcomes and teaching methods
2.3.2.3 Impact and effectiveness of teaching, learning and assessment of communication skills with children
2.3.2.4 In summary
3 Practice survey
3.1 Aims and objectives
3.2 Challenge of programme development
3.3 Survey design
3.4 Sampling and data collection
3.4.1 Social work education survey
3.4.2 Allied professionals survey
3.5 Data analysis
3.6 Results and representativeness of sample
3.6.1 Survey of social work programmes
3.6.2 Survey of allied professions
3.7 Findings 1: Survey of social work programmes
3.7.1 Curriculum design
3.7.2 Learning outcomes and teaching methods
3.7.2.1 Learning outcomes
3.7.2.2 Teaching methods
3.7.3 Involvement of children
3.8 Findings 2: Survey of allied professionsprogrammes
3.8.1 How communication skills with children are thought about in professional education
3.8.2 Communication with children as a basic and fundamental skill
3.8.3 Communication with children as an advanced level skill
3.8.4 Communication with children as a therapeutic tool
3.8.5 How communication skills with children are taught and assessed in allied professional education
4 Summary of knowledge review findings and implications for curriculum development
4.1 Summary of findings
4.2 Implications for curriculum development
4.3 Identifying a children’s lead and a ‘whole programme’ approach
4.4 Reviewing assumptions about, and arrangements for, teaching and assessing generic and specialist skills
4.5 Clarifying and integrating aims, learning objectives and teaching and assessment methods
4.6 In conclusion
5 References
Appendix 1 Search terms and databases
Appendix 2 Screening and selection process
Appendix 3 Keywording strategy
Appendix 4 Practice survey questionnaire: social work educators
Appendix 5 List of professional bodies contactedfor secondary survey
Appendix 6 Allied professionals: interview format
Appendix 7 Summary of social work practice in-depth review studies and data extraction