SavedAdd your journal

Journals / Toplum ve Sosyal Hizmet / 2012 / Cilt: 23 Sayı: 2

ACTIVE LEARNING FOR A CLIENTCENTERED PRACTICE

Müracaatçı Merkezli Bir Uygulama İçin Aktif Öğrenme

Sunay İl
Emrah Akbaş
Reyhan Atasü Topçuoğlu
Pages
83–92
Publication Date
2012-10-15
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Active learning is maybe one of the most useful tools for educating social workers who are aware of the dialogical nature of the interaction with clients.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This paper discusses active learning in social work education with reference to its potential for a client-centered practice due to the fact that the two raises an ontological opposition to the hierarchical relationship between the teacher and the student, and the practitioner and the client respectively.
📊
Key Findings & Data:However, the profession of social work has been criticized on the grounds that it aims at changing society without any sensitivity to human diversity and plurality.
💡
Conclusion & Impact:Active learning is maybe one of the most useful tools for educating social workers who are aware of the dialogical nature of the interaction with clients.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Müracaatçı merkezli uygulama · aktif öğrenme · Client-centered practice

Abstract

This paper discusses active learning in social work education with reference to its potential for a client-centered practice due to the fact that the two raises an ontological opposition to the hierarchical relationship between the teacher and the student, and the practitioner and the client respectively. However, the profession of social work has been criticized on the grounds that it aims at changing society without any sensitivity to human diversity and plurality. Client-centered approaches, on the other hand, believe in the capacity of individuals for development and believe further that such a capacity is inherently available. Active learning is maybe one of the most useful tools for educating social workers who are aware of the dialogical nature of the interaction with clients.

Özet

Bu çalışma, sosyal hizmet eğitiminde aktif öğrenmeyi sosyal hizmet eğitiminin müracaatçı merkezli bir uygulama için potansiyeli itibariyle tartışmaktadır, çünkü her ikisi de öğretmen ile öğrenci ve uygulayıcı ile müracaatçı arasındaki hiyerarşik ilişkiye ontolojik bir karşı duruş ortaya koyar. Bununla birlikte, sosyal hizmet mesleği insan çeşitliliği ve çoğulluğuna duyarlığı olmaksızın toplumu değiştirmeyi amaçladığı zemininde eleştirilmektedir. Diğer yandan, müracaatçı merkezli yaklaşımlar, bireylerin gelişim kapasitelerine ve dahası böyle bir kapasitenin bireye içkin olduğuna inanır. Aktif öğrenme belki de müracaatçılarla kurulan ilişkinin diyalojik doğasının ayırtında olan sosyal hizmet uzmanlarını eğitmek için en yararlı araçlardan biridir.

🔖

Cite This Article

İl, S., Akbaş, E., Topçuoğlu, R. A. (2012). ACTIVE LEARNING FOR A CLIENTCENTERED PRACTICE. Toplum ve Sosyal Hizmet, Cilt: 23 Sayı: 2, 83–92. https://ajindex.com/articles/1048577

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (14)

  1. Bourdieu, P. (2002). Structures, habitus and practices. The Polity reader in social theory (pp. 95 - 110). Cambridge: Polity Press.
  2. Brodley, B.T. (1987). A client-centered psychotherapy practice. The third international forum on the person-centered approach meeting in La Jolla, California, 7-14 August.
  3. Canda, E. and L. D. Furman (1999). Spiritual Diversity in Social Work Practice: The Heart of Helping. Free Press.
  4. Foucault, M. (1972). The archaeology of knowledge and the discourse on language. New York: Pantheon Books.
  5. Gibbs, G. (1992). Improving the quality of student learning. Bristol: Technical & Educational Services Ltd.
  6. Gardiner, D.W.G. (1989). Improving students’ learning setting an agenda for quality in the 1990s. Issues in social work education. 9(2).
  7. Lasson, I. (1985). Introducing student centered learning: some problems and issues in social work education. R.Harris and others (eds.) Educating social workers. Leicester: Remploy Ltd.
  8. İl, S. (1999). Sosyal hizmet uzmanı ve mesleki formasyon. (S.Uluğtekin and others, Akademik Yönden Yeniden Yapılanma Önerisi, Aykom Raporu). Ankara
  9. İl, S. (2006). Critical inquiry into social work education. Questions for life, ATISTIBA XI, Riga, pp. 247-287.
  10. Parker, J. (1997). The dialectics of allegoresis: historical materialism in Benjamin’s illuminations. Other Voices, v.1, n.1
  11. Ryan, M. (2006). Client-centered therapy, http:// world.std.com/~mbr2/cct.html [October 15, 2009].
  12. Raskin, N.J. (1948). The development of nondirective therapy. Journal of Consulting Psychology, 1948, 12, 92-110
  13. Rogers, C.R. (1946). Significant aspects of client- centered therapy”, American Psychologist, 1, 415-422.
  14. Witkin, S. L. (1999). Constructing our future. Social Work, 44, 5-8.