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ACTIVE LEARNING FOR A CLIENTCENTERED PRACTICE

Year 2012, Volume: 23 Issue: 2, 83 - 92, 15.10.2012

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.

References

  • Bourdieu, P. (2002). Structures, habitus and practices. The Polity reader in social theory (pp. 95 - 110). Cambridge: Polity Press.
  • 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.
  • Canda, E. and L. D. Furman (1999). Spiritual Diversity in Social Work Practice: The Heart of Helping. Free Press.
  • Foucault, M. (1972). The archaeology of knowledge and the discourse on language. New York: Pantheon Books.
  • Gibbs, G. (1992). Improving the quality of student learning. Bristol: Technical & Educational Services Ltd.
  • Gardiner, D.W.G. (1989). Improving students’ learning setting an agenda for quality in the 1990s. Issues in social work education. 9(2).
  • 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.
  • İl, S. (1999). Sosyal hizmet uzmanı ve mesleki formasyon. (S.Uluğtekin and others, Akademik Yönden Yeniden Yapılanma Önerisi, Aykom Raporu). Ankara
  • İl, S. (2006). Critical inquiry into social work education. Questions for life, ATISTIBA XI, Riga, pp. 247-287.
  • Parker, J. (1997). The dialectics of allegoresis: historical materialism in Benjamin’s illuminations. Other Voices, v.1, n.1
  • Ryan, M. (2006). Client-centered therapy, http:// world.std.com/~mbr2/cct.html [October 15, 2009].
  • Raskin, N.J. (1948). The development of nondirective therapy. Journal of Consulting Psychology, 1948, 12, 92-110
  • Rogers, C.R. (1946). Significant aspects of client- centered therapy”, American Psychologist, 1, 415-422.
  • Witkin, S. L. (1999). Constructing our future. Social Work, 44, 5-8.

Müracaatçı Merkezli Bir Uygulama İçin Aktif Öğrenme

Year 2012, Volume: 23 Issue: 2, 83 - 92, 15.10.2012

Abstract

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.

References

  • Bourdieu, P. (2002). Structures, habitus and practices. The Polity reader in social theory (pp. 95 - 110). Cambridge: Polity Press.
  • 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.
  • Canda, E. and L. D. Furman (1999). Spiritual Diversity in Social Work Practice: The Heart of Helping. Free Press.
  • Foucault, M. (1972). The archaeology of knowledge and the discourse on language. New York: Pantheon Books.
  • Gibbs, G. (1992). Improving the quality of student learning. Bristol: Technical & Educational Services Ltd.
  • Gardiner, D.W.G. (1989). Improving students’ learning setting an agenda for quality in the 1990s. Issues in social work education. 9(2).
  • 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.
  • İl, S. (1999). Sosyal hizmet uzmanı ve mesleki formasyon. (S.Uluğtekin and others, Akademik Yönden Yeniden Yapılanma Önerisi, Aykom Raporu). Ankara
  • İl, S. (2006). Critical inquiry into social work education. Questions for life, ATISTIBA XI, Riga, pp. 247-287.
  • Parker, J. (1997). The dialectics of allegoresis: historical materialism in Benjamin’s illuminations. Other Voices, v.1, n.1
  • Ryan, M. (2006). Client-centered therapy, http:// world.std.com/~mbr2/cct.html [October 15, 2009].
  • Raskin, N.J. (1948). The development of nondirective therapy. Journal of Consulting Psychology, 1948, 12, 92-110
  • Rogers, C.R. (1946). Significant aspects of client- centered therapy”, American Psychologist, 1, 415-422.
  • Witkin, S. L. (1999). Constructing our future. Social Work, 44, 5-8.
There are 14 citations in total.

Details

Primary Language English
Subjects Sociology (Other)
Journal Section Articles
Authors

Sunay İl This is me

Emrah Akbaş This is me

Reyhan Atasü Topçuoğlu This is me

Publication Date October 15, 2012
Submission Date August 15, 2012
Published in Issue Year 2012 Volume: 23 Issue: 2

Cite

APA İl, S., Akbaş, E., & Atasü Topçuoğlu, R. (2012). ACTIVE LEARNING FOR A CLIENTCENTERED PRACTICE. Toplum Ve Sosyal Hizmet, 23(2), 83-92.