|
|
|
Item Details
Title:
|
EVIDENCE-BASED PRACTICE IN SOCIAL WORK
|
By: |
Ian Mathews, Karin Crawford |
Format: |
Paperback |
List price:
|
£34.99 |
Our price: |
£31.49 |
Discount: |
|
You save:
|
£3.50 |
|
|
|
|
ISBN 10: |
1844456110 |
ISBN 13: |
9781844456116 |
Availability: |
Usually dispatched within 1-3 weeks.
Delivery
rates
|
Stock: |
Currently 0 available |
Publisher: |
SAGE PUBLICATIONS LTD |
Pub. date: |
16 June, 2011 |
Series: |
Thinking Through Social Work Series |
Pages: |
160 |
Description: |
At a time when the credibility of social work is again being questioned, this book offers a critical approach to the debate concerning the reliability and validity of the evidence, research and knowledge that underpins professional social work practice. It critiques the notion of `evidence' and argues that `knowledge' is a much broader, more appropriate concept to consider. There is analysis of the different components and sources of this knowledge and an exploration of the often discordant interface between practice and knowledge. Finally, it supports the view that knowledge can be actively developed and tested by a range of people. |
Synopsis: |
At a time when the credibility of social work is again being questioned, this book offers a critical approach to the debate concerning the reliability and validity of the evidence, research and knowledge that underpins professional social work practice. It critiques the notion of 'evidence' and argues that 'knowledge' is a much broader, more appropriate concept to consider. There is analysis of the different components and sources of this knowledge and an exploration of the often discordant interface between practice and knowledge. Finally, it supports the view that knowledge can be actively developed and tested by a range of people. |
Publication: |
UK |
Imprint: |
Learning Matters Ltd |
Returns: |
Returnable |
|
|
|
|
Ramadan and Eid al-Fitr
A celebratory, inclusive and educational exploration of Ramadan and Eid al-Fitr for both children that celebrate and children who want to understand and appreciate their peers who do.
|
|
|
|
|
|
|
|
|
|
|