Translating theory into practice? The implications for practitioners and users and carers

Dowling, Monica (2006). Translating theory into practice? The implications for practitioners and users and carers. Practice, 18(1) pp. 17–30.

DOI: https://doi.org/10.1080/09503150600576751

Abstract

This paper examines two very different case scenarios in order to highlight the importance of applying relevant knowledge with and for children, young people and their families. Key issues that are considered in this paper are the 'fit' and use of theory in practice. For example: what theoretical perspectives are appropriate in working with children of different ages and sexes, children from different ethnic groups, and children with a wide range of disabilities? How does the professional training and ideology of practitioners from different health and social care backgrounds affect their choice of theory in working with children and families? How do users and carers understand these theoretical perspectives and how are they involved in their own progress?

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About

• Item ORO ID
• 8793
• Item Type
• Journal Item
• ISSN
• 1742-4909
• Keywords
• children with disabilities; theoretical perspectives; asylum seekers; case studies; professional practice; social model
• Academic Unit or School
• Faculty of Wellbeing, Education and Language Studies (WELS) > Health, Wellbeing and Social Care
  Faculty of Wellbeing, Education and Language Studies (WELS)
• Research Group
• Innovation, Knowledge & Development research centre (IKD)
• Depositing User
• Caroline Holland