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 (Digital Object Identifier) Link:	https://doi.org/10.1080/09503150600576751
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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?

Item Type:	Journal Item
ISSN:	1742-4909
Keywords:	children with disabilities; theoretical perspectives; asylum seekers; case studies; professional practice; social model
Academic Unit/School:	Faculty of Wellbeing, Education and Language Studies (WELS) > Health, Wellbeing and Social Care Faculty of Wellbeing, Education and Language Studies (WELS)
Interdisciplinary Research Centre:	Centre for Citizenship, Identities and Governance (CCIG) Innovation, Knowledge & Development research centre (IKD)
Item ID:	8793
Depositing User:	Caroline Holland
Date Deposited:	25 Jul 2007
Last Modified:	20 Jul 2017 15:19
URI:	http://oro.open.ac.uk/id/eprint/8793
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