Here is the only book that gives you a comparison of model frameworks and a critique of multiple perspectives. Community Practice: Conceptual Models (along with its companion volume, Community Practice: Models in Action) illustrates the diverse ways that community practice is conceived and delineates both the central and subtle differences among models to guide community assessment, action planning, and practice. By knitting together the complex ideas from the social sciences and community practice, this book shows how to combine these ideas to improve teaching, practice, analysis, and research for social work faculty; social work students; practitioners in community work, administration, and social planning; and faculty of related disciplines. The scope of Community Practice: Conceptual Models is broad, providing the first historical report on model development and implementation since 1965. Its chapters present diverse views on community practice approaches and provide the compilation, critique, and analysis of current models --while illustrating how these approaches developed over time. Included is Rothman’s long-awaited revision and elaboration of his 1970s classic, three models conceptual framework. Other vital topics you learn about include: collaborative community development social planning, reform movements, and social action ecological theory in community practice a feminist response and critique to Rothman’s approaches to community intervention a comparison of community practice in the U.S. and U.K., with an emphasis on nonracist practice and community-based service development Community Practice: Conceptual Models offers challenges and indicates directions for practice, theory elaboration, testing, and research and shows community practice in relation to characteristics such as goals and desired outcomes, change strategies, targets of change, primary constituencies, and focus or scope of concern. This book provides the strongest perspectives on community practice to help you improve your practice, assessments, action plans, and research.
This book presents a theory of learning that starts with the assumption that engagement in social practice is the fundamental process by which we get to know what we know and by which we become who we are.
Encompassing community development, organizing, planning, & social change, as well as globalisation, this book is grounded in participatory & empowerment practice. The 36 chapters assess practice, theory & research methods.
This title includes a number of Open Access chapters. This book explores a variety of physical, mental, and lifestyle challenges faced by community populations.
In this book expert authors Amanda Howard and Margot Rawsthorne provide guidance on the theory and practice of working with communities, from preliminary planning and scoping before direct work with the community begins, through to ...
From organizer to elected official. The Nation. Retrieved from http: / / www. thenation. com / article / organizer-elected—official Dreier, P. (2008b, September 15). Millennials could be key voters in swing states. The Nation.
Singer, Peter. 2009. The Life You Can Save: Acting Now to End World Poverty. New York: Random House. Skinner, E. Benjamin. 2008. A Crime So Monstrous: Face-to-Face with Modern-Day Slavery. New York: Free Press. Sklar, Kathryn Kish.
These are concerned with the ability of the practitioner to: Put ethics and values into practice Engage with communities Ensure participatory planning Organize for change Support learning for change Promote diversity and inclusion Build ...
These dimensions form various urban configurations which enable us to experience and practise community in diverse ways. As this book maintains, community is after all an urban practice, not a fixed state of affairs.
Assertive outreach is a service model designed to improve community living for persons with severe mental illnesses who are high service users. This model delivers services in homes or other living environments of clients with chronic ...
Participation in the original collaborative project has encouraged me to join other collaborative groups. Learner benefits 44. My students have benefitted from my involvement in our collaborative project. 45. Students in my organization ...