TY  - JOUR
AU  - Žegarac, Nevenka
AU  - Burgund-Isakov, Anita
PY  - 2019
UR  - http://rfpn.fpn.bg.ac.rs/handle/123456789/707
AB  - Transforming classroom knowledge into practice competency is particularly challenging in social work with children and families. It involves complex, competitive practice approaches and different service settings with procedures and norms influencing a child's wellbeing. The paper presents the content, application, and evaluation of a module based on a case scenario which considers the limitations and achievements of social work with children and families in different settings. A mixed-method approach was applied to this review process. Students were given an evaluative questionnaire based on the theoretical framework of experiential learning whereupon they wrote reflective essays describing their learning experience. Case method contributes to the acquisition of reflective, integrative, and stimulating knowledge. The participation level contributes to the students' satisfaction during such learning. Students have learned that families with multiple and complex needs require a holistic approach that separate systems and services cannot provide. This way of learning, with certain limitations, allows activation and an intensive learning experience for large groups of students relevant for a number of social work schools.
PB  - Routledge Taylor & Francis Group
T2  - Social Work Education
T1  - Using a real case scenario in teaching social work with children and families in different practice settings
EP  - 421
IS  - 3
SP  - 406
VL  - 38
DO  - 10.1080/02615479.2018.1529155
ER  - 

@article{
author = "Žegarac, Nevenka and Burgund-Isakov, Anita",
year = "2019",
abstract = "Transforming classroom knowledge into practice competency is particularly challenging in social work with children and families. It involves complex, competitive practice approaches and different service settings with procedures and norms influencing a child's wellbeing. The paper presents the content, application, and evaluation of a module based on a case scenario which considers the limitations and achievements of social work with children and families in different settings. A mixed-method approach was applied to this review process. Students were given an evaluative questionnaire based on the theoretical framework of experiential learning whereupon they wrote reflective essays describing their learning experience. Case method contributes to the acquisition of reflective, integrative, and stimulating knowledge. The participation level contributes to the students' satisfaction during such learning. Students have learned that families with multiple and complex needs require a holistic approach that separate systems and services cannot provide. This way of learning, with certain limitations, allows activation and an intensive learning experience for large groups of students relevant for a number of social work schools.",
publisher = "Routledge Taylor & Francis Group",
journal = "Social Work Education",
title = "Using a real case scenario in teaching social work with children and families in different practice settings",
pages = "421-406",
number = "3",
volume = "38",
doi = "10.1080/02615479.2018.1529155"
}

Žegarac, N.,& Burgund-Isakov, A.. (2019). Using a real case scenario in teaching social work with children and families in different practice settings. in Social Work Education
Routledge Taylor & Francis Group., 38(3), 406-421.
https://doi.org/10.1080/02615479.2018.1529155

Žegarac N, Burgund-Isakov A. Using a real case scenario in teaching social work with children and families in different practice settings. in Social Work Education. 2019;38(3):406-421.
doi:10.1080/02615479.2018.1529155 .

Žegarac, Nevenka, Burgund-Isakov, Anita, "Using a real case scenario in teaching social work with children and families in different practice settings" in Social Work Education, 38, no. 3 (2019):406-421,
https://doi.org/10.1080/02615479.2018.1529155 . .