Practicing from Theory: Thinking and Knowing to “Do” Child Protection Work
Abstract
:1. Introduction
Background
2. A Model for Practice
Key Elements | Description/Skills and Process | Theoretical Perspective/Knowledge |
---|---|---|
Child centred | Seeking, listening to and acting on the child’s definition of his/her daily life | Children as competent agents |
Resilience | ||
Human/children’s rights | ||
Contextual | Situatedness (time, place, history, culture) | Social constructivism |
Symbolic interaction | ||
Family capital | Family knowledge, history, capability, contacts | Social capital |
Social network | ||
Strengths | ||
Family definition | ||
Collective action | The whole is more than the sum of the parts | Power |
The whole has greater longevity | Community development | |
Participative democracy | ||
Distributed leadership | Social justice | |
Reciprocity | The family as theorist | Learning |
Shared responsibility | Anti-oppression | |
Trustworthiness | Cross-cultural |
3. A Theoretical Framework
3.1. Worldviews for Community Based Child Protection Work
3.1.1. Rights
3.1.2. Ethics
Members actively promote the rights of Tangata Whenua to utilise Tangata Whenua social work models of practice and ensure the protection of the integrity of Tangata Whenua in a manner which is culturally appropriate.
3.1.3. Person-in-Environment
3.2. A Rights, Ethics and Person-in-Environment World View for Child Protection Practice
4. Explanatory Theory for Child Protection Practice
5. Intervention Theories, or Theories for Child Protection Practice
6. Model to Theory: Co-Constructing Social Work
- What is your puku (stomach) saying to you? (Physical response).
- What is your ngakau (heart) saying to you? How have you connected with them and what they are saying and doing? (Felt response).
- What is your wairua (spirit) saying to you? (Sensed response).
- What does Te Ao Maori/Pakeha matauranga (mind) theory say to you? (Thought response).
- What are the whanaungatanga (family making) issues that resonate here? (Relational response).
- What kind of fabric is being woven? It includes distinctiveness that comes from a number of variants in this cultural context. (Integration response) ([69], p. 26).
7. Conclusions
Acknowledgments
Author Contributions
Conflicts of Interest
References
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Young, S.; McKenzie, M.; Omre, C.; Schjelderup, L.; Walker, S. Practicing from Theory: Thinking and Knowing to “Do” Child Protection Work. Soc. Sci. 2014, 3, 893-915. https://doi.org/10.3390/socsci3040893
Young S, McKenzie M, Omre C, Schjelderup L, Walker S. Practicing from Theory: Thinking and Knowing to “Do” Child Protection Work. Social Sciences. 2014; 3(4):893-915. https://doi.org/10.3390/socsci3040893
Chicago/Turabian StyleYoung, Susan, Margaret McKenzie, Cecilie Omre, Liv Schjelderup, and Shayne Walker. 2014. "Practicing from Theory: Thinking and Knowing to “Do” Child Protection Work" Social Sciences 3, no. 4: 893-915. https://doi.org/10.3390/socsci3040893