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Emotion and relatedness as aspects of the identities of adolescents with severe learning disabilities: contributions from 'practice-near' social work research

机译:情绪和相关性作为严重学习障碍青少年身份的一个方面:“近实践”社会工作研究的贡献

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This paper considers social and personal/individual approaches to researching identities of adolescents with severe learning disabilities; suggesting that vital components of emotionality and relatedness are largely missing from research and consequently from literature informing social care professionals. This leaves untapped, rich information and communication resources for research which may improve understandings of the experiences of a socially excluded group of young people. A psychosocial view of adolescent identity development, 'subjectivation', offers a way forward and a case study on 'Billy', drawn from a 'practice-near' observational study, helps to illustrate this. Observation allows the researcher to be sensitive to the subtle ways in which identities of young people with severe learning disabilities are constructed, often with a sense of fragility and uncertainty. Continuities of experience between the young people and the rest of the adolescent community may be seen, but also the impact of living with impairment can be thought about in relation to the particular psychosocial circumstances of each young person. Knowledge of these processes enhances social work practice by encouraging workers to be sensitive to, and healthily curious about, the multiple ways in which identities of young people with severe learning disabilities are shaped in relationship with those around them and the wider social field.
机译:本文考虑了社会和个人/个人研究严重学习障碍青少年身份的方法。这表明,情感和相关性的重要组成部分在研究中缺乏,因此在文献中也没有向社会护理专业人士提供信息。这为研究留下了未开发的,丰富的信息和交流资源,可以增进对社会上被排斥的年轻人的经验的理解。青少年身份发展的心理社会观“主体化”提供了前进的方向,而从“近实践”的观察性研究中得出的关于“比利”的案例研究有助于说明这一点。观察使研究人员对构造有严重学习障碍的年轻人的身份的微妙方法敏感,通常带有脆弱性和不确定性。可以看到年轻人与青少年社区其他成员之间经验的连续性,但是可以考虑到每个年轻人的特定社会心理状况,来考虑残障人士生活的影响。对这些过程的了解通过鼓励工人对与严重学习障碍的年轻人的身份以及与周围的人和更广泛的社会领域的关系形成的多种方式敏感和健康地好奇,从而增强了社会工作实践。

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