A Study of Community Guides: Lessons for Professionals Practicing with and in Communities
Identifieur interne : 001994 ( Istex/Corpus ); précédent : 001993; suivant : 001995A Study of Community Guides: Lessons for Professionals Practicing with and in Communities
Auteurs : Michael Ungar ; Michael Ungar ; Susan Manuel ; Stephanie Mealey ; Golda Thomas ; Carolyn CampbellSource :
- Social Work [ 0037-8046 ] ; 2004-10.
Abstract
A study of 35 nonprofessional helpers, identified as community “guides,” focused on the contribution each made to helping marginalized individuals and families become a part of their communities. The lessons learned through these lay helpers can inform a postmodern social work practice that promotes the use of indigenous practice principles appropriate for work with and in culturally distinct communities. The practice wisdom of these guides demonstrates a need for professionals to reposition themselves in the associational life of a community, and to make their practice less visible. It is shown that an effective community-building practice that respects community solutions to individual and community problems requires permeable boundaries on the part of intervening professionals.
Url:
DOI: 10.1093/sw/49.4.550
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ISTEX:B5F2A241157F8D8F089D0CFDB74DD8F427953B24Le document en format XML
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The lessons learned through these lay helpers can inform a postmodern social work practice that promotes the use of indigenous practice principles appropriate for work with and in culturally distinct communities. The practice wisdom of these guides demonstrates a need for professionals to reposition themselves in the associational life of a community, and to make their practice less visible. 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It is shown that an effective community-building practice that respects community solutions to individual and community problems requires permeable boundaries on the part of intervening professionals.</p></abstract><kwd-group><title>Key words</title><kwd>community guides</kwd><kwd>indigenous knowledge</kwd><kwd>postmodern social work practice</kwd><kwd>professional boundaries</kwd><kwd>social work skills</kwd></kwd-group></article-meta></front></article></istex:document></istex:metadataXml><mods version="3.6"><titleInfo><title>A Study of Community Guides: Lessons for Professionals Practicing with and in Communities</title></titleInfo><titleInfo type="alternative" contentType="CDATA"><title>A Study of Community Guides: Lessons for Professionals Practicing with and in Communities</title></titleInfo><name type="personal"><namePart type="given">Michael</namePart><namePart type="family">Ungar</namePart><affiliation>Maritime School of Social Work, Dalhousie University, 6414 Coburg Road, Halifax, Nova Scotia, Canada B3H 2A7</affiliation><affiliation>E-mail: michael.ungar@dal.ca</affiliation><description>associate professor</description></name><name type="personal"><namePart type="given">Michael</namePart><namePart type="family">Ungar</namePart><affiliation>Maritime School of Social Work, Dalhousie University, 6414 Coburg Road, Halifax, Nova Scotia, Canada B3H 2A7, Halifax, Nova Scotia, Canada B3H 2A7</affiliation><affiliation>E-mail: michael.ungar@dal.ca</affiliation><description>associate professor</description><role><roleTerm type="text">author</roleTerm></role></name><name type="personal"><namePart type="given">Susan</namePart><namePart type="family">Manuel</namePart><affiliation>Maritime School of Social Work, Dalhousie University, 6414 Coburg Road, Halifax, Nova Scotia, Canada B3H 2A7, Halifax, Nova Scotia, Canada B3H 2A7</affiliation><affiliation>E-mail: michael.ungar@dal.ca</affiliation><role><roleTerm type="text">author</roleTerm></role></name><name type="personal"><namePart type="given">Stephanie</namePart><namePart type="family">Mealey</namePart><affiliation>Maritime School of Social Work, Dalhousie University, 6414 Coburg Road, Halifax, Nova Scotia, Canada B3H 2A7, Halifax, Nova Scotia, Canada B3H 2A7</affiliation><affiliation>E-mail: michael.ungar@dal.ca</affiliation><role><roleTerm type="text">author</roleTerm></role></name><name type="personal"><namePart type="given">Golda</namePart><namePart type="family">Thomas</namePart><affiliation>Maritime School of Social Work, Dalhousie University, 6414 Coburg Road, Halifax, Nova Scotia, Canada B3H 2A7, Halifax, Nova Scotia, Canada B3H 2A7</affiliation><affiliation>E-mail: michael.ungar@dal.ca</affiliation><role><roleTerm type="text">author</roleTerm></role></name><name type="personal"><namePart type="given">Carolyn</namePart><namePart type="family">Campbell</namePart><affiliation>Maritime School of Social Work, Dalhousie University, 6414 Coburg Road, Halifax, Nova Scotia, Canada B3H 2A7, Halifax, Nova Scotia, Canada B3H 2A7</affiliation><affiliation>Maritime School of Social Work, Dalhousie University, Halifax, Nova Scotia, Canada B3H 2A7</affiliation><affiliation>E-mail: michael.ungar@dal.ca</affiliation><description>assistant professor</description><role><roleTerm type="text">author</roleTerm></role></name><typeOfResource>text</typeOfResource><genre type="research-article" displayLabel="research-article"></genre><originInfo><publisher>Oxford University Press</publisher><dateIssued encoding="w3cdtf">2004-10</dateIssued><copyrightDate encoding="w3cdtf">2004</copyrightDate></originInfo><physicalDescription><internetMediaType>text/html</internetMediaType></physicalDescription><abstract>A study of 35 nonprofessional helpers, identified as community “guides,” focused on the contribution each made to helping marginalized individuals and families become a part of their communities. The lessons learned through these lay helpers can inform a postmodern social work practice that promotes the use of indigenous practice principles appropriate for work with and in culturally distinct communities. The practice wisdom of these guides demonstrates a need for professionals to reposition themselves in the associational life of a community, and to make their practice less visible. It is shown that an effective community-building practice that respects community solutions to individual and community problems requires permeable boundaries on the part of intervening professionals.</abstract><subject><genre>Key words</genre><topic>community guides</topic><topic>indigenous knowledge</topic><topic>postmodern social work practice</topic><topic>professional boundaries</topic><topic>social work skills</topic></subject><relatedItem type="host"><titleInfo><title>Social Work</title></titleInfo><titleInfo type="abbreviated"><title>Social Work</title></titleInfo><genre type="journal">journal</genre><identifier type="ISSN">0037-8046</identifier><identifier type="eISSN">1545-6846</identifier><identifier type="PublisherID">sw</identifier><identifier type="PublisherID-hwp">sw</identifier><part><date>2004</date><detail type="volume"><caption>vol.</caption><number>49</number></detail><detail type="issue"><caption>no.</caption><number>4</number></detail><extent unit="pages"><start>550</start><end>561</end></extent></part></relatedItem><identifier type="istex">B5F2A241157F8D8F089D0CFDB74DD8F427953B24</identifier><identifier type="DOI">10.1093/sw/49.4.550</identifier><accessCondition type="use and reproduction" contentType="copyright">© 2004 National Association of Social Workers, Inc.</accessCondition><recordInfo><recordContentSource>OUP</recordContentSource></recordInfo></mods></metadata><serie></serie></istex></record>Pour manipuler ce document sous Unix (Dilib)
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