Citations (40)
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Manon Goosse, Fanny Kreusch, Henk T. Van der Molen & Sylvie Willems. (2023) Impact of e-learning and role play-based training on psychology students’ communication skills: a feasibility study. Journal of Communication in Healthcare 16:3, pages 287-297.
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Tina Gerdts-Andresen, Anne Margrethe Glømmen, Inger Hjelmeland, Erna Haug & Heidi K. Grønlien. (2023) Adaptation and Psychometric Properties of an Instrument to Assess Self-Efficacy in Client-Centeredness (SECCQ). Journal of Social Work Education 59:3, pages 855-864.
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Linh P. Dinh & Trang T. Nguyen. (2023) Convenient and Comfortable, yet Limited in Many Ways: Advantages and Disadvantages of Online Learning During the COVID-19 Pandemic from Perspectives of Social Work Students in Vietnam. Asia Pacific Journal of Social Work and Development 33:3, pages 193-201.
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Emilie Wright. (2021) A message of hope: the challenges of relationship-based practice in a time of social distancing, but why it is more important than ever to come together. Journal of Social Work Practice 35:4, pages 469-474.
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Tamara Blakemore & Kylie Agllias. (2019) Student Reflections on Vulnerability and Self-awareness in a Social Work Skills Course. Australian Social Work 72:1, pages 21-33.
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Helle Birkholm Antczak, Thomas Mackrill, Maria Polo Lange & Frank Ebsen. (2018) Communicating the law in statutory youth protection settings. Nordic Social Work Research 8:3, pages 262-272.
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Sally Riggall. (2016) The sustainability of Egan’s Skilled Helper Model in students’ social work practice. Journal of Social Work Practice 30:1, pages 81-93.
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Debra Smith, Helen Cleak & Anthea Vreugdenhil. (2015) “What Are They Really Doing?” An Exploration of Student Learning Activities in Field Placement. Australian Social Work 68:4, pages 515-531.
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Justin Barker & Lorraine Thomson. (2015) Helpful Relationships with Service Users: Linking Social Capital. Australian Social Work 68:1, pages 130-145.
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Jo Moriarty & Jill Manthorpe. (2014) Controversy in the Curriculum: What Do We Know About the Content of the Social Work Qualifying Curriculum in England?. Social Work Education 33:1, pages 77-90.
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Marieke Pillen, Douwe Beijaard & Perry den Brok. (2013) Professional identity tensions of beginning teachers. Teachers and Teaching 19:6, pages 660-678.
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Brett Williams, Ted Brown & Jamie Etherington. (2013) Learning Style Preferences of Undergraduate Social Work Students. Social Work Education 32:8, pages 972-990.
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Jeannine
M. Rowe & Victoria
M. Rizzo. (2013) The Contribution of Practice Skills in a Care Management Process for Family Caregivers. Journal of Gerontological Social Work 56:7, pages 623-639.
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Marieke Pillen, Douwe Beijaard & Perry den Brok. (2013) Tensions in beginning teachers’ professional identity development, accompanying feelings and coping strategies. European Journal of Teacher Education 36:3, pages 240-260.
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Annemarie Gockel, Theresa Cain, Shirley Malove & Susan James. (2013) Mindfulness as Clinical Training: Student Perspectives on the Utility of Mindfulness Training in Fostering Clinical Intervention Skills. Journal of Religion & Spirituality in Social Work: Social Thought 32:1, pages 36-59.
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John Watson. (2011) Resistance is futile? Exploring the potential of motivational interviewing. Journal of Social Work Practice 25:4, pages 465-479.
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Kimberly Calderwood & Jonathan Degenhardt. (2010) Accommodating a Social Work Student with a Speech Impairment: The Shared Experience of a Student and Instructor. Journal of Social Work in Disability & Rehabilitation 9:4, pages 235-253.
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Rachel Fearnley. (2010) Death of a parent and the children's experience: Don't ignore the elephant in the room. Journal of Interprofessional Care 24:4, pages 450-459.
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Louise O'Connor, Bob Cecil & Markella Boudioni. (2009) Preparing for Practice: An Evaluation of an Undergraduate Social Work ‘Preparation for Practice’ Module. Social Work Education 28:4, pages 436-454.
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Alexandra Rowland & Lynn McDonald. (2009) Evaluation of Social Work Communication Skills to Allow People with Aphasia to be Part of the Decision Making Process in Healthcare. Social Work Education 28:2, pages 128-144.
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Articles from other publishers (20)
Marie Flinkfeldt, Clara Iversen, Sabine Ellung Jørgensen, David Monteiro & David Wilkins. (2022) Conversation analysis in social work research: a scoping review. Qualitative Social Work 21:6, pages 1011-1042.
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Katheryn Margaret Pascoe. (2022) Remote service delivery during the COVID-19 pandemic: Questioning the impact of technology on relationship-based social work practice. The British Journal of Social Work 52:6, pages 3268-3287.
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Dr. Öğr. Üyesi Ayten KAYA KILIÇ & Hasan H. TEKİN. (2020) SOSYAL HİZMET EĞİTİMİNDE İLETİŞİM BECERİLERİNİ KAZANDIRMAYA YÖNELİK UYGULAMALAR: BECERİ LABORATUVARIApplications for Gaining Communicatıon Skills in Social Work Education: Skills Laboratory. Toplum ve Sosyal Hizmet 31:4, pages 1809-1826.
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Doğa Başer, Mehmet Kırlıoğlu & Huriye İrem Kalaycı Kırlıoğlu. (2019) Empati Kavramına Bauman Çerçevesinden Bir Bakış. OPUS Uluslararası Toplum Araştırmaları Dergisi.
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Janice Firn, Nancy Preston & Catherine Walshe. (2017) Ward social workers’ views of what facilitates or hinders collaboration with specialist palliative care team social workers: A grounded theory. BMC Palliative Care 17:1.
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Lisa Bostock, Amy Lynch, Fiona Newlands & Donald Forrester. (2018) Diffusion theory and multi-disciplinary working in children’s services. Journal of Integrated Care 26:2, pages 120-129.
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Jane Helen Johnson. 2017. New developments in ESP teaching and learning research. New developments in ESP teaching and learning research
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Debbie Noble-Carr, Justin Barker, Morag McArthur & Elise Woodman. (2014) Improving practice: The importance of connections in establishing positive identity and meaning in the lives of vulnerable young people. Children and Youth Services Review 47, pages 389-396.
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Gill Handley & Celia Doyle. (2012) Ascertaining the wishes and feelings of young children: social workers' perspectives on skills and training. Child & Family Social Work 19:4, pages 443-454.
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A. Zeira & M. Schiff. (2013) Field Education: A Comparison of Students' and Novice Social Workers' Perspectives. British Journal of Social Work 44:7, pages 1950-1966.
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J. Dixon. (2012) Effective Strategies for Communication? Student Views of a Communication Skills Course Eleven Years On. British Journal of Social Work 43:6, pages 1190-1205.
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M.T. Pillen, P.J. Den Brok & D. Beijaard. (2013) Profiles and change in beginning teachers' professional identity tensions. Teaching and Teacher Education 34, pages 86-97.
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Jason Schaub & Roger Dalrymple. (2013) Surveillance and silence. The Journal of Practice Teaching and Learning 11:3, pages 79-97.
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Diane M. Mirabito. (2011) Educating a New Generation of Social Workers: Challenges and Skills Needed for Contemporary Agency-Based Practice. Clinical Social Work Journal 40:2, pages 245-254.
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G. Wilson & B. Kelly. (2010) Evaluating the Effectiveness of Social Work Education: Preparing Students for Practice Learning. British Journal of Social Work 40:8, pages 2431-2449.
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Greta BradleyLambert Engelbrecht & Staffan Höjer. (2010) Supervision: A force for change? Three stories told. International Social Work 53:6, pages 773-790.
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Christopher Hall & Stef Slembrouck. (2009) Communication with parents in child welfare: skills, language and interaction. Child & Family Social Work 14:4, pages 461-470.
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P. Trevithick. (2008) Revisiting the Knowledge Base of Social Work: A Framework for Practice. British Journal of Social Work 38:6, pages 1212-1237.
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Brenda ClareKate Mevik. (2008) `Inclusive Education'. Journal of Social Work 8:1, pages 28-44.
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Barry Luckock, Michelle Lefevre & Karen Tanner. (2006) Teaching and learning communication with children and young people: developing the qualifying social work curriculum in a changing policy context. Child & Family Social Work 12:2, pages 192-201.
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