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Journal of Evidence-Based Social Work Volume 3, 2006 - Issue 3-4
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SECTION II: EDUCATIONAL IMPLICATIONS

Evidence from Virtual Social Work Practice

Implications for Education

Julia Waldman MAEd Higher Education Academy's Subject Centre for Social Policy and Social Work (SWAP), School of Social Sciences, University of Southampton, Southampton, SO17 1BJ, United Kingdom; Higher Education Academy's Subject Centre for Social Policy and Social Work (SWAP), School of Social Sciences, University of Southampton, Southampton, SO17 1BJ, United Kingdom
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Jackie Rafferty Centre for Human Service Technology, School of Social Sciences, University of Southampton, Southampton, United Kingdom; Higher Education Academy's Subject Centre for Social Policy and Social Work (SWAP), School of Social Sciences, University of Southampton, Southampton, United Kingdom
Pages 127-148 | Published online: 03 Oct 2008

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Antonio López Peláez, Raquel Pérez García & Mª Victoria Aguilar-Tablada Massó. (2018) e-Social work: building a new field of specialization in social work?. European Journal of Social Work 21:6, pages 804-823.
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Thomas Mackrill & Frank Ebsen. (2018) Key misconceptions when assessing digital technology for municipal youth social work. European Journal of Social Work 21:6, pages 942-953.
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Eileen A. Dombo, Lisa Kays & Katelyn Weller. (2014) Clinical Social Work Practice and Technology: Personal, Practical, Regulatory, and Ethical Considerations for the Twenty-First Century. Social Work in Health Care 53:9, pages 900-919.
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Philip Gillingham. (2014) Electronic Information Systems and Social Work: Who are We Designing For?. Practice 26:5, pages 313-326.
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Articles from other publishers (2)

Chitat Chan. (2016) ICT-supported social work interventions with youth: A critical review. Journal of Social Work 18:4, pages 468-488.
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J. Steyaert & N. Gould. (2009) Social Work and the Changing Face of the Digital Divide. British Journal of Social Work 39:4, pages 740-753.
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