Suchergebnisse

Professionals frequently lament the fact that the dynamics of resist‐refuse cases are often entrenched before the family receives effective intervention. Dysfunctional behavior patterns can become entrenched, with severe impairment of children's ability to function. Assessment is a critical component in the process of assisting families, but can come to so dominate the process that the situation is unrecoverable once the assessment is completed and meaningful interventions begin. The authors will describe commonly encountered obstacles to early intervention in resist‐refuse cases, ranging from systemic stressors to the persistence of inaccurate beliefs and information and practices that undermine accountability. Practical strategies, including a broader conceptual model, integrating assessment into intervention, encouraging lawyers and courts to take earlier action, and suggestions for future professional development will be addressed.

The purpose of this paper is to develop a conceptual model which integrates the well-established US-based occupational information network (O*Net) into a competence perspective. Taking serious claims about lifelong learning, one of the biggest challenges is the assessment of tacit knowledge and competences. To tackle this challenge, we depart from four well-established competences (personal competence, social competence, methodic competence and domain competence), and integrate descriptors from the O*Net. We argue that learning outcomes (what a person should be able to do) can be made comparable and accessible when linking them with the descriptors from the O*Net. This approach is in line with the European Qualification Framework (EQF), that aims at establishing comparability of learning outcomes within the European Union and relies on theories linking individual to organizational learning.

The purpose of this paper is to develop a conceptual model which integrates the well-established US-based occupational information network (O*Net) into a competence perspective. Taking serious claims about lifelong learning, one of the biggest challenges is the assessment of tacit knowledge and competences. To tackle this challenge, we depart from four well-established competences (personal competence, social competence, methodic competence and domain competence), and integrate descriptors from the O*Net. We argue that learning outcomes (what a person should be able to do) can be made comparable and accessible when linking them with the descriptors from the O*Net. This approach is in line with the European Qualification Framework (EQF), that aims at establishing comparability of learning outcomes within the European Union and relies on theories linking individual to organizational learning