Science in Relational/Systemic Theory and Practice

2021 ◽  
Vol 60 (1) ◽  
pp. 1-3
Author(s):  
Jay L. Lebow
Keyword(s):  
Theory And Practice ◽  
Systemic Theory

Women with Disabilities: On the Paradox of Empowerment and the Need for a Trans-systemic and Feminist Perspective

1992 ◽  
Vol 23 (4) ◽  
pp. 20-25 ◽  
Author(s):  
Laura Perkins Cottone ◽  
R. Rocco Cottone
Keyword(s):  
Vocational Rehabilitation ◽  
Theory And Practice ◽  
Feminist Perspective ◽  
Individuals With Disabilities ◽  
Women With Disabilities ◽  
Systemic Theory ◽  
Family Issues ◽  
Double Minority

The need for a trans-systemic, feminist vision in the theory and practice of vocational rehabilitation of women with disabilities is addressed. The argument for empowerment of individuals with disabilities (as discussed in the rehabilitation literature) is described as paradoxical, doing little to enhance prospects for women with disabilities. It is suggested that women with disabilities comprise a double minority, that is, they are dis-abled partly due to defined disability, and partly because they live in a larger culture that devalues the contributions of women. A “systemic theory of vocational rehabilitation” is offered as a new way to view vocational rehabilitation, consistent with feminist ideals. Family issues are emphasized. A case example is provided.

The Systemic Family Approach to Foster Care Assessment a Review and Update

1998 ◽  
Vol 22 (3) ◽  
pp. 16-27 ◽  
Author(s):  
Sylvia McCracken ◽  
Isobel Reilly
Keyword(s):  
Foster Care ◽  
Theory And Practice ◽  
Assessment Model ◽  
Systemic Approach ◽  
Family Context ◽  
Insufficient Attention ◽  
Systemic Theory ◽  
Family Approach ◽  
Care Assessment ◽  
Research Findings

In this article Sylvia McCracken and Isobel Reilly apply systemic theory and practice to the assessment of foster carers. The authors believe that insufficient attention is paid to the foster carers' family context and propose that the systemic approach provides a useful framework with which to address the complexities of fostering. Their systemic position derives from both the research findings on fostering outcomes and the recently articulated voices of the birth children of foster carers. Beginning with an analysis of the concerns currently impacting on fostering services and the aims which assessment is expected to achieve, the authors review and update the application of the systemic approach in foster care. An assessment model is developed, based on the premise that the foster family as a whole serves as the context for any placement.

Addressing the Content Vocabulary With Core: Theory and Practice for Nonliterate or Emerging Literate Students

2012 ◽  
Vol 21 (3) ◽  
pp. 74-81 ◽  
Author(s):  
Debbie Witkowski ◽  
Bruce Baker
Keyword(s):  
Communication Skills ◽  
High Performance ◽  
Theory And Practice ◽  
Written Communication ◽  
Academic Tasks ◽  
Meaningful Participation ◽  
Core Theory ◽  
Communication Needs ◽  
Core Vocabulary ◽  
Personal Success

Abstract In the early elementary grades, the primary emphasis is on developing skills crucial to future academic and personal success—specifically oral and written communication skills. These skills are vital to student success as well as to meaningful participation in the classroom and interaction with peers. Children with complex communication needs (CCN) may require the use of high-performance speech generating devices (SGDs). The challenges for these students are further complicated by the task of learning language at a time when they are expected to apply their linguistic skills to academic tasks. However, by focusing on core vocabulary as a primary vehicle for instruction, educators can equip students who use SGDs to develop language skills and be competitive in the classroom. In this article, we will define core vocabulary and provide theoretical and practical insights into integrating it into the classroom routine for developing oral and written communication skills.

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