Izvorni znanstveni članak
WHAT KIND OF SCIENCE IS PRACTICE-FRIENDLY?
Antonija Žižak
orcid.org/0000-0003-3653-340X
; Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet
Gabrijela Ratkajec Gašević
; Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet
Ivana Maurović
; Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet
Anja Mirosavljević
orcid.org/0000-0003-0060-1036
; Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet
Sažetak
The review and analyses of experiences of knowledge transfer, generated through the project "Matching interventions with the needs of children and youth at-risk: creating a model”, into practice is presented. Considering different needs of children and youth at risk, as well as their right to appropriate intervention, it is very important to find a way to transfer knowledge created through the project into practice. This article discusses knowledge and skills related to the possibility of: standardized assessment of risk level for children and youth who are engaged in the system of interventions due to their behavioral problems, matching the risk level and level of intervention, recognizing the strengths of children and youth, and possibilities of standardization of procedures in the system of interventions for children and youth at risk. Context in which the process of knowledge transfer started is characterized by traditional discrepancy between practitioners, policy-makers and scientists regarding knowledge purposefulness and practicality, initiatives and opportunities in changing the system of interventions for children and youth at risk and / or with behavioral problems etc. Taking this into consideration, the process of knowledge transfer was based on the idea of changing the science trough the practice. Therefore, the project team was not searching for evidence-based practice, but rather for the practice-friendly science. In accordance to that the aim of this paper is to present the experience in creating knowledge that is acceptable and understandable to the practice. As an analysis framework Graham's "meta" model (2006) of knowledge transfer was used. That model consists of several phases that can occur interchangeably. The process of experience analysis has resulted in verification of the old but also opening of some new issues regarding the possibility to transfer knowledge into practice, as well with some ideas for improving that process. We highlight those ideas that are related to redefining ways of developing practice friendly science, in a sense that it is important to emphasize the necessity of cooperation between practitioners, policy-makers and scientists in the process of knowledge creation. In other words, only by negotiation and cooperation of all parties involved in the process, representing their own perspectives, but not losing sight of common interest, it is possible to respond to the needs of children and youth at risk and / or with behavioral problems, and create knowledge that will be purposeful, practical, economical and applicable.
Ključne riječi
risk for behavioral problems; practice friendly science; knowledge transfer
Hrčak ID:
67787
URI
Datum izdavanja:
12.5.2011.
Posjeta: 1.734 *