Abstract
In-depth, qualitative interviewing was employed to describe processes and competencies experienced by family science interns, who practiced in a high-risk ecological context. Twenty interns from a 3-year period were recruited. All had interned on the same federally funded, HIV/substance abuse prevention grant in the same focal city. Within this sample, it was determined that experiential learning-vis-à-vis the internship-facilitated both intrapersonal processes and ecological competencies for family science interns, who may otherwise have lacked this knowledge when assuming professional roles. Implications for policy and practice are discussed.
Original language | English |
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Pages (from-to) | 386-396 |
Number of pages | 11 |
Journal | Family and Consumer Sciences Research Journal |
Volume | 42 |
Issue number | 4 |
DOIs | |
State | Published - Jun 2014 |
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Keywords
- At-risk youth
- Experiential learning
- Family science interns
- Training
Cite this
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An Ecological Approach to Experiential Learning in an Inner-City Context. / Garcia-Reid, Pauline; Reid, Robert; Forenza, Bradley.
In: Family and Consumer Sciences Research Journal, Vol. 42, No. 4, 06.2014, p. 386-396.Research output: Contribution to journal › Article
TY - JOUR
T1 - An Ecological Approach to Experiential Learning in an Inner-City Context
AU - Garcia-Reid, Pauline
AU - Reid, Robert
AU - Forenza, Bradley
PY - 2014/6
Y1 - 2014/6
N2 - In-depth, qualitative interviewing was employed to describe processes and competencies experienced by family science interns, who practiced in a high-risk ecological context. Twenty interns from a 3-year period were recruited. All had interned on the same federally funded, HIV/substance abuse prevention grant in the same focal city. Within this sample, it was determined that experiential learning-vis-à-vis the internship-facilitated both intrapersonal processes and ecological competencies for family science interns, who may otherwise have lacked this knowledge when assuming professional roles. Implications for policy and practice are discussed.
AB - In-depth, qualitative interviewing was employed to describe processes and competencies experienced by family science interns, who practiced in a high-risk ecological context. Twenty interns from a 3-year period were recruited. All had interned on the same federally funded, HIV/substance abuse prevention grant in the same focal city. Within this sample, it was determined that experiential learning-vis-à-vis the internship-facilitated both intrapersonal processes and ecological competencies for family science interns, who may otherwise have lacked this knowledge when assuming professional roles. Implications for policy and practice are discussed.
KW - At-risk youth
KW - Experiential learning
KW - Family science interns
KW - Training
UR - http://www.scopus.com/inward/record.url?scp=84900553982&partnerID=8YFLogxK
U2 - 10.1111/fcsr.12071
DO - 10.1111/fcsr.12071
M3 - Article
AN - SCOPUS:84900553982
VL - 42
SP - 386
EP - 396
JO - Family and Consumer Sciences Research Journal
JF - Family and Consumer Sciences Research Journal
SN - 1077-727X
IS - 4
ER -