An Ecological Approach to Experiential Learning in an Inner-City Context

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3 Citations (Scopus)

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 languageEnglish
Pages (from-to)386-396
Number of pages11
JournalFamily and Consumer Sciences Research Journal
Volume42
Issue number4
DOIs
StatePublished - Jun 2014

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substance abuse
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Keywords

  • At-risk youth
  • Experiential learning
  • Family science interns
  • Training

Cite this

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title = "An Ecological Approach to Experiential Learning in an Inner-City Context",
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-{\`a}-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.",
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author = "Pauline Garcia-Reid and Robert Reid and Bradley Forenza",
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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.

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KW - Training

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