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 |
|---|---|
| Pages (from-to) | 386-396 |
| Number of pages | 11 |
| Journal | Family and Consumer Sciences Research Journal |
| Volume | 42 |
| Issue number | 4 |
| DOIs | |
| State | Published - 1 Jan 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, 01.01.2014, p. 386-396.Research output: Contribution to journal › Article › Research › peer-review
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 - 2014/1/1
Y1 - 2014/1/1
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
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 -