Using Voice, Meaning, Mutual Construction of Knowledge, and Transfer of Learning to Apply an Ecological Perspective to Group Work Training

Abstract

Concepts of voice, meaning, mutual construction of knowledge, and transfer of learning are presented in this paper as critical ingredients that support the teaching of group work from an ecological perspective. Examples of these concepts are given to illustrate their application in group work classes.

The Development of Relational Competences in High School Students by Means of Sociometric Methods

“…Orr and Hulse-Killacky (2006), on the other hand, talk about voice, knowledge, mutual construction of meaning, and transfer of learning, all of which occurred in our study when youths chose among their peers whom to collaborate with in projects; which helped them give voice to their experiences and construct meaning through Tele. Sociometry promotes feedback giving with a focus on encouraging each other and on being a voice for one another, doing so by facilitating the learning and understanding of the skills of communicating and perceiving relational signs correctly.…”

“…The youngsters' evolution in the ability to have a voice and perception has become essential for monitoring the evolution of the group (Bustos, 1979;Coie et al, 1982;Orr & Hulse-Killacky, 2006). To see oneself and others in the relational game established between youth pairs Downloaded by [University of Otago] at 01:11 04 October 2015 (Oliveira, 1999), enabled the expansion of the capacity of each one to communicate (Brigman & Campbell, 2003;Loder & Hirsch, 2003) and learn from both sides of a same process: autonomy-differentiation and integration-cooperation.…”

Using a Cohort Model for School Counselor Preparation to Enhance Commitment to Social Justice

“…Hearing other group members' stories, experiences, and perspectives can help group members to view themselves, their perspectives, and their membership in social groups differently (Orr & Hulse-Killacky, 2006). The diverse community created within the cohort becomes the foundational medium through which multiples perspectives are given voice, self-examination and consciousness-raising occur, and opportunities for sharing power can be explored.…”

Implementing transfer of learning in training and professional development in a US public child welfare agency: what works?

“…By contrast, a constructivist approach presumes that learners construct their own knowledge by actively participating in a learning process, and, perhaps as importantly, that what is learned by each learner is not assumed to be the same. Orr and Hulse-Killacky (2006) explore the construction of knowledge that is later effectively transferred. Knowledge constructed by a group of persons, each of whom shares his/her own perspective on a subject, allows for the incorporation of diverse perspectives and experiences.…”