Embedding Experiential, Practical and Scientific Knowledge on Care for Families with Multiple Problems into the Curriculum of Universities of Applied Sciences

Abstract

Child and family welfare organizations providing care for families with multiple problems (FMPs) in the Netherlands conclude that future practitioners are often not sufficiently equipped to work with this complex target group. The aim of this study is threefold: (1) to combine experiential, practical and scientific knowledge on care for FMPs, (2) to find out, by using a design-oriented research method, which type of blended learning materials are suitable for the curricula of Universities of Applied Sciences (UAS) and (3) ascertain what facilitating and obstructive factors play a role in the process of implementation. In this study, we adopted a phased approach with four steps: (1) a scoping review, (2) a Delphi study, (3) an inventory of the curricula and (4) a design-oriented research approach. Various stakeholders such as adolescents, parents, teachers, students, practitioners and researchers were involved. The four steps resulted in various products such as informational videos and factsheets, a serious game and an implementation roadmap. We also provide an overview of the facilitating and obstructive factors that played a role in this process. The materials developed in this study contribute towards the training of future professionals in terms of being more reflective about their own way of working with these families.