The implications of an asset-based approach to early intervention

Show simple item record Eloff, Irma Ebersohn, L. (Liesel) 2008-01-10T06:17:23Z 2008-01-10T06:17:23Z 2001-10
dc.description.abstract The needs-based approach to intervention in the helping professions has come under increasing attack during recent years. In South Africa this has mainly been the result of the realities of the social context, but it also relates to the growing resistance in many professionals to focus mostly on what is deficient or lacking or needed when they are intervening. In this article we argue for the merits of the asset-based approach to early intervention. By reflecting on the experiences of being part of a transdisciplinary early intervention project conducted by the Universities of Pretoria and Durban-Westville the nature of the asset-based approach is explored. Perceived obstacles to the asset-based approach are identified. The peroration of the article ponders the implications of the assetbased approach to early intervention. These are: i) The conceptualisation of the roles of professionals need to be broadened, ii) Lecturers in the helping professions need to familiarise themselves with the asset-based approach to intervention, iii) the asset-based approach need to be taught explicitly to students in the helping professions, and finally iv)professionals need to become collaborative partners in early intervention. en
dc.format.extent 61796 bytes
dc.format.mimetype application/pdf
dc.identifier.citation Eloff, I & Ebersöhn, L 2001, 'The implications of an asset-based approach for early intervention', Perspectives in Education, vol. 19, no. 3, pp. 147-157. [] en
dc.identifier.issn 0081-2463
dc.language.iso en en
dc.publisher Faculty of Education, University of Pretoria en
dc.rights Faculty of Education, University of Pretoria en
dc.subject Asset-based approach en
dc.subject Early intervention en
dc.subject Educational Psychology en
dc.title The implications of an asset-based approach to early intervention en
dc.type Article en

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