Faglige referanser og kilder

Kunnskapsgrunnlaget for TAORA

TAORA bygger på forskning, faglige teorier og praksistradisjoner fra flere kunnskapsområder. Kilderegisteret gir en oversikt over sentrale publikasjoner og fagressurser som inngår i utviklingen av TAORAs rammeverk, utdanninger og arbeidsformer.

Kildene er organisert etter hovedområdene i TAORAs kunnskapsgrunnlag. Flere publikasjoner er relevante på tvers av områdene.

TAORAs egne modeller og arbeidsformer bygger på en sammenstilling og videreutvikling av etablerte faglige perspektiver og erfaringer fra praksis.

1. Systemisk, relasjonell og refleksiv praksis

Bateson, G. (1972). Steps to an Ecology of Mind. Chandler Publishing Company.

Bateson, G. (1979). Mind and Nature: A Necessary Unity. E. P. Dutton.

von Foerster, H. (1981). Observing Systems. Intersystems Publications.

Andersen, T. (1991). The Reflecting Team: Dialogues and Dialogues About the Dialogues. W. W. Norton.

White, M., & Epston, D. (1990). Narrative Means to Therapeutic Ends. W. W. Norton.

Tomm, K. (1987). Interventive interviewing: Part II. Reflexive questioning as a means to enable self-healing. Family Process, 26(2), 167–183.

Smith, D. E. (2005). Institutional Ethnography: A Sociology for People. AltaMira Press.

2. Relasjonell organisasjons- og samfunnsutvikling

Gittell, J. H. (2009). High Performance Healthcare: Using the Power of Relationships to Achieve Quality, Efficiency and Resilience. McGraw-Hill.

Cooperrider, D. L., & Srivastva, S. (1987). Appreciative inquiry in organizational life. I Research in Organizational Change and Development, 1, 129–169.

Prilleltensky, I. (2020). Mattering at the intersection of psychology, philosophy, and politics. American Journal of Community Psychology, 65, 16–34.

3. Læring og praksisutvikling

Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Prentice Hall.

Schön, D. A. (1983). The Reflective Practitioner: How Professionals Think in Action. Basic Books.

Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge University Press.

Wenger, E. (1998). Communities of Practice: Learning, Meaning, and Identity. Cambridge University Press.

Argyris, C., & Schön, D. A. (1978). Organizational Learning: A Theory of Action Perspective. Addison-Wesley.

Joyce, B., & Showers, B. (1981). Transfer of training: The contribution of coaching. Journal of Education, 163(2), 163–172.

Baldwin, T. T., & Ford, J. K. (1988). Transfer of training: A review and directions for future research. Personnel Psychology, 41(1), 63–105.

Mormina, M., & Pinder, S. (2018). A conceptual framework for training of trainers (ToT) interventions in global health. Globalization and Health, 14, 100.

4. Implementeringsvitenskap og organisatorisk kapasitet

Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M., & Wallace, F. (2005). Implementation Research: A Synthesis of the Literature. University of South Florida.

Damschroder, L. J., et al. (2009). Fostering implementation of health services research findings into practice: A consolidated framework for advancing implementation science. Implementation Science, 4, 50.

Aarons, G. A., Hurlburt, M., & Horwitz, S. M. (2011). Advancing a conceptual model of evidence-based practice implementation in public service sectors. Administration and Policy in Mental Health, 38, 4–23.

May, C., & Finch, T. (2009). Implementing, embedding, and integrating practices: An outline of Normalization Process Theory. Sociology, 43(3), 535–554.

Nilsen, P. (2015). Making sense of implementation theories, models and frameworks. Implementation Science, 10, 53.

Proctor, E., et al. (2011). Outcomes for implementation research: Conceptual distinctions, measurement challenges, and research agenda. Administration and Policy in Mental Health, 38, 65–76.

5. Kunnskapsbasert praksis og kunnskapsutvikling

Backe-Hansen, E. (2009). Hva innebærer et kunnskapsbasert barnevern? Fontene forskning.

APA Presidential Task Force on Evidence-Based Practice. (2006). Evidence-based practice in psychology. American Psychologist, 61(4), 271–285.

Greenhalgh, T., & Wieringa, S. (2011). Is it time to drop the ‘knowledge translation’ metaphor? A critical literature review. Journal of the Royal Society of Medicine, 104(12), 501–509.

Gabbay, J., & le May, A. (2004). Evidence based guidelines or collectively constructed “mindlines”? BMJ, 329, 1013.

Flyvbjerg, B. (2001). Making Social Science Matter. Cambridge University Press.

TAORAs egen metodikkutvikling

TAORAs rammeverk samler og videreutvikler kunnskap fra disse fagtradisjonene gjennom syv kjernekomponenter.

PraksisLab, TOPP – Training of Practitioners and Professionals, TILLITT/TRRUSTT™, KODEN og Perspektivøkologi inngår i TAORAs metodiske utviklingsarbeid.

Kildene dokumenterer de faglige tradisjonene og prinsippene som ligger til grunn for arbeidet. TAORAs egne modeller og deres samlede anvendelse må undersøkes og evalueres som selvstendige metodiske bidrag.