Search

The Journal for Individual Psychology plans to announce the topics for the upcoming issues and invites interested authors to submit articles. The topics for the upcoming issues are: professionalization issues in further education and the role of science, education II, research methods, conference booklet for the annual conference of DGIP 2024, and "Cancel Culture" - identity search through power-seeking? The submissions will be reviewed anonymously. The deadlines for submission for each issue are indicated. [Extracted from the article]

Dynamics connected to professionalization are often analysed from an individual perspective highlighting individual professionals' struggle for recognition as a professional. This paper looks at the organizational context and its effects on teachers' professional status in the wake of NPM inspired reforms in Finland. Despite the quantitative nature of the Finnish school audit, the design of the evaluation presents a critical translation of the knowledge claims often made in New Public Management audits. By looking at the original research reports and discussions on the audit system, this paper shows how the Finnish school audit conceptualised education as a societal subsystem and school audit as a tool for linking education with other subsystems. The Finnish school audit produces data for educational policy development and the teachers' own use. The article suggests that maintaining occupational professionalism requires both the presence of knowledge for professional application and the absence of knowledge yielding to market or managerial interference. [ABSTRACT FROM AUTHOR]

Copyright of Urban Studies (Sage Publications, Ltd.) is the property of Sage Publications, Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Purpose: The aim of this article is the exploration of historical themes that formed education and training in public relations and corporate communication. Its timeline is from the early 1950s to the mid-1990s when university-level education became widespread. It also acknowledges recent initiatives to propose a Global Capability Framework for the field. Design/methodology/approach: Archival material, primarily from the International Public Relations Association, was reviewed in order to understand the historic influences that have shaped public relations and corporate communication education in the, mainly, English-speaking world. This was compared with other sources such as journal, articles and other archives in the Germany, Spain, the United States, and the United Kingdom. Findings: Three findings are offered from the archival research and analysis conducted for the article: (1) There was extensive debate over the structure of education between a skills-based approach that was taught as a minor or major stream in an undergraduate degree or graduate level study (Master's) in public relations theory and practice; (2) there was continuing tension between practitioner organizations and academics over the design, content and validation of educational programmes; and (3) there was little interest in the international harmonization of public relations education and training, despite extensive discussion. Originality/value: No previous historical research has taken such a broad and international view of the development of education and training in public relations and corporate communication. The article also uses archival material that has become available in the past decade. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to provide a synthesis of theoretical and empirical work related to the professionalization of small- and medium-sized enterprises (SMEs) from a knowledge-based perspective. Design/methodology/approach: A systematic literature review consisting of three major steps of planning, conducting and reporting is conducted. Papers are identified, selected and deductively coded. Quantitative and qualitative methods are used to analyze the papers. The finalized list includes 78 papers and 48 journals, with the oldest paper published in 1980 and the most recent papers published in 2022. Findings: The findings showed that the empirical works (n = 69) outnumbered the conceptual works (n = 9). Most papers focused on the organizational level of analysis and identified causal conditions, modes, intervening conditions and consequences. A multidimensional characteristic of professionalization emerged inductively as an additional attribute. Originality/value: This paper provides a synthesis of the current literature and offers a research agenda to academics and practitioners interested in the professionalization of SMEs from a knowledge-based perspective. [ABSTRACT FROM AUTHOR]

In-service courses for teachers are often provided by so called facilitators who function as teacher trainers and whose tasks in the education system are multifaceted. The professional development (PD) of facilitators is of great importance, and the complex process of scaling up might lead to unexpected constraints, and influence the effectiveness of a program. In general, more research is needed concerning facilitators' PD with respect to their different roles and functions. In this paper, a project will be presented that focused on qualifying facilitators for the topic "inclusive mathematics" and accompanied the process of scaling up. In the end, unexpectedly, five out of 15 facilitators did not finish the program. Therefore, the challenges and concrete reasons for dropout were investigated in detail. The paper will present a case analysis, where Facilitators' multifaceted roles, functions, and tasks emerged as the central category. Moreover, conclusions for professionalization programs and research will be derived and discussed. [ABSTRACT FROM AUTHOR]

Copyright of Revista Didasc@lia: Didáctica y Educación is the property of Universitaria de Las Tunas, Centro de Estudios de Didactica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Ministry of Emergency Management of the People's Republic of China was established on the basis of the original Work Safety Supervision and Management Department. In addition to assuming the responsibilities of the two committees and four departments, it also administers the four major industries such as non-coal mines, metallurgical industry and trade, hazardous chemicals, fireworks, and firecrackers. The comprehensive coordination quality of the emergency management personnel, and professional quality are constantly improved. This paper conducts a study on the Professionalization of China's Emergency Management Team, and provides a research basis for further developing the Emergency Management. [ABSTRACT FROM AUTHOR]

Copyright of Zeitschrift für Erziehungswissenschaft is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Social work education is considered essential in developing the social work profession in Vietnam to set a foundation for the profession in the late 1980s. Since officially given a training code in 2004 and recognition of the professional status in 2010, the development of social work education has been significantly expanded in the number of training institutions and programs provided at various levels with only two schools providing undergraduate programs in 2003 to 35 in 2024, including 10 MSW and two PhD programs. After two decades of fast development, there have been considerable issues and challenges in maintaining the quality and professionalization of social work education. As an imported discipline, social work education depends on programs and resources from other countries. Hence, indigenization has become an increasing issue and challenge in Vietnam and other countries in the Global South. This paper presents the result of a short survey of 30 training institutions and an online questionnaire of 116 social work educators, practitioners, policymakers and social service managers. The paper examines the process of development, challenges and how to promote indigenous social work training programs to appropriately meet local needs and context and ensure regional and global standards. [ABSTRACT FROM AUTHOR]

In order for teachers to successfully gain new knowledge during professional development (PD), courses must be of high quality and stimulate active involvement from participants. More and more PD courses are taking place online, without clear evidence of whether face‐to‐face and online courses differ in terms of their quality or level of participants' engagement. The present study investigates differences between face‐to‐face and online PD with respect to certain quality characteristics: clarity and structure, cognitive activation, collaboration and practical relevance, as well as participants' behavioural, cognitive and affective engagement. The study is based on 2210 teachers from Germany who participated in 1 of 137 face‐to‐face or 54 online PD courses. Although participants rated face‐to‐face and online courses very positively regarding all quality characteristics and engagement dimensions, they evaluated online courses slightly less favourably compared to face‐to‐face courses. Implications for practice and research are derived to help ensure high‐quality PD offerings in the future. Practitioner notes What is already known about this topic Face‐to‐face and online PD have the potential to be similarly effective. PD quality and participants' engagement can be assumed to be predictors of PD effectiveness. PD quality contains clarity and structure, cognitive activation, collaboration and practical relevance. Engagement is a three‐dimensional construct composed of behavioural, cognitive and affective components. What this paper adds PD quality was rated very positively for online and face‐to‐face courses. Participants rated the quality of online PD lower compared to face‐to‐face PD. Participants rated their engagement in online PD lower compared to face‐to‐face PD. Implications for practice and/or policy PD format should always be chosen with which a higher benefit can be achieved. Quality assurance should take place before PD is conducted. What is already known about this topic Face‐to‐face and online PD have the potential to be similarly effective. PD quality and participants' engagement can be assumed to be predictors of PD effectiveness. PD quality contains clarity and structure, cognitive activation, collaboration and practical relevance. Engagement is a three‐dimensional construct composed of behavioural, cognitive and affective components. What this paper adds PD quality was rated very positively for online and face‐to‐face courses. Participants rated the quality of online PD lower compared to face‐to‐face PD. Participants rated their engagement in online PD lower compared to face‐to‐face PD. Implications for practice and/or policy PD format should always be chosen with which a higher benefit can be achieved. Quality assurance should take place before PD is conducted. [ABSTRACT FROM AUTHOR]

While we know that professionalization improves outcomes for teachers, education policy has effectively deprofessionalized teachers, especially those who serve immigrant English Learners. Based on a three-year case study, this paper explores how teachers in an immigrant-serving school exercised autonomy and authority over their instruction and professional development. Drawing on staff interviews and observations of teacher meetings, this paper further describes how these professional conditions positioned teachers to better serve their student population. Our study also revealed the underlying conditions that made teacher autonomy possible, including the negotiation of external policy and a robust model of shared decision-making. By providing rich descriptions of teacher work, this paper moves beyond abstractions of professionalization and toward a concrete set of practices that other schools can employ to reprofessionalize teachers. Moreover, we argue that reprofessionalizing teachers can better equip teachers to create learning opportunities that are responsive to students' needs. In so doing, the paper speaks to the potential short-sightedness of policies that further undermine teacher autonomy. [ABSTRACT FROM AUTHOR]

How should clinical ethicists be trained? Scholars have stated that clinical ethics fellowships create well-trained, competent ethicists. While this appears intuitive, few features of fellowship programs have been publicly discussed, let alone debated. In this paper, we examine how fellowships can foster effective mentoring relationships. These relationships provide the foundation for the fellow's transition from novice to competent professional. In this essay, we begin by discussing our pedagogical commitments. Next, we describe the structures our program has created to assist our fellows in becoming competent ethicists. We then outline the kinds of knowledge, skills, and professional attributes mentors should possess. Following this, we focus on the knowledge, skills, and professional attributes that fellows develop as they co-create effective mentoring relationships. We will not prescribe a single approach to fellowship training; instead, our perspective will, we hope, become a catalyst for further conversation on training and mentoring clinical ethics fellows. [ABSTRACT FROM AUTHOR]

The period of the early twentieth century is marked by an intense struggle on the part of women to gain access to professional careers and the public sphere. This paper contributes to a wider discourse on women's professionalisation, by focusing specifically on women's access to legal professions and the role archiving played in that process in the years preceding the Sex Disqualification (Removal) Act 1919 in light of the Police Court Rota, run by the Association for Moral and Social Hygiene (AMSH). The members of the Rota acted as observers in criminal cases, interviewers, writers and activists at the time when women were formally excluded from courtrooms and legal life. The paper draws extensively from the archives of the AMSH and National Vigilance Association and argues that observations, legal record creation and archiving gave middle-class women volunteers access to legal professions and power, despite formal exclusions. These records and collections, in part, counter law's missing archive on women and criminal justice. This paper examines what these counter archives tell us about exclusion of women from legal history and the role archiving played within women's professionalisation, and in turn, how class and colonial bias manifested within that process of archive creation. [ABSTRACT FROM AUTHOR]

This paper focuses on a specific aspect of the emergence of psychology and psychiatry as scientific disciplines in the late eighteenth and early nineteenth centuries. It examines how psychological knowledge, which was scattered across different fields of knowledge such as philosophy and anthropology, as well as medical subfields such as physiology, pathology and state medicine, was filtered into medical education in three medical faculties of the Habsburg Monarchy: Vienna, Prague and Pest. As education was the primary arena of producing authoritative medical knowledge, the three institutions played a key role in the transfers of knowledge within the Monarchy and in shaping 'official' medical practices acknowledged by the state. These in turn could be used to validate different measures to normalize or optimize its population. Through the lens of education and the underlying tension between the different approaches to psychological knowledge that constituted a type of 'arcane knowledge' in the period, with fluid and often dubious boundaries and questionable applicability, the article points at the epistemological uncertainty and transitory nature of the psychological field. The paper also looks at how it was nevertheless integrated into medical education with varying success by the 1840s as part of the professionalization of psychiatry and with the pronounced aim of training specialists who could cooperate in creating functioning spaces for the mad where they could not only be kept, but also normalized and (re)integrated into society. [ABSTRACT FROM AUTHOR]

Copyright of Knowledge: International Journal is the property of Institute for Knowledge Management and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Concerns have emerged of how the professionalization agenda in the development sector may water down the 'spirit of volunteerism' that thrives on community initiative, informality, and flexibility. This paper explores the role of literacy and learning practices in the bureaucratization of community development drawing from an ethnography of local volunteering in the Philippines. Through literacy practices such as preparing community health classes, making budget plans, and writing to government institutions, volunteers were inducted into 'bureaucratic' ways of working that, at times, clashed with their expectations and practices of volunteering that were founded on community building, solidarity, and agency. While volunteering could be seen as a means for community participation in development, findings in this paper signal that the formalization and bureaucratization of grassroots volunteer groups may shift the intended community dynamics and volunteers' expectations, practices, and identities. [ABSTRACT FROM AUTHOR]

How is authority legitimated when global policy leads to the delegation of implementation and monitoring tasks to private actors? This paper shows that putting private actors at the forefront of compliance gives them significant interpretation autonomy, with knock-on effects for how rule-making authority is legitimated. I show that actors can mobilize to claim expertise based on their practice in, and input to, transnational administration and that professional associations are important arenas for establishing and legitimating these claims. The paper explores these dynamics through an empirical focus on the global anti-money laundering regime. Revolving around the Financial Action Task Force, the regime to tackle illicit finance has been a highly political process with a global reach. Yet it relies heavily on financial institutions to put systems in place that control the flow of money. This puts private compliance officers at the forefront of transnational administration. The paper shows that compliance officers have responded to the demands of this role by professionally organizing. Focusing on the largest professional association, the Association of Certified Anti-Money Laundering Specialists or ACAMS, a US-based association with a global program and membership, the paper explains that professionalization mechanisms have helped demarcate practice boundaries and support the expertise claims of private sector employees. By becoming the experts, these officers can claim pragmatic authority over what global policy rules and standards mean and how they can be implemented. [ABSTRACT FROM AUTHOR]

Copyright of Perinola is the property of Servicio de Publicaciones de la Universidad de Navarra, S.A. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article interprets recent changes in the structure of the scientific field, focusing on the legitimacy of expertise and the division between lay and expert knowledge. It compares aspects of the scientific transition, the professionalisation of the scientific field in Victorian England to developments of the past few decades. Nineteenth-century transformations resulted in the restructuring and decolonisation of the scientific field: clearer internal and external boundaries and relative autonomy. Today, we witness the blurring of these demarcations and the deconstruction of earlier constructs. The conceptual framework of my analysis is that introduced by Harry Collins and his colleagues as the Studies of Expertise and Experience. The article first provides an overview of the most important concepts, altering some emphases to fit the purposes of the present subject. By examining the question of legitimacy and status of expert knowledge under different periods and circumstances, the article points out both similarities and important differences between the two eras of transition. Finally, the paper discusses the recolonisation of the scientific field observed in twenty-first-century autocracies and concludes that the conceptual framework of the third wave of science studies needs to be adjusted to give an entirely satisfying interpretation of this novel development. [ABSTRACT FROM AUTHOR]

The sport for development (SFD) field has grown significantly, and there has been increasing professionalization within the sector. E-learning tools, in particular, have increasingly been deployed to provide education opportunities within the field. Despite this, little is known about the delivery, content or pedagogical approaches within e-learning connecting sport and sustainable development. Against this backdrop, this paper provides an initial mapping of existing online courses connecting sport and sustainable development. To do so, we conduct a systematic search using two online resources and map out the Sustainable Development Goals (SDGs) and pedagogical approaches present within courses. Our results show that courses are primarily self-paced, asynchronous offers that focus on health, inequality and peacebuilding. Furthermore, offers mainly rely on the motivation and resources of individuals and organizations to complete courses and provide limited technical or social support. To conclude, we propose ways for courses to provide more engaging and inclusive experiences. [ABSTRACT FROM AUTHOR]

This paper proposes a systemic model on the intertwined relations among managerialization, professionalization and firm economic performance, considering both business‐ and family‐specific features and issues. It sheds light on the role that, in the family business, the firm economic performance may play in favouring a positive development of both the business and the family itself. It aims at understanding how, in family businesses, the firm managerialization and professionalization may represent relevant drivers of firm performance. A Systems Thinking model based on causal loop diagrams was developed, to provide a clear framing of the interrelationships among the various aspects at stake. The conceptual model combines with systemic perspective all the variables and relationships that come into play when considering jointly the growth and development of the company and the family. This paper provides not only a conceptual background but also practical insights for family business' owners, managers and consultants. [ABSTRACT FROM AUTHOR]

Local government is closer to the citizens and serves as a vehicle for democracy and service delivery in South Africa. Municipalities in South Africa face a significant challenge when it comes to managing public finances to provide effective and efficient services. Corruption, financial mismanagement, wasteful and fruitless expenditure, irregular expenditures, governance failure, lack of consequence, management, insufficient skills, and capacity are among the challenges. These factors have delivered an enormous setback to service delivery, and citizens are bearing the brunt of the burden. The most difficult situation in local government is that municipalities' finances are deteriorating year after year. According to the Auditor General of South Africa (AGSA), "the audit outcomes were in a poor state at the end of the previous administration's term, and this state did not improve in 2021-22." It is critical for the local government sphere to promote financial sustainability because most South African citizens rely on government services because the economy no longer provides favourable economic benefits such as employment that citizens can leverage. The goal of this paper is to investigate how professionalising South African municipal public finances can help to stabilise public funds. The qualitative method was used, which included a review of secondary sources on the topic at hand. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Business & Projects / Revista de Gestão e Projetos is the property of Revista de Gestao e Projetos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Purpose: The study aims to determine the directions of professionalization of university management to achieve sustainable development of higher education institutions. Methods: The paper examines the leading theoretical standpoints concerning professional university management and presents the concept of the university as an organized system. An expert survey is utilized to identify the main directions of specialization of university management. Results: Most respondents (56.4%) believe that changes introduced by Federal Law facilitate more efficient university management, while 40% voice the opposite opinion. The study shows that the respondents very strongly (29.1%) and rather strongly (38.2%) agree that universities need to fulfill similar tasks. Conclusions: The authors conclude that the professionalization of university management is taking place in many countries, is a part of the transformation of the higher education sector, and encompasses the implementation of the concept of strategic university management, the enhancement and improvement of university administration, and the professional development of managers in higher education. [ABSTRACT FROM AUTHOR]

With the help of printed and manuscript resources, in this article, I aim to reconstruct the social network of Sámuel Brassai, while also identifying his strategies and conceptions as an editor of the magazine called Vasárnapi Újság (Sunday Paper), established on the initiative of Farkas Sándor Bölöni. This analysis helps to understand the process by which Brassai became a node of his network, then an eccentric person, tracing his orientation in scientific life and his involvement in the education of society on the pages of the magazine, in the decades preceding the professionalization and differentiation of the scientific disciplines, when he was not yet perceived as the last polymath of Transylvania. [ABSTRACT FROM AUTHOR]

This study examines the logical connection and articulation mechanism between rural human capital and rural revitalization from the perspective of farmers' professionalization. Utilizing panel data spanning 2011 to 2020, collected from 31 provinces in China, a comprehensive index framework for rural revitalization was constructed, and a fixed-effect model was used for empirical analysis. It is found that: firstly, rural human capital strongly drives rural revitalization, and the professionalization of farmers has a converging influence on rural revitalization as well as a favorable moderating influence on the convergence of rural human capital on rural revitalization. Secondly, the harmonized progress of urban and rural regions is a significant interface mechanism between rural human capital and rural revitalization. Therefore, to facilitate rural revitalization, the government should provide educational opportunities, make investments in rural human capital through policies, and emphasize the value of talents and industrial resources in integrating the urban and rural. [ABSTRACT FROM AUTHOR]

The process of upgrading the status of translation practice to a publicly recognised profession, also known as the process of professionalisation, is taking place at varying degrees across the globe. While scholars have taken great interest in the professionalisation of translation practice throughout the past decade, research on the topic remains fragmented. Using the systematic literature review methodology, this paper presents a comprehensive review of the topic. The objective is to identify, analyse and synthesise the theoretical approaches and aspects that underpin research on the professionalisation of translation practice. The review identified three main theoretical approaches (trait, control, signalling) and six aspects of professionalisation (status, signalling devices, certification, institutional intervention, principles of good practice, education and training). The synthesis found a severe lack of theoretical engagement as well as a failure to note the uniqueness of the field of translation – which is rooted in the notion of multilingualism/multiculturalism – and how it differs from other occupations in terms of professionalisation. We also raise the question of whether existing professionalisation models are compatible with and applicable to the field of translation. Finally, we offer suggestions for further advancing research on the professionalisation of translation practice in terms of theory and practice. [ABSTRACT FROM AUTHOR]

This paper explores the professionalisation and performance aspects of Airbnb hosts in rural regions in Denmark, Iceland, and Norway. More specifically, based upon the professionalisation of hosts, which represents a proxy for the scale of their entrepreneurial engagement, the host landscape in the rural regions is investigated, resulting in different host profiles, including individual single- and multiple-listing hosts, and small and large tourism companies. The paper subsequently estimates the service quality performance of Airbnb hosts in relation to their professionalisation in rural regions through a u-shaped relationship, with the professionalisation influencing the performance evaluation of the hosts by the users. This twofold empirical analysis amends the extant literature, as it provides both a more nuanced and more comprehensive description of the nature and scale of Airbnb host engagement in rural regions, and points to the vast entrepreneurial opportunities for private households and companies on the platform. • Airbnb hosts in rural regions attract new travellers and amend a "thin" accommodation infrastructure. • This paper explores Airbnb host profiles in rural regions through a professionalisation-performance relationship. • The study finds multiple host profiles: individual (single- and multiple-listing) and commercial hosts (small and large tourist companies). • Individual hosts are important for a high service quality for Airbnb guests in rural regions, commercial hosts receive lower performance values by guests. • The different profiles point to various opportunities for private households and local businesses on Airbnb in rural regions. [ABSTRACT FROM AUTHOR]

In a rapidly changing and challenging world, teachers as influential social agents can play an important and promising role to guide through but also bring about positive change to individuals and society as a whole. This potential stresses the importance of professionalization of teachers and the need for elaborate learning settings to equip (future) teachers as psychologically literate and reflective practitioners who systematically reflect and integrate practice and (psychological) theory. As part of the preservice teachers' psychology curriculum, we implemented a theory–practice learning setting in their educational foundation studies that aims at fostering preservice teachers' psychological literacy. Specifically, to reflect their own and other's behavior and to apply their psychological knowledge of learning and counseling principles into real-life counseling sessions. This study addresses the didactical concept of teaching psychology to non-psychology students and the results from its evaluation. In a quasi-experimental pre-posttest design with comparison group (N intervention = 46; N comparison = 102), we analyzed the effects of the seminar on the preservice teachers' reflexivity, their beliefs about the theory–practice relationship and their agency. Results indicate that beliefs about the theory–practice relationship and the levels of reflection significantly increase through the practice task in the intervention group, but reflexivity and agency does not. [ABSTRACT FROM AUTHOR]

Copyright of Bewährungshilfe is the property of Forum Verlag Godesberg GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Pasado y Memoria. Revista de Historia Contemporánea is the property of Pasado y Memoria and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Because I have so little time in which to tackle such a basic and important issue I shall limit myself to sketching the fundamental contradictions and pitfalls that are to be found underneath the smooth presentations of this new discipline of counselling psychology. It seems to me all the more important to take this opportunity to ask some pertinent questions and challenge some of the preconceptions around the aims and objectives of counselling psychology as it will be tempting for most of us to launch headlong into the professionalization of the field in order to achieve credibility. In making these few remarks I shall therefore speak from the perspective of the philosopher as defined by Wittgenstein in his Philosophical Investigations, where he declares that "the work of a philosopher consists in assembling reminders for a particular purpose" (Wittgenstein, 1953). My purpose will be clear in a minute. [ABSTRACT FROM AUTHOR]

This paper describes the origins of the Boston Training School for Nurses (1873), later named the Massachusetts General Hospital School of Nursing, and the role played by a Boston civic group, the Woman's Education Association, in its founding. Social and political forces in the post-Civil War modern era and the challenges the founders encountered in establishing and managing a nursing school are delineated. Themes that highlight the significance of the Boston Training School's creation relative to the nurse training movement in America are identified. The long-term implications of the initial agreement for a 1-year experiment to train nurses in a formal educational setting are discussed. • Describes the origin of the BTS (1873), and the role of the Woman's Education Association. • The social and political forces in the post-Civil War modern era and the challenges encountered in establishing and managing a nursing school are delineated. • Themes demonstrating the significance of this event in the nurse training movement in America are identified. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Bioethics / Revue canadienne de bioéthique is the property of Ecole de Sante Publique de l'Universite de Montreal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The professionalisation of child and youth care (CYC) has long been an important milestone for the profession. This article will further add to the voices of child and youth care workers (CYCWs) about this process. It focuses on and explores the perspectives of CYCWs in eThekwini, KwaZulu-Natal, South Africa, on the process of CYC professionalisation. The researchers conducted an in-depth qualitative study using semi-structured interviews with 12 purposely selected CYCWs from different children’s homes in eThekwini. Their perspectives showed that there is still a lack of understanding of the concept and that there are aspects of CYC professionalisation that still have not been achieved while others have. The research findings revealed that the process of CYC professionalisation is important for the growth, status, and continuous stability of the CYC profession. The researchers concluded that the research findings highlighted will offer important insight for the stabilisation of the CYC profession. [ABSTRACT FROM AUTHOR]

Family firms face significant challenges in professionalizing their management, while the professionalization effects on the firms' performance are unclear. Drawing on stewardship and agency theories, we theorize and test the effects of family ownership and professionalization on firms' financial performance and sustainability (environmental, social and governance) reputation. Using a large-scale management practices dataset of both public and private companies in the US, UK, Germany, and France, we find that family firms outperform nonfamily ones in terms of both financial performance and sustainability reputation, and professionalization helps strengthen such positive effects. We theorize that this is because professionalization can address agent opportunistic behaviors, while enhancing steward behaviors unique to family firms. The findings contribute to the literature on family business governance and professionalization. [ABSTRACT FROM AUTHOR]

Examining the disputes that arise between parents, teachers, and students is the goal of this study. The study, which was carried out at the primary school level, where parent-child interaction is high, employed the critical incident analysis method. The typical sampling method was used to select participants for the study, and school principals were required to have at least 5 years of managerial experience. As a part of this research, interviews were conducted with 10 elementary school principals working in the Tuzla district of Istanbul. A semi-structured form, prepared by the researchers in consultation with experts, was used as a data collection tool. As a result of the interviews, themes were identified relating to "reasons of conflict," "conflict resolution methods," "end of conflict," and "impact and change of conflict." Effective communication, active listening, valuing others, seeking support, and displaying a firm stance were identified as conflict resolution methods. The conflicts affected school principals emotionally and influenced them to behave more professionally. The study's conclusions include that school principals should receive training in communication skills, have their legal standing reinforced, and become more professional. Given the critical importance of managing conflicts in educational settings, recommendations for researchers are offered. [ABSTRACT FROM AUTHOR]

Copyright of Universitas, Revista de Ciencias Sociales y Humanas is the property of Universidad Politecnica Salesiana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article examines whether political professionalization causes attitudinal incongruence within political parties. In this first of a kind study, the internal opinion structure of five Belgian political parties based in Flanders is analysed by comparing the political attitudes of staffers and party members. The analysis combines original survey data collected among the staff of five Belgian political parties based in Flanders (N = 560) and survey data collected among their party members by the MAPP project (N = 10,022). The results demonstrate that staffers are mostly congruent with party members, with a few remarkable exceptions. As anticipated by my reinterpretation of cleavage theory, incongruences are more prevalent among mainstream parties and mostly appear on issues concerning globalization. This cosmopolitan bias among staffers is primarily driven by an educational and generational divide with party members. [ABSTRACT FROM AUTHOR]