Download Work Discussion: Learning from Reflective Practice in Work by Margaret Rustin, Jonathan Bradley PDF

By Margaret Rustin, Jonathan Bradley

Work Discussionbrings jointly a mix of shut commentary of, and private and interpersonal responses to, the trivialities of the paintings surroundings and its dynamics, either inner and exterior. this kind of version depends upon the improvement of hard-won capacities, and the descriptions provided right here, either via scholars and via skilled employees, totally reveal the significant relevance of the strategy, either to education and to a wide selection of labor occasions.

The publication outlines the method of the strategy itself, through descriptions of a number settings, either in Britain and in another country, within which that strategy has been effectively utilized. The members draw on reviews throughout age, tradition, and race in, for instance, colleges, hospitals, residential houses, in a jail, and in a refugee neighborhood. the ultimate bankruptcy explores the results of labor dialogue for learn and policy-making extra typically. some of the occasions narrated listed here are severe, even if when it comes to disturbance or of vulnerability, yet they provide relocating insights into how potent the strategy will be and the way actually amazing a developmental version it offers.

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Additional info for Work Discussion: Learning from Reflective Practice in Work with Children and Families

Example text

This is made easier if the seminar is composed of people from entirely different settings and, of course, also underlines the necessity for preliminary discussion of the confidentiality of material presented in the group and exploration of how suitable anonymity of professional colleagues will be maintained. Sometimes people resort to initials to avoid names, but these can feel quite dehumanizing; changes of name are an alternative, though often difficult to adhere to systematically under the pressure of emotional material.

Class, cultures, religion, regional difference, ethnicity, sexual mores all make themselves felt once details are attended to. One unusual example of this were the reports of a support teacher for Traveller children (Dollery, 2002). She found herself understanding gradually why the early good achievements of Traveller children at school tended to tail off dramatically. Their parents did not really see the sense of education beyond the age of 11—by that age, the community believed, the children could and should be working, and school simply infantilized them.

This enables a wider acquaintance to be obtained of the different settings in which children are cared for by professional workers. The studies presented include the interaction between the students themselves and their charges and in many cases pose questions about their role with colleagues in the organisation within which they are working. The presentation is then discussed by the rest of the group led by a seminar-leader experienced in work with children and adolescents, although not necessarily in the particular context within which the presenter is working.

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