对西部大开发的几点思考

关于西部开发、以下几点还需要作进一步思考 :关于西部开发的意义 ,把扩大内需看作西部开发的重要意义不太妥当 ,西部开发的政治意义毫不逊色于经济意义 :关于国家的作用 ,政府将是西部大开发的主角 ,西部大开发将主要由政府尤其是中央政府推动 ;关于西部的发展战略 ,工业化是必然选择 ,发展自然资源密集型和劳动密集型产业也是实事求是地选择 ;关于西部开发的制约因素 ,从长远的观点来看 ,将是教育。教育对于发展 ,其最大的功效在于改变传统的价值观念     

Youth Justice

This paper illustrates how mindfulness and reflection exercises can be integrated into the teaching and learning of active listening skills, an integral component of relationship skills training. This pedagogy was first trialled on a small cohort of 15 students and the improved version was applied with a second cohort of 53 students. Through the mindfulness and reflection exercises which were built in throughout the module, students identified the three most prominent ‘bad habits’ that hindered active listening as ‘mind wandering’, ‘multi-tasking’ while listening and ‘thinking ahead’. The mindfulness and reflection exercises appeared to bring the usually-unnoticed ‘bad habits’ into awareness so that a conscious effort could be channelled into preventing them from interfering with relationship building. This expanded awareness facilitated the strengthening of ability to observe oneself in interactions. This paper proposes a combination of exercises that expand students' awareness of their own habitual listening styles, together with skills training through conventional methods of role play, video-taping and skills drilling, in order to strengthen motivation to change and bring about deeper learning.     

A team approach to practice teaching

The ideas presented in this paper were originally generated in a workshop at an NSPCC conference on Practice Teaching in March 1996. In this article we wish to develop some of these ideas further and explore the idea of a team approach to practice teaching. This is not some radical new notion, but an acknowledgement of the reality of many placements. Although a student will be allocated a practice teacher (and possibly an off-site practice teacher) he or she will not function by themselves but will be part of an organisation. It is this wider structure and its effects on the student that we feel needs closer scrutiny. Firstly, we believe that not enough attention has been given to the power that organisations can have over an individual (particularly one whose stay is only short-term and possibly part-time). Secondly, we believe students can obtain benefits from the wealth of knowledge existing in any team, drawing on the skills and expertise of all team members. When team learning works well we feel that it provides benefits for all parties - the student, the practice teacher, the team and service users.     

Developing a researcher-practitioner partnership for the effective evaluation of professional social work training

This paper reports on the development and operationalisation of a partnership between researchers at the Centre for Child Care Research at Queens University, Belfast and the Southern Health and Social Services Board Training Unit to undertake an evaluation of the Children (NI) Order Training Programme. The concept of partnership and its application to researcher-practitioner relationships is discussed. The stages of development of the partnership between the Training Unit and the researchers, and the outcomes achieved from this partnership, are described. The similarities and differences between the partnership approach developed by the CCCR and the SHSSB are highlighted. The potential benefit of this approach for other researchers and practitioners seeking to develop such links is presented.     

Supervising Social Workers in Involuntary Contexts: Some Considerations

ABSTRACT

This article outlines areas for reflection for those providing supervision to social workers working in involuntary and semivoluntary contexts. This includes clinical implications, impacts on social work identity, and potential impacts on the supervisory relationship itself. It suggests that there are some areas that could be considered for discussion and exploration that may be different in focus to other types of supervisory practice, encouraging supervisors to consider their own approach in response to the issues raised.

IMPLICATIONS

• Working in involuntary contexts raises specific challenges in relation to power and authority in practice, as well as a range of ethical dilemmas.

• Supervisors might wish to consider the issues raised with a view to exploring with their supervisees how working with involuntary clients changes their framework or approach.

     

The practice of systemic reflexivity

What does it mean to practise systemic reflexivity? Much has been written on reflective practice but less is known of the practice of systemic reflexivity. This paper is a contribution towards expanding on what is known of the practice of systemic reflexivity. In this endeavour, a contextualising narrative of how ideas of the practice of systemic reflexivity merged within the systemic field is followed by an exploration of reflective practice and systemic reflexivity, using McGilchrist’s approach of interpersonal neuroscience. The purpose is to demonstrate how the two concepts of reflective practice and systemic reflexivity combined could enhance social work practice. However, this is not to deny the current literature that we have on reflection and reflexivity, but there is a need to continue creating space to widen dialogue in this area as a way of keeping the ideas alive and generating alternative ways of working with the two concepts.     

新课程理念下“学科课程与教学论”建设思考

新课程的基本理念,对基础教育教师提出了较高的要求,对教师教育的学科课程与教学论提出了严峻的挑战。本文在反思学科课程与教学论现状的基础上,提出了加强学科课程与教学论的若干对策。     

Challenges of Critical Reflection: ‘Nothing Ventured,Nothing Gained’

This paper arises from the experiences of the authors in providing critical reflection training to social workers and health professionals. It examines the cultural challenges involved in undertaking critical reflection, and how such challenges may contribute to learning. We examine the nature of some of these risks and what might be at stake, and how we as educators might manage these in the interests of better learning. First we discuss the concept of critical reflection and the particular approach we take. We then analyse the nature of some of the risks involved by examining the cultural challenges that are at stake. Lastly we posit some strategies to reduce risk and maximise learning.

We outline three major types of cultural assumptions which are challenged by critical reflection. These include assumptions regarding interpersonal communication and dialogue, professional helping and workplace cultures, and regarding knowledge, learning, research and the place of emotions. The implications of these challenges include: the appropriateness of critical reflection for all types of learners; the need for emotional preparation for the critical reflection process; the need to emphasise the professional learning purposes; the need to clarify the use of self‐disclosure; and the need to set up an appropriate alternative cultural environment for the purpose of critical reflection.     

Politics and Positionality: Engaging with Maps of Meaning

This article considers critical social work education within the context of the challenges associated with the increasingly neoliberal, corporate and competitive nature of higher education and human service provision. The metaphor of maps is used as a framework for exploring the potential for transformational learning opportunities associated with alternative ways of thinking about teaching and learning. Countering the neoliberal tendency to depoliticise, metaphors of maps and map-reading, as discussed here and applied to social work education, evoke diverse perspectives and engagements in relation to the politics of knowledge, knowing, theory and practice. In emphasising the partiality of knowledge, the indivisibility of the ‘knower’ and the ‘known’ and, as such, the personal and the professional, efforts to cultivate critical consciousness, thus, enable different conversations. The central premise of this article is that in offering opportunities for engagement which open up rather than close down the space for meaningful dialogue, educators may contribute, in profound ways, to both student development and the (re)shaping of public discourse.     

Braving Human Suffering: Death Education and its Relationship to Empathy and Mindfulness

Social workers are likely to encounter clients dealing with traumatic grief and death in their practice. Though death education has gained in popularity and acceptance, few social work students receive coursework in this area and many are unprepared to deal with their clients' and their own emotions regarding death and grief. Though death-related content may evoke provider avoidance, mindfulness and empathy may help regulate provider emotions and responses. This United States-based study evaluates the effectiveness of experiential death education on mindfulness and empathy. Measures in three separate cohorts were given at the beginning and end of the course. Results show statistically significant increases on the Five Facet Mindfulness Questionnaire and the Questionnaire of Cognitive and Affective Empathy, indicating that such a course may be effective in increasing both mindfulness and empathy in social work students and those in related fields.