Un modèle multidimensionnel pour appréhender les formes de travail inacceptables

À l'approche de son centenaire, l'OIT a inclus la lutte contre les formes de travail inacceptables parmi les «domaines de première importance» devant guider son action. Cependant, pour les auteures, ces modalités particulières, leurs causes, leurs dimensions et leurs manifestations appellent encore une analyse exhaustive. Elles s'attaquent donc à ce projet, en commençant par exploiter les apports des différents courants d'analyse sur le travail contemporain, puis en proposant un modèle multidimensionnel novateur, que les acteurs sur le terrain devraient pouvoir utiliser pour repérer et traiter les formes de travail inacceptables à l'échelon national, quel que soit le niveau de revenu du pays.     

Sex-Role Stereotyping and Social Work Education

The article presents the results of a nationwide study that examined the written criteria that is currently being used by graduate schools of social work for the appointment, retention, and promotion of their faculties. A content analysis of the study is discussed, and a unique behavioral model for the evaluation of faculty competence is offered.     

Mother–Child Conflict and Sibling Relatedness: A Test of Hypotheses From Parent–Offspring Conflict Theory

Parent–offspring conflict theory (POCT) has been underutilized in studies of human family dynamics. An implication of POCT is that the presence of siblings will increase conflict in biological parent–child dyads, and that half siblings will increase that conflict more than full siblings. Evidence consistent with this prediction was found in a longitudinal study of 236 early adolescent children and their mothers. Following parental disruption, the entry of younger maternal half siblings into the home was uniquely associated with elevated conflict between mothers and their biological children, independent of the effects of family size, socioeconomic status, and maternal depression. As predicted by the model, the effect of parental disruption on mother–child conflict was partially mediated by the entry of half siblings (but not stepfathers) into the home.     

‘Caring/Sharing’: Gender and Horizontal Co‐ordination in the Workplace

Classical organizational theory assumes a hierarchical structure and the vertical co‐ordination of work. Horizontal co‐ordination between organizational participants is currently recognized only at upper and middle organizational levels. This qualitative study of workers at the lowest rungs of the organizational hierarchy finds that they do engage in horizontal co‐ordination by working together in ways that are invisible. This study also finds differences between same‐sex work groups in how they perceive working together. The caring/sharing phenomenon describes the sharing of work, and the implementation of horizontal co‐ordination, undertaken in the context of caring relationships among work colleagues, all of whom were women. Women and men working in same‐sex work groups differ in their conceptions of how those work groups form and how they function. The findings from this study indicate that common conceptions of teams and teamwork may in fact be male norms of horizontal co‐ordination.     

Forgiveness and Reconciliation in Emotionally Focused Therapy for Couples: The Client Change Process and Therapist Interventions

This article presents psychotherapy process research findings related to the forgiveness and reconciliation model, known as the Attachment Injury Resolution Model (AIRM), within the context of emotionally focused therapy for couples (EFT). Outcomes for EFT as an intervention for general relationship distress and AIRM have been successfully tested. Audiotapes of nine resolved and nine nonresolved EFT couple cases were used to study the client change process, the validity of AIRM, and EFT interventions used at each stage of the model. Study findings suggest resolved couple clients engaged deeply with their internal experience were more deliberate and controlled in their processing and more affiliative in their interpersonal responses in comparison with nonresolved couples. Resolved versus nonresolved client in‐session performances were discriminated on the basis of four model components. These were associated with significant shifts from secondary reactive emotions to primary attachment–related emotional processing of the injurious incident and with interactions that focus on shaping emotional responsiveness. Key EFT interventions employed in successful attachment injury resolution are also identified.     

Tutor and Student Experiences of Teaching and Learning Law in UK Social Work Education

In a project researching the outcomes of teaching law in social work education, students and tutors were asked to reflect on their experiences of both the academic curriculum and how learning was translated into practice. Curriculum documents in the eight participating universities were also analysed.

At times distinctive orientations emerged from approaches to teaching and practising social work law articulated by tutors and students, and captured in course documentation. On what contributed to effective teaching outcomes, both students and tutors emphasised the application of law learning to practice and the importance of considering learning styles. For students, law learning remains a complex challenge but with a clear interface with social work values. Teaching can help to reduce anxiety about practising social work law but familiar barriers to learning and its application in practice also surfaced. In addition to the time allocated to law learning, development of legal knowledge and skills was greatly affected by the priority given to this aspect of practice during placements.

The openness of practice assessors and managers towards the legal rules and students who use their legal and ethical literacy to advocate for particular outcomes for service users was a crucial factor positively affecting the student experience.     

Outcomes of Law Teaching in Social Work Education: Further Findings from a Cohort Study

This paper reports further findings from research on the outcomes of teaching law to social work students on UK programmes. This paper compares the results for students on undergraduate and postgraduate routes to an initial social work qualification. It also analyses the similarities and differences in outcomes between the seven universities that participated in the study. Statistical analysis of students' self-audits of their legal knowledge, skills for practising social work law, and their perceptions of the relationship between law and practice, is explored further by drawing on observations from students in focus groups and interviews with their tutors. The differences which emerge between undergraduate and postgraduate students highlight the importance of practice learning opportunities in reinforcing acquired legal knowledge and in developing skills for applying that knowledge in practice. Law teaching can clearly be seen to impact on confidence levels but to be constrained by lack of time and sustained focus throughout the overall curriculum. The similarities of outcome between different universities suggest the impact of particular orientations towards, and an acknowledged core curriculum for, teaching law within the academic curriculum.