关于专业社会工作本土化的构想和实践——以浙江省杭州市为例

专业社会工作本土化是一个迫切需要解决的课题。一般而言,推动专业社会工作的本土化,必须与社会转型期的政治、经济、文化以及社会的实际状况相适应。单就杭州市而言,其推进专业社会工作本土化的主要做法有：在政府的主导下,将专业社会工作融入城市社区建设;以社区管理体制改革为契机,在社区设立专业社会工作岗位;将社工人才的培养纳入＂党管人才,人才强市＂战略的总体部署,侧重以＂存量提升＂的方式解决社会工作队伍的专业化问题;以建立社会工作资格认证制度为突破口,逐步提高专业社会工作的职业化水平。概而言之,杭州市实行的是＂政府主导型＂的专业社会工作本土化策略。     

湖北省社区社会工作职业化的需求与前景——以湖北省武汉市为例

本文通过武汉市3个区9个社区的调查。以问卷和结构式访问的方式从社会认可度、社区活动的居民参与率、居民满意度和对社会工作的需求等方面展开分析，发现湖北省社会工作的发展与实际需求间存在较大距离，呈现出不少问题，对此提出对策建议并预测前景。     

The Integration of Health and Social Care: The Lessons from Northern Ireland

Mechanisms for the integration of social services with health have come to dominate the debate on providing a more seamless provision of health and social care. Working together at the health and social care interface has been strongly promoted and endorsed in government documents since the late 1990s. Moves towards integration have been treated with suspicion and scepticism in the academic literature, with many authors highlighting the many barriers and challenges presented by this method of working. Yet these proposals do not represent a paradigm shift in culture in all parts of the United Kingdom, as Northern Ireland has had an integrated health and social care system for over thirty years. Based on an empirical study of senior health care professionals in Northern Ireland, this study identifies and discusses the key issues associated with integration. It concludes that the experiences in Northern Ireland have to date been overlooked or misrepresented and could prove extremely valuable in gaining an understanding of the challenges and benefits of integrated arrangements.     

The professionalism debate in South African public relations

Professionalism is a contentious topic in journals serving a wide range of disciplines, both internationally and in South Africa. However, there is seldom concrete empirical research into professionalism—which limits the usefulness of this debate. In response, the present study empirically investigates the perceptions of South African public relations (PR) practitioners regarding professionalism. The questionnaire-based survey shows that the professionalism problem for PR practitioners in South Africa is twofold. Firstly, the South African PR governing body has not taken ownership of the issues regarding professionalism amongst its members. Secondly, practitioners themselves are making little effort to professionalize their activities. Both parties agree on the importance of professionalization, but claim that the onus is on the other party to promote it. This situation is untenable: professionalization should be actively encouraged so as to maximize the impact of the PR profession in South Africa.     

新型职业农民的学历提升研究

2012年中央一号文件首次提出"大力培育新型职业农民"。提升新型职业农民学历水平,是适应现代农业和城乡一体化发展的需要,是农民进行职业化的必要手段,是帮助农民赢得社会地位的有效途径。通过面向新型职业农民提供学历教育,让更多的农民接受学历教育,并建立起严格的职业资格准入制度,将学历教育与职业技能培训结合以解决农民文化程度低和农村高素质人才缺乏的问题。     

当代我国法官思维职业化探析

作为法官职业化的重要内容,法官思维的职业化是提高法官司法应用能力的重要因素.法官职业思维的精髓主要包括四点:一是依法审判,二是事实和规范的同一性分析认定,三是中立性思考,四是独立性思考.依法审判是法官职业思维的基准或底线,事实和规范的同一性分析认定是其中心内容,中立性、独立性思考为法官职业思维的支点,四者缺一不可,共同组成法官思维职业化的特征.     

Reflections on the absence of formal reflection in public relations education and practice

This content analysis is a part of wider research into the value of reflective practice in public relations education and practice. Examination of this topic is important given that reflective practice is widely recognised as an essential element for claims of professionalism (Dewey, 1933; Schön, 1983, 1987), and professionalism remains an elusive goal for PR practitioners (L’Etang, 2009). This article examines the extent to which the terms and processes associated with reflective practice are formally included in the contents of a range of widely used and well regarded public relations textbooks. The aim is to provide insight into the significance (or lack of it) of reflective practice in contemporary public relations curricula. Given that textbooks are highly influential teaching media that both reflect and shape curricula, conclusions about the emphasis of reflective practice in public relations teaching can be drawn as a result of this analysis. The findings indicate that – based on the content of the textbooks analysed – reflective practice is not formally included in the public relations teaching curriculum. Further research is needed to determine whether this omission also reflects the situation in public relations practice. This research has relevance for public relations educators given that they play a significant role in influencing future generations of public relations professionals. It concludes with a call for a shift in public relations education that includes greater emphasis on reflective practice.     

Preparing for Practice: An Evaluation of an Undergraduate Social Work ‘Preparation for Practice’ Module

The requirement for social work students to undergo assessed preparation prior to undertaking their first practice placement raises key questions about the type of knowledge and experience that is needed for those at the start of their training. This paper shows the need for social work educators to become re‐engaged in debates about the practice–theory relationship and to explore what is meant by an incremental approach to learning. A Preparation for Practice Learning module which was delivered to a cohort of Level 1 undergraduate social work students at a London university is described and evaluated. The paper highlights the key themes which emerged from the evaluation; these include the importance of work shadowing, observational learning and the centrality of critical reflection in aiding students' personal and professional learning. A discussion of its effectiveness in preparing students for their first practice learning experience follows. It concludes by recommending how students' learning in relation to the nature of social work and the skills required to undertake the role effectively might be addressed within the curriculum. Finally, a Preparation for Practice Learning model based on these findings is proposed.     

Any action? Reflections on the Australian Midwifery Action Project

Background

In 1997 a group of midwifery academics, researchers and practitioners met to discuss issues of concern related to the midwifery profession in Australia. It became clear from this discussion that midwifery in Australia was lagging behind similarly developed countries and that urgent action was required. From this meeting, a plan was developed to seek funding for a major national study into midwifery education and practice standards and as such, the Australian Midwifery Action Project (AMAP) was born.

The Social Worker as Transdisciplinary Professional: A Reflective Account

The transdisciplinary key worker model requires early childhood intervention professionals to make radical adjustment in their respective scopes of knowledge and practice. Focused on the author’s brief experience in a key worker role, the article highlights challenges and contradictions that arise when health and welfare professionals are expected not only to exchange knowledge, skills, and expertise, but also to perform each other’s work. Two contextual, reflective accounts of the reasons why social workers should be cautious in task transfers in transdisciplinary teams are given. The article renews support for social workers playing professionally appropriate roles in early childhood intervention teams in ways that can protect best service delivery to children with disability and their families.