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The professional code of the General Teaching Council lists eight new standards, each of them analysed here in detail using questions and activities to describe what trainee teachers need to know, understand and demonstrate as they work towards Qualified Teacher Status. Each of the eight standards cover the following issues: expectations, diversity and achievement; personal and professional values; values in the classroom values, rights and responsibilities in the wider community; the community of the school; professional relationships; personal and professional development; professional responsibility. This practical and jargon-free guide features an extensive range of examples and suggestions for further reading, designed to help those in their early professional development.

Cover -- Half Title -- Title -- Library of Congress Cataloging-in-Publication Data -- Dedication -- Contents -- Preface -- Part I: A Manifesto for a Collaborative Profession of Teaching -- Chapter 1: Introduction -- Chapter 2: The Great Debate That Misses the Point -- Chapter 3: The Foundations of a Collaborative Profession of Teaching -- Part II: Shifting Governance Over Instructional Means to the Profession -- Chapter 4: The Tentacles of Control -- Chapter 5: A Small World After All? -- Part III: Equipping a Collaborative Profession -- Chapter 6: Diffusing Good Instruction -- Chapter 7: Getting the Word Out -- Part IV: Cementing Comprehensive Connections Within the Profession -- Chapter 8: Networks of Outsider Influence and Diffusion -- Chapter 9: Networks for Professional Knowledge Transfer and Practice Accountability -- Part V: Conclusion -- Chapter 10: Toward Collaborative Professionalism in Education -- References -- About the Author.

Interpersonal communication as practical wisdom : reclaiming Aristotle's Nicomachean ethics for the professional sphere -- Interpersonal communication as civil communication : reclaiming John Locke's An essay concerning human understanding -- A relational view of interpersonal communication : reclaiming Ruesch and Bateson's Communication: the social matrix of psychiatry -- An interactional view of interpersonal communication : reclaiming Watzlawick, Beavin, and Jackson's Pragmatics of human communication -- Interpersonal communication as face-work within reference encounters reclaiming Erving Goffman's On face-work -- A relational model of interpersonal communication for face-to-face and virtual communication in reference encounters -- What did we learn?

Working in a rural community locates the professional in a wider social network as community members often expect more from their professionals; not only as service providers, but also as engaged members of the community. This can result in the rural social worker being highly visible both personally and professionally and it can also lead to overlapping relationships. These higher expectations can place stress on the worker in terms of maintaining accepted professional roles and a sense of professional identity. This qualitative study explores the first-hand experiences of a cross-section of service providers in more than a dozen communities within northwestern Ontario and northern Manitoba, Canada. The responses of the participants provide some insight into how rural practitioners maintain their professional identity when working within the unique demands of the rural and remote context. Recurring themes from the interviews suggest that these professionals craft their own informal decision-making processes to address intersecting roles, community gossip, and personal isolation, even while, in some cases, practicing in their home community. The findings provide greater understanding of the pressures and realities of working in small remote towns and the challenges of responding to the expectations and realities of relationships including the expectation of working with friends and family members of friends or colleagues: issues that have not been adequately studied in the literature to date.

Human relationships lie at the heart of social work practice and an understanding of their importance is a crucial aspect of training. This text considers the place of relationships in current practice and explores the ways in which social workers can use relationship skills to achieve the best possible outcomes for their clients

Background: The quality of the relationship between professional and user is one of the important factors in the recovery process. However, more knowledge is needed concerning the components of helping relationships and characteristics of the helping professional. The aim of this study was to explore users' experiences of helping relationships with professionals. Data and methods: This was a grounded theory analysis of 71 qualitative interviews to explore users' experience of helping relationships and their components, in psychiatric care in Sweden. Discussion: Within the three main categories – interpersonal continuity, emotional climate and social interaction – two core themes were found that described vital components of helping relationships: a non-stigmatizing attitude on the part of the professionals and their willingness to do something beyond established routines. Conclusions: The focus in psychiatric treatment research needs to be broadened. In addition to research on the outcome of particular methods and interventions, the common factors also need to be investigated, above all, what is the effect of the quality of the relationship between user and professional. Greater attention needs to be paid, as well, to how helping respective obstructive relationships in psychiatric services arise, are maintained or are modified.

Dealing with the complex and discomforting 'grey 'area where sex, love and money collide, this book highlights the general materiality of everyday sex that takes place in all relationships. In doing so, it draws attention to and destigmatizes the transactional elements within many 'normative' partnerships - be they transnational, inter-ethnic or otherwise. Focusing on Cambodia, and on a subculture of young women employed in the tourist bar scene referred to as 'professional girlfriends', the book shows that the resulting transnational relationships between Cambodian women and t.

The present study examined the relationships between teachers' and communication clinicians' self-reported knowledge on cochlear implants and their expectations of CIs. The authors also explored these professionals' views regarding the child's communication mode, educational setting, and social options following cochlear implantation. The participants were 47 teachers of deaf students and 35 communication clinicians. The results showed that there were no significant differences between the two groups in self-reported knowledge on CI. Both groups knew very little about mapping, costs, or insurance, and reported good knowledge about candidacy. Expectations from CIs were moderate to high, and were significantly related to respondents' knowledge and specific experience with CIs. Most professionals in both groups supported spoken-language communication, individual inclusion, and social exposure to children with normal hearing as well as to children with hearing impairments.