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Sexual abuse of patients has received much press in recent years. More victims have come forward documenting their experiences with professionals who abuse fiduciary and confidential relationships by engaging the victim in sexual liaisons. The work is written by a lawyer and a psychologist to examine the ramifications of these problems, and should be of interest to a wide audience of professional and scholarly readers, particularly those in the helping professions, and to college students especially in Women's Studies Courses with a focus on women and violence themes.||For generations, untold

This article explores trust in children&rsquo ; s relationships with professionals in the context of safeguarding concerns. With exception, existing research with children about trust in professionals often fails to unpick trust. Using sociological conceptualisations of trust, most often considered in relation to adults, this article unravels this complex concept. It arrives at a conception of trust as socially situated, an attribute of relationships, and a combination of interpretation (knowledge and experience) and faith. This conceptualization of trust is examined in the context of interview accounts from children that were aged 8&ndash ; 10 in an English primary school. Interviews invited their perspectives on three fictional vignettes about peer conflict, domestic abuse, and child sexual abuse. My analysis, although small-scale, argues that focusing on the process of trust in children&rsquo ; s professional relationships and the social, cultural, political, and relational contexts that shape this process, is a lucrative way to gain enhanced understandings of how trust is generated and what facilitates and undermines trust. It sheds light on children&rsquo ; s interpretations of existing relationships and imagined interactions with professionals, revealing the knowledge that they hold and what they do not yet, or cannot know, and how this knowledge (or lack of) influences their trust. This analysis is socially situated attending to children&rsquo ; s biographies, which offers insights that provide good grounds for improving children&rsquo ; s relationships with professionals.

This book gives readers a guide to relationship success at work and in life. Each of the 26 laws is explained using real-life stories. The second section presents 16 common relationship challenges with specific solutions. You'll read about: the top Citigroup executive whose relationship with a CEO was changed forever on a business trip that exploded into chaos, and how you can use the same principle to deepen your own relationships; the philanthropist who, on the verge of being mugged in a dark parking lot, learns how his actions have had an unimaginable ripple effect across several generations; how one of the authors flew halfway around the world and used Law 18--"Make them curious"--To turn a make-or-break, five-minute meeting with a top executive into a long-term relationship; the chance encounter on an airplane with a famous actor that revealed a simple but profound truth. It's Law 25: "Build your network before you need it."--

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?