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Everyday Work (everyday + work)
Selected AbstractsMagistrates' Everyday Work and Emotional LabourJOURNAL OF LAW AND SOCIETY, Issue 4 2005Sharyn Roach Anleu The concept of emotional labour describes the management of emotions as part of everyday work performance. Much of the research in this field has been in relation to jobs in the service sector where (mostly female) employees are required to shape their own feelings in order to make customers or clients feel at ease, comfortable or happy. There has been relatively little attention paid to the importance of emotional labour in professional occupations. This paper examines the emotional labour of magistrates in court. Magistrates must often regulate their own emotions and those of some court users, many of whom are not legally represented and who express a variety of emotions, including anger and distress, and experience social problems that may elicit emotions or emotional responses from the magistrate. The paper reports findings from interviews with over 40 magistrates throughout Australia and begins to address the significance of emotional labour for this branch of the judiciary. [source] Pre-school staffs' attitudes toward foods in relation to the pedagogic mealINTERNATIONAL JOURNAL OF CONSUMER STUDIES, Issue 2 2006Hanna Sepp Abstract The aim of this study, with the pedagogic meal in focus, was to identify pre-school staff members' attitudes to the role of food and meals as part of daily activities at pre-school. Interviews were carried out at 12 pre-schools and a total of 34 pre-school staff participated. The staff revealed strong opinions as well as ambivalence towards how food and meals should best be integrated into their daily work and pedagogic activities. The pre-school staffs' lack of or insufficient education and knowledge regarding food and nutrition resulted in an ambivalent and uncertain situation with respect to how they should see themselves as teachers in the meal situation. Nevertheless, most of the staff had a clear perception of what it meant to practice a pedagogic meal. It meant helping and encouraging the children to help themselves and serving as an adult model for the children at table, though this pedagogic activity was uncommon. While the staff were satisfied with the pre-schools' role of catering for the children, they expressed concern about or even mistrust towards the children's parents. Despite, or perhaps due to, their inadequate knowledge about food and nutrition and the lack of specific aims for the pedagogic meal, they assumed that the public sector was a better educational institution regarding foods and a better guarantor for children's food habits and dietary intake. As the teachers' identities have changed over the past years they have not yet found a solid ground for determining how food and meals could be integrated into their everyday work as pre-school teachers and childminders. [source] A survey-based exploration of the impact of dyslexia on career progression of UK registered nursesJOURNAL OF NURSING MANAGEMENT, Issue 1 2007DAVID MORRIS MSc RGN RCNT RNT DipN CertEd Aim, To explore the effects of dyslexia on the practice and career progression of UK registered nurses (RN). Background, Literature suggests dyslexia can have a negative impact in the workplace and may pose particular difficulties for nurses, where accuracy in information processing activities is essential for practice. Methods, A questionnaire was used to survey RNs with dyslexia (n = 116) and results analysed using content analysis. Findings, Dyslexia provided a challenge to the everyday work of RNs, which was often met successfully using a range of individualized strategies. Career progression was achievable but compared with peers, was perceived to take longer. Disclosure of dyslexia to work-colleagues was selective and dependent on the perceived benefits. Informal support mechanisms were commonly utilized with formal management support less well defined. Conclusion, Dyslexia appears to have a negative impact on working practices and career progression, but remains a poorly understood and often hidden disability. [source] Managing home nursing care: visibility, accountability and exclusionNURSING INQUIRY, Issue 3 2001Article first published online: 30 JUL 200, Mary Ellen Purkis Managing home nursing care: visibility, accountability and exclusion The paper examines managerial practices shaping contemporary home nursing care. Foucault's writings on governmentality are used to appraise managerial and nursing practices understood as exemplars of forms of government of people's health. An ethnographic study of organizational practices shaping contemporary home nursing care reveals that the everyday work of managers involves making particular forms of nursing practice visible. Through careful scripting of these visible forms of practice, managers and nurses together work to exclude the local knowledge of patients and of nurses regarding experiences of living with chronic illness. Recommendations are offered for managers and nurses who seek to develop more autonomous roles for nurses: roles that require the inclusion of people's own knowledge of how they live at home with their chronic illness. [source] Leaps of faith: Is forgiveness a useful concept?THE INTERNATIONAL JOURNAL OF PSYCHOANALYSIS, Issue 5 2008Henry F. Smith Using detailed clinical vignettes, the author argues that, despite the current idealization of the concept of forgiveness, the term has no place in psychoanalytic work, and there are some hazards to giving it one. Clinically, the concept of forgiveness is seductive, implying that there should be a common outcome to a variety of injuries, stemming from different situations and calling for different solutions. Every instance of what we call forgiveness can be seen to serve a different defensive function. While the conscious experience of what is called forgiveness is sometimes confused with the unconscious process of reparation, the two can only be described at different levels of psychic life. Despite the fact that in ,the unconscious' there is no such thing as forgiveness, the term has an adhesive quality in our thinking that also blunts the analyst''s appreciation of the aggressive components in the work. In a final vignette, the author illustrates an analytic outcome that has the appearance of forgiveness, but is best understood as the complex result of the everyday work of analysis. [source] Health care improvement and continuing interprofessional education: Continuing interprofessional development to improve patient outcomesTHE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS, Issue 2 2009C Psychol, Dip Psych, FBPsS, FHEA, PGCert (THE), Peter M. Wilcock BSc Abstract Health care improvement and continuing professional education must be better understood if we are to promote continuous service improvement through interprofessional learning in the workplace. We propose that situating interprofessional working, interprofessional learning, work-based learning, and service improvement within a framework of social learning theory creates a continuum between work-based interprofessional learning and service improvement in which each is integral to the other. This continuum provides a framework for continuing interprofessional development that enables service improvement in the workplace to serve as a vehicle through which individual professionals and teams can continually enhance patient care through working and learning together. The root of this lies in understanding that undertaking improvement and learning about improvement are co-dependent and that health care professionals must recognize their responsibility to improve as well as complete their everyday work. We believe that significant opportunities exist for health care commissioners, service providers, and educational institutions to work together to promote continuing interprofessional development in the workplace to enhance patient outcomes, and we outline some of the opportunities we believe exist. [source] Newly qualified teachers' learning related to their use of information and communication technology: a Swedish perspectiveBRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 5 2006Sven B. Andersson This qualitative study focuses on newly qualified teachers' use of information and communication technology (ICT) as a tool for meeting the challenges of their everyday work. The overarching aim is to investigate whether they can contribute to new knowledge about learning in ICT contexts. Theoretical points of departure concern the changeable nature of learning in situations where ways of communicating knowledge and skills are changed. The study draws upon interviews and observations. The findings show intersections picturing the new technique as partly changing the circumstances for teaching, learning and collaboration between colleagues. The new teachers' utterances show that ICT utilisation is extensive and exhibits great variation both among female and among male participants. Boundary-crossing changes become visible in the collaboration between more experienced teachers and those who are newly qualified, especially when they work on a common development project. However, there are relatively few teachers who bring up active ICT use in connection with pupils' learning. Changed roles because of ICT competence raise questions about the importance of systematic ICT features within teacher education. Many of the newly qualified teachers wish they had more knowledge about ICT and related techniques. Another question is whether newly qualified teachers who show interest in using the technique can take on the role as agents of change in their active and creative use of ICT. [source] Child protection training in sport-related degrees and initial teacher training for physical education: an auditCHILD ABUSE REVIEW, Issue 2 2009Claire Rossato Abstract This article reports on an online survey of child protection training for students on sport-related and Initial Teacher Training Physical Education degrees, and on the views of recently graduated teachers of the usefulness of such training in their everyday work. The results indicate that child protection training is provided in most courses but in varying amounts. Respondents to the survey reported positively, in the main, about the effects of new requirements for teacher training (Every Child Matters: Change for Children, Department for Education and Skills, 2004). Reasons given for not including child protection in courses were: lack of time; the perceived vocational nature of the topic; lack of fit with course aims and objectives; lack of relevance; and the research rather than professional orientation of the course. Recently graduated teachers' views on their pre-service child protection training differed from the claims made about this in the survey. In particular, they raised concerns about their lack of preparation for dealing with potential child protection situations. The article concludes that child protection training within sport-related degrees is deficient in both consistency of delivery and in content, and that, in addition to preparing students to recognise signs and indicators of abuse, curricula should also address undergraduates' confidence and skills for responding to abuse in their everyday professional practice. Copyright © 2008 John Wiley & Sons, Ltd. [source] | ||||||||||