Social inclusion, responsible citizenship, social justice, equal opportunities: whatever happened to professional development?

1999 ◽  
Vol 27 (1) ◽  
pp. 357-360
Author(s):  
Not Available Not Available
Keyword(s):  
Professional Development ◽  
Social Justice ◽  
Social Inclusion ◽  
Equal Opportunities

Theorizing PB’s Effects on Individuals and Communities

2021 ◽  
pp. 51-80
Author(s):  
Brian Wampler ◽  
Stephanie McNulty ◽  
Michael Touchton
Keyword(s):  
Social Justice ◽  
Civil Society ◽  
Social Inclusion ◽  
Well Being ◽  
Government Support ◽  
Theory Of Change ◽  
Design Rules ◽  
Meso Level ◽  
Original Theory

This chapter develops an original “theory of change” that connects PB programs to three community-level outcomes: the promotion of accountability, expansion of civil society, and improvements in well-being. To explain the variation in outcomes, this explanatory framework includes macro-level (political context, decentralization, economic conditions) and meso-level (government support, configuration of civil society, state capacity) factors that condition PB programs’ impacts. The discussion then moves beyond the macro and meso to drill down to “variation in program design.” The chapter identifies several rules (scale/level of adoption, presence of social justice rules, program emphasis on social inclusion, vote rules, and oversight process) that significantly influence the outcomes that PB programs produce. Thus, this chapter illuminates how variation in the macro, meso, and PB design rules condition and constrain the types of outcomes associated with PB. The chapter concludes by linking the theory of change to the PB Types (introduced in Chapter 1) to theorize how each PB program type is likely to be associated with distinct impacts.

scholarly journals Bioethics and Universal Vulnerability: Exploring the Ethics and Practices of Research Participation

2019 ◽  
Vol 28 (2) ◽  
pp. 293-316 ◽  
Author(s):  
Nola M Ries ◽  
Michael Thomson
Keyword(s):  
Social Justice ◽  
Social Inclusion ◽  
Research Participation ◽  
Institutional Support ◽  
Human Condition ◽  
Inclusive Design ◽  
Care And Support ◽  
Or Groups ◽  
Scientific Value ◽  
Participation In Research

Abstract In this article, we advocate the adoption of universal vulnerability as a core value in bioethics. We argue that understanding vulnerability as the universal human condition—and rejecting the labelling of particular individuals or groups as vulnerable—would benefit bioethics and the research it governs. Bioethics first engaged with vulnerability in the context of participation in research and this continues to define how the value is typically understood. Thus, vulnerability is generally deployed to describe individuals (or populations), where real or perceived deficiencies limit the ability to function and to protect themselves from risks. Revisiting this initial context and the participation in research of people living with dementia, we note that the bioethical position of excluding the ‘vulnerable’ from research has led to major gaps in evidence and knowledge to inform care and support. Turning to universal vulnerability, we consider the research design and practices that the approach would mandate. We emphasise the importance of inclusive design and mechanisms of institutional support that enable participation. We argue that these positively impact on the scientific value of research and address social justice concerns around social inclusion. Our aim is to provoke a fundamental reassessment of how vulnerability is conceived of in bioethics.

Rosie Phillips Bingham

2011 ◽  
Vol 40 (3) ◽  
pp. 443-472 ◽  
Author(s):  
Helen A. Neville
Keyword(s):  
Professional Development ◽  
Social Justice ◽  
Student Development ◽  
Counseling Psychology ◽  
Leadership Skills ◽  
Life Narrative ◽  
Multiple Factors ◽  
Factors Influencing ◽  
Significant Difference ◽  
Innovation Leadership

Rosie Phillips Bingham has contributed to the field of counseling psychology and the broader discipline of psychology in myriad ways. She is nationally recognized for her innovation, leadership skills, and fundraising capabilities. She is also known for her commitment to student development and her caring mentoring approach. In this life narrative, the multiple factors influencing Rosie’s professional development are uncovered, as is her journey in becoming a self-assured psychologist who is committed to social justice and who has made a significant difference in individuals’ lives and in the profession.

Four Teachers Talking: social inclusion, professional development and (un)contested meaning

2001 ◽  
Vol 27 (3) ◽  
pp. 377-404 ◽  
Author(s):  
Hilary Povey ◽  
Kathy Stephenson ◽  
Martha Radic
Keyword(s):  
Professional Development ◽  
Social Inclusion

Social Exclusion and Inclusion

2013 ◽  
Author(s):  
Karen Lyons ◽  
Nathalie Huegler
Keyword(s):  
Human Rights ◽  
Social Justice ◽  
Social Work ◽  
International Development ◽  
Social Exclusion ◽  
Social Inclusion ◽  
The Social ◽  
Late Twentieth ◽  
Definition Of ◽  
Late Twentieth Century

The term social exclusion achieved widespread use in Europe from the late twentieth century. Its value as a concept that is different from poverty, with universal relevance, has since been debated. It is used in Western literature about international development, and some authors have linked it to the notion of capabilities. However, it is not widely used in the social work vocabulary. Conversely, the notion of social inclusion has gained in usage and application. This links with values that underlie promotion of empowerment and participation, whether of individuals, groups, or communities. Both terms are inextricably linked to the realities of inequalities within and between societies and to the principles of human rights and social justice that feature in the international definition of social work.

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