Delivering new services: changes in professional roles sally hardy and neil BriMBlecoMBe

The pandemic crisis has led to a renew centrality of public sector communica-tion in a hybrid and convergent media ecosystems aiming at (re)building relation-ships based on trust between institutions and citizens. This contribution reflects on the strengths and fragility of the Italian public communication in the face of the pandemic, considering regulatory processes and paths of professionalization. It focuses also on the challenges of social media use in public sector, suggesting a critical approach towards the platformization of the public sector communication activities. The last part of this manuscript presents the different articles that com-pose the special issue.

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Yrkesgruppers anspråk på arbetet med barn i behov av särskilt stöd

Educare - vetenskapliga skrifter ◽

10.24834/educare.2021.4.2 ◽

2021 ◽

pp. 29-53

Author(s):

Petra Gäreskog

Keyword(s):

Expert Knowledge ◽

Preschool Teachers ◽

Educational Needs ◽

Professional Group ◽

Professional Roles ◽

Special Educational Needs ◽

Professional Work ◽

Occupational Groups ◽

Special Support ◽

Jurisdictional Control

This study aims to illuminate preschool teachers describe which occupational groups – preschool teachers and special educational needs coordinators (SENCOs) – claim jurisdiction (i.e. the area that the professional group controls) over the work with children in need of special support. The data consist of interviews with 15 preschool teachers. The analysis is based on Abbott's (1988) division of professional work into three aspects: a) formulation of a problem b) reasoning about the problem and c) treating the problem. One area where preschool teachers claim jurisdictional control is related to the formulation of the problem. When it comes to the aspect of the professional work which concerns reasoning about the problem, the preschool teachers report that SENCOs claim jurisdictional control instead. The results show a less straightforward image of the treatment of the problem. Preschool teachers sometimes report themselves to claim jurisdictional control over treatment and other times report that SENCOs have jurisdiction over the treatment of the problem. In the discussion, jurisdiction is related to the various aspects of professional work with children in need of special support and the issue of inclusion. The fact that SENCOs seem to have a strong jurisdiction over treatment and expert knowledge of children’s perceived shortcomings could contribute to the preschool teachers renouncing responsibility for children in need of special support. Another conclusion is that preschool teachers need to be strengthened in their professional roles and that increased special educational knowledge could contribute to preschool teachers feeling more secure in their professional roles and thus are able to meet all children’s needs in preschool.

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Tutor Experiences with Facilitating Interprofessional Problem-Based Learning

Journal of Research in Interprofessional Practice and Education ◽

10.22230/jripe.2013v3n2a100 ◽

2013 ◽

Vol 3 (2) ◽

Cited By ~ 1

Author(s):

Lisa Margaret Jewell ◽

Marcel D'Eon ◽

Nora McKee ◽

Peggy Proctor ◽

Krista Trinder

Keyword(s):

Focus Groups ◽

Skill Development ◽

Problem Based Learning ◽

Professional Roles ◽

Tutor Training ◽

Retention Strategies ◽

Topic Area ◽

Recruitment And Retention ◽

Paper And Pencil ◽

Training And Support

Background: This article describes tutors’ experiences with facilitating interprofessional problem-based learning (iPBL), a topic rarely discussed in the literature. We examined tutors’ perceptions of what it was like to tutor iPBL, including the rewarding and challenging aspects. We also reported differences between new and experienced tutors.Methods and Findings: The data presented in this article were collected using three versions of a paper-and-pencil survey (N = 77, N = 99, and N = 97 for each version of the survey, respectively) and six focus groups. Surveys were completed at the conclusion of iPBL modules. Both quantitative and qualitative results indicated that tutors found the experience of facilitating iPBL to be rewarding and encountered few challenges. Tutors felt the training they received prepared them well to tutor. They also felt that facilitating iPBL increased their knowledge in the topic area of the iPBL module and of other professional roles, that it enhanced their skills as facilitators, and that they enjoyed observing students learn. New tutors reported significantly more learning and skill development than experienced tutors.Conclusions: Four lessons were derived from our research: 1) use iPBL to offer IPE; 2) invest in tutor training and support; 3) help tutors trust the process; and 4) consider tutor recruitment and retention strategies.

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New Ways of Working is dead, long live New Ways of Working! Revised joint guidance on the employment of consultant psychiatrists

The Psychiatrist ◽

10.1192/pb.bp.109.025551 ◽

2010 ◽

Vol 34 (4) ◽

pp. 149-150 ◽

Cited By ~ 1

Author(s):

Andrew Clark

Keyword(s):

Mental Health ◽

Mental Health Services ◽

Health Services ◽

Royal College ◽

Professional Roles ◽

Good Practices ◽

New Ways Of Working ◽

Department Of Health ◽

Team Functioning

SummaryIn 2005 the Royal College of Psychiatrists, the NHS Confederation, the National Institute for Mental Health in England and the Department of Health jointly produced the first edition of the Joint Guidance on the Employment of Consultant Psychiatrists. This was integral to the New Ways of Working initiative and outline different professional roles within mental health services. Four years on the document has been extensively revised. The new 2009 edition emphasises achieving viable and satisfying consultant posts through effective job planning and good team functioning. It also contains guidance on recruitment processes with useful examples of templates, flowcharts and good practices.

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