Academic literature on the topic 'Helping profesions'

Kementerian Pembangunan Wanita, Keluarga dan Masyarakat (KPWKM) akan memperkenalkan Akta Profesion Kerja Sosial untuk mengawal selia pekerja sosial di Malaysia. Penubuhan akta kerja sosial ini menyumbang kepada perkembangan kemajuan profesion kerja sosial di Malaysia. Oleh itu, artikel ini membincangkan tentang perspektif kepentingan kewujudan akta profesion kerja sosial di Malaysia. Lima orang informan kajian daripada Kumpulan Pengurusan dan Profesional (Gred 41 - 48) yang berkhidmat di Jabatan Kebajikan Masyarakat dan Institut Sosial Malaysia telah terlibat dalam kajian ini. Kajian ini menggunakan reka bentuk penyelidikan kualitatif melalui pendekatan fenomenologi. Antara perspektif yang diutarakan oleh informan kajian adalah akta profesion kerja sosial sebagai medium mengukuhkan keadilan sosial, akta memberi pengetahuan dalam melakukan praktis dan perlindungan pekerja sosial, akta membantu kerajaan dalam menguruskan isu atau permasalahan sosial, akta sebagai medium pengukuhan program pendidikan kerja sosial yang bersepadu, dan akta mengawal selia kelayakan jawatan pekerja sosial. Oleh itu, sokongan sosial dan inisiatif pelbagai pihak dalam mengukuhkan keberkesanan akta profesion kerja sosial ini seharusnya konsisten untuk memastikan akta ini terus berfungsi sebagai agen utama kemajuan profesion kerja sosial di Malaysia. The Ministry of Women, Family and Community Development will introduce the Social Work Professionals Act in Malaysia. This article discusses the perspective of significance of the social work profession act in Malaysia. This study is a qualitative study using face-to-face interviews among Management and Professional Groups (Grades 41 - 48) in the Department of Social Welfare and the Malaysian Social Institute. Sample selection was carried out through purposive sampling technique and data were analyzed using thematic analysis through an inductive approach that focused on coding to obtain key themes. Their perspectives include the act of strengthening social justice, helping with practical practice, helping to manage social issues, strengthening social work education programs, and regulating social work eligibility. This article found that a multi-party initiative to strengthen the effectiveness of the social work profession is necessary to ensure that it acts as a main agent of the development of the social work profession in Malaysia.

The teacher has a vital and fundamental role as an agent of change in helping and guiding students in the process of changing from not knowing to knowing, not understanding to understanding, not mastering to mastering and so on. Such circumstances indicate that it is appropriate to improve the professional competence of teachers. The purpose of this study is to describe the professional competence of junior high school teachers. The research method used is qualitative with data collection techniques through observation, interviews and documentation. Data validation is done through triangulation, with analysis of data flow methods with the process: data collection, data reduction, then presented, followed by conclusions and verification. The results showed that the professional competence of teachers showed an average of 1.33 in poor condition. Specifically if related to teacher perceptions, it can be seen from the competencies about personality and competencies about carrying out tasks. Perspesi regarding personality is related to work discipline, work morality, loyalty, responsibility and human relations, while the perception of competence in carrying out tasks is related to work suitability andfluency in carrying out tasks.

Dehumanisasi pendidikan merupakan fenomena sosial dalam proses pendidikan dan pembelajaran di sekolah. Perilaku kekerasan di sekolah oleh guru kepada siswa, pelecehan seksual, tindakan bullying antar siswa, tawuran antar pelajar, penggunaan media sosial yang tidak terkontrol oleh pendidikan, dan praktik aborsi di kalangan pelajar merupakan ragam gejala dehumanisasi pendidikan yang sangat memprihatinkan. Sistem pendidikan cenderung memaksa peserta didik mengembangkan kekuatan kognitif, dan kurang mengembangkan moralitas dan karakter peserta didik. Sistem belajar kurang mengembangkan potensi manusia secara optimal sesuai dengan eksistensi sebagai manusia yang ingin belajar digambarkan sebagai whole-person-learning, dengan pribadi yang utuh menghasilkan perasaan memiliki (feeling of belonging ) pada diri peserta didik. Sekolah harus dibangun berdasarkan prinsip-prinsip pendidikan humanis. Belajar yang humanis dapat diwujudkan oleh guru-guru yang mempunyai kemampuan untuk menerapkan prinsip-prinsip pendidikan humanis dalam mengajar di kelas dan mampu untuk menjalankan multiperannya sebagai pendidik profesional. Akuntabilitas profesional diperlukan bagi guru untuk mencerminkan kompetensi dan integritas pendidik yang profesional dan berkarakter. CREATING HUMANISTIC LEARNING A CHALLENGE TO PROFESSIONAL TEACHERS WITH HIGH CHARACTERAbstractDehumanization in education is an example of social phenomena existing in the process of character education in schools. Violation done by the teacher to the students, sexual abuse, bullying among students, students’ riot, social media misuse, and abortion cases are examples of worrying phenomena related to dehumanization in education. The educational system tends to force the students to maximize their cognitive potentials by neglecting the importance of their moral and character education. The system is not, merely, helping the students to optimize their potentials which may be described as whole-person learning, having the sense of belonging. The schools should have been built by considering the values of humanity. Humanistic learning can be realized by the teachers having credentials to apply the values of humanity in the classroom. The professional accountability is also required to create teachers who are capable of showing their professional competence and integrity.Keywords:

Guidance and counseling is a process of assistance or assistance provided by counselor (counselor) to the individual (counselee) through face-to-face meetings or mutual relations between the two, so that the counselee has the ability or ability to see and find problems and be able to solve the problem itself. Guidance and counselor / counselor counselor in juridical in the National Education System is stated as one of the qualifications of educators parallel to teachers, lecturers, guardians and tutors as mentioned in Law No. 20 of 2003 on National Education System Article 1 point 6. Based on Government Regulation Number 19 Year 2005 on National Education Standards Article 28 point 3 and Law of the Republic of Indonesia Number 14 Year 2005 regarding teachers and lecturers are presented four competencies of educators as learning agents covering pedagogic competence, personality competence, professional competence, and social competence . Competence is a set of knowledge, skills and behaviors that must be owned, experienced and mastered by teachers or lecturers in performing professional duties. Professional competence in the Regulation of the Minister of National Education No. 27 of 2008 includes a teacher of BK who mastered the concept and praxis assessment to understand the condition of needs, and the problem of the counselee; Master theoretical framework and praxis guidance and counseling; Designing guidance and counseling programs; Implement a comprehensive guidance and counseling program; Assessing the process and results of guidance and counseling activities; Have awareness and commitment to professional ethics; Mastering the concepts and praxis of research in counseling and guidance. The successful implementation of counseling and guidance services will be closely related to the implementation competencies of the BK teacher/counselor as the person providing the assistance, including the combination of knowledge, academic, personal qualities, and skills in helping.

Objetivo: analisar a contribuição da formação em enfermagem para a (re)construção da identidade profissional de enfermeiros e sua expressão pós-ingresso no mercado de trabalho. Método: estudo qualitativo com abordagem socio-histórica, realizado entre setembro de 2013 a maio de 2014, que utilizou a história oral, em entrevistas com dezesseis egressos e quatro docentes do curso de Enfermagem e Obstetrícia da Universidade Federal do Rio Grande do Norte. Resultados: ma análise de conteúdo constatou-se a importância da formação na construção da identidade profissional de enfermeiros, mas que estes também contribuíram para o reconhecimento da profissão. Reconhecendo-se, nesta dialética, que os processos de socializações, ao mesmo tempo em que influenciam a construção de identidades dos sujeitos são por eles reestruturados. Conclusão: evidenciou-se a ação educativa dos docentes, não só como mediadores da aprendizagem, mas por promoverem também o reconhecimento social e contribuírem à constituição da identidade profissional desses egressos.ABSTRACTObjective: to examine the contribution of nursing education to (re)constructing nurses’ professional identity and its expression after their admission to the labor market. Method: this qualitative, socio-historical study was conducted between September 2013 and May 2014, using oral history in interviews of sixteen graduates and four professors of the Nursing and Obstetrics course at Rio Grande do Norte Federal University. Results: content analysis showed the importance of training in the construction of nurses’ professional identity, but the nurses themselves also contributed to gaining recognition for the profession. It was recognized that, in this dialectic, socialization processes both influence the construction of subjects’ identities and are restructured by them. Conclusion: evidence was found of the educational action of teachers, not only as mediators of learning, but also by their fostering social recognition and helping constitute the professional identity of these alumni.RESUMEN:Objetivo: analizar la contribución de la formación en enfermería a la (re)construcción de la identidad profesional de enfermeros y su expresión post-ingreso en el mercado de trabajo. Método: estudio cualitativo con enfoque socio-histórico, realizado entre septiembre de 2013 y mayo de 2014, que utilizó la historia oral, en entrevistas junto a dieciséis egresados y cuatro profesores del curso de Enfermería y Obstetricia de la Universidad Federal de Rio Grande do Norte. Resultados: en el análisis de contenido se constató la importancia de la formación en la construcción de la identidad profesional de enfermeros, pero que éstos también contribuyeron para el reconocimiento de la profesión. Reconociendo, en esta dialéctica, que los procesos de socializaciones, al mismo tiempo que influyen en la construcción de identidades de los sujetos, son reestructurados por ellos. Conclusión: se evidenció la acción educativa de los profesores, no sólo como mediadores del aprendizaje, sino por promover el reconocimiento social y contribuir a la constitución de la identidad profesional de esos egresados.

This research aimed at describing school's strategy in increasing the professionalism of Primary School teachers through Digital Literacy. This research was conducted at SD Negeri 6 Pulau Rimau, Banyuasin. The method was descriptive qualitative. Data collection techniques using interviews, observation, and documentation. The results of the study approved the Principal's strategy and the role of the teacher to improve teacher’s professionalism through digital literacy run effectively. Some of the strategies used by principals include completing facilities and targets that can support digital literacy, strengthening literacy through e-Learning, school strategies by sending teachers and education personnel to get seminars, training, or technical assistance and helping Teacher Working Groups or Groups Principal's Work. Teacher strategies in increasing professionalism by implementing four teacher competencies, pedagogical, personal, social, and profesional competence through digital literacy.

Vocational guidance in the Soviet system of education was considered a high priority of institutional socialisation. Industrialisation and technical modernisation dictated and regulated changes in perception of labour training and vocational guidance and encouraged to promote economically required and favourable occupations in the public discourse. However, in reality, the attempt of the educational staff to direct pupils to vocational education facilities did not correspond with the expectations of parents and children regarding their future. Moreover, children’s choices for future occupations were far from accompanying socialist slogans. In order to reveal this complex phenomenon, the article analyses the systematic, theoretical, and practical implementations of vocational guidance in the educational environment of Soviet Lithuania. The research revealed that educational framework for vocational guidance in Soviet Lithuania was receptive to the changes introduced by educational reforms throughout the Soviet nion. It reflected the government’s economic, technical, and agricultural modernization as well as the increasing necessity of specialized manpower and blue–collar workers. The 1970s was the turning point for vocational guidance infrastructure in Lithuania – a huge institutional development took place. Moreover, state administration sectors responsible for economic welfare imposed their considerable influence on the educational system. The modernisation of the educational discourse in Soviet Lithuania in the 1960s–1970s changed the perception of vocational training in the educational system. Labour ducation and vocational guidance became the focus of the Soviet educational discourse and offered a child–oriented vocational guidance framework, which was based on the knowledge of the child, motivational, and interest related education. However, this sophisticated approach was used to manipulate children and to ensure adequate supply of professionals for various key industries, alongside with the implementation of ideological tasks. The actual practices of labour education and professional choices among children were influenced by family values, teachers’ approaches, and different socioeconomic conditions that surrounded children in the rural and urban environment. Due to the agricultural structure and collectivization in rural areas, children there were used to physical work. Therefore, their labour education included helping collective farm workers and their own parents during harvest periods. Meanwhile faster modernisation of urban educational spaces and more advanced technical possibilities determined that labour education of children from urban areas was less intense in terms of physical work. The development of the infrastructure of post-school activities in urban areas allowed children to get acquainted with different professions and activities. These circumstances were crucial when making a decision for future professional choices. Children’s future occupational decisions were also influenced by the concept of “prestige profession” (lawyer, doctor, engineer etc.) that circulated among parents and children during our research period. This concept was exceptionally strong among cultural and political elite families; therefore, their children most frequently went for higher education. Meanwhile childhood in rural areas based on physical work, determined the urge to escape these difficult conditions. nsequently, these pupils were considering non–manual occupations. However, their strong urge to help the family sometimes left them in an ambivalent position and their work choices were made in favour of the family. These contradictory practises led to the emergence of “vocational misguidance” when only unapt, ill-behaved or ideologically upstart pupils were guided to vocational training institutions.

English During city emergencies, Jerusalem municipality social workers are assigned to the disaster site, and with them hospitals, police services, the forensic institute and notification units form the Jerusalem Emergency Team (JET). Using formal and informal ties, social workers establish a professional, closely-knit helping network. Disasters happen everywhere. Social workers should be trained to deal with relief work and its traumatic outcomes. French Pendant les urgences en ville, des travailleurs sociaux municipaux a© Jérusalem - l'équipe de secours de Jérusalem (JET) - sont envoyés aux endroits sinistrés, aux hôpitaux, aux services de la police, aux départements médico-légal. En s'appuyant sur des liens formels et informels, les travailleurs sociaux établissent un réseau étroit d'aide professionnel. Les désastres se produisent partout. Les travailleurs sociaux devraient être formés pour travailler dans ce genre de situation. Spanish Durante las emergencias urbanas, los trabajadores sociales de la municipalidad de Jerusalem fueron asignados a los lugares de desastres, hospitales, servicios de policía, el instituto forense y las unidades de notificación, formando el Equipo de Emergencia de Jerusalem (JET). Utilizando vínculos formales e informales, los trabajadores sociales establecen una red profesional de ayuda. Los desastres ocurren en cualquier lugar. Los trabajadores sociales deben ser entrenados para tratar con el trabajo de socorro y sus resultados traumáticos.

ABSTRACTA study about role salience in the counselling and career management context with an adult sample revealed the tendency for the individuals to place more importance in other roles beyond those they tend to spend more time and energy with: work and family. The aim of this research is to present more results that confirm this trend, in different organizational contexts, and also the satisfaction with the occupational, family and leisure life roles. The study samples included working adults, ranging from 60 to 116 participants, and the instruments used were the Salience Inventory and the Life Roles Satisfaction Scale. The results corroborate the referred trend and reveal higher levels of satisfaction with other activities than with the occupational one, and correlations between role salience and satisfaction with the life roles. Therefore, it should be considered strategic by the organizations to implement policies aiming to facilitate the balance between the different roles played by their employees. Noteworthy are the interventions in counselling and career management and the increasingly frequent use of remote work. Some considerations are made on the importance of helping individuals to deal with their levels of satisfaction and well-being in the current competitive, unpredictable and unknown labour market. RESUMENCon base en un estudio sobre la relevancia de los roles con una muestra de adultos que solicitaron ayuda en el contexto de asesoramiento y gestión de carrera, se encontró una tendencia a dar más y más importancia a los roles que no sean los que generalmente los individuos tienden a gastar más de su tiempo y energía: el trabajo y la familia. Este estudio tiene como objetivo presentar más resultados que confirmen esta tendencia, en diferentes contextos organizacionales, y también la satisfacción obtenida con los roles de vida profesional, familiar y de ocio. Las muestras en estudio incluyeron adultos trabajadores, cuyos totales oscilaron entre 60 y 116 participantes, y los instrumentos utilizados fueron el Inventario de Saliencia de Actividades y la Escala de Satisfacción con los Roles Vitales. Los resultados corroboran la tendencia mencionada y revelan mayores niveles de satisfacción con otras actividades que la profesional, y correlaciones entre la relevancia de los roles y la satisfacción con los roles de vida. Por consiguiente, debe considerarse estratégico que las organizaciones implementen medidas destinadas a facilitar el equilibrio entre los diferentes roles desempeñados por sus trabajadores. Cabe destacar las intervenciones en asesoramiento y gestión de la carrera y el uso cada vez más frecuente del trabajo remoto. Se hacen algunas consideraciones sobre la importancia de ayudar los individuos a lidiar con sus niveles de satisfacción y bienestar en el actual mercado laboral competitivo, impredecible y desconocido.

Abstract Education policy should be supported by educational actors (teachers) who are at the forefront. Efforts to improve the quality of education need to be done gradually based on the strategic plan. One of the efforts to improve teachers' professionalism is through the supervision of teaching. The principal in fostering teacher professionalism is by way of coaching, including (1) developing teachers’ knowledge by suporting them to persue higher education, (2) developing teaching strategy by helping them make learning device, and (3) developing teacher code of ethics by providing role model. ملخص سياسة التربية لابد أن يؤيدها عامل التربية الذي يوجد في المقدمة وهو المدرس الذي يمارس عملية التعليم .ومحاولة ترقية جودة التربية لابد أن تنفذ تدريجيا معتمدا على الخطة الاستراتيجية .ومحاولة ترقية كفاءة المدرس تكون بوسيلة إشراف التعليم .ويمكن أن يقوم مدير المدرسة بتنمية كفائة المدرس عن طريق )إشراف كفاءة المدرس العلمية، وذلك عن طريق 1 : الإشراف، )2 . تشجيعه في ترقية مستوى دراسته بمواصلة دراسته إلى المستوى الأعلى إشراف استراتيجية التعليم، وذلك عن طريق مساعدته في إيجاد والوسائل )إشراف في الناحية السلوكية للمدرس، وذلك أن يكون مدير 3 .التعليمية المدرسة قدوة لغيره. Abstrak Kebijakan pendidikan harus ditopang oleh pelaku pendidikan yang berada di front terdepan yakni guru melalui interaksinya dalam pendidikan. Upaya meningkatkan mutu pendidikan perlu dilakukan secara bertahap dengan mengacu pada rencana strategis. Salah satu upaya peningkatan profesional guru adalah melalui supervisi pengajaran. Kepala sekolah dalam membina profesionalisme guru adalah dengan cara pembinaan, meliputi; 1) Pembinaan keilmuan guru, yaitu salah satunya dengan cara mersupport/mendorong peningkatan kualifikasi guru untuk meningkatkan pendidikan ke jenjang yang lebih tinggi 2) Pembinaan strategi pengajaran, yaitu dengan cara membantu guru dalam pembuatan perangkat pembelajaran. Dan 3) Pembinaan kode etik guru, yaitu bahwa, kepala sekolah dapat di jadikan teladan.

Supervision is a relatively new concept in Czech education, which in recent years has been trying to become part of the working process of educators. Supervision is intended to help a worker cope with stressful situations, understand current situations, deepen his experience and develop new perspectives for his professional behaviour. The aim of this thesis is to try to map the positive and critical points during the Supervision meetings and to define the differences in the two selected kindergartens. Since each kindergarten is specific in its climate and teaching methods, supervision meetings should also differ in certain aspects. The work is processed qualitatively, with interviews with kindergarten teachers as the main research method. Klíčová slova: supervision, supervisor, nursery school, helping professions

En el mundo casi un millón de niños mueren al año por asfixia perinatal e inadecuada adaptación neonatal, por lo que la finalidad del proyecto es evaluar el ejercicio profesional y la adherencia en las prácticas en cuanto a atención y adaptación neonatal en sala de partos, teniendo en cuenta la estrategia Helping Babies o Minuto de Oro, la cual fue implementada por la Organización Mundial de la Salud, la Organización Panamericana de la Salud y el Ministerio de Salud y Protección Social, en el marco del VII Congreso Panamericano de Neonatología, (octubre de 2012), dicha estrategia ha sido implementada y socializada en diferentes partes del mundo con resultados exitosos, disminuyendo notablemente la morbimortalidad de los recién nacidos. Helping Babies Breathe (HBB) es un programa educativo basado en la evidencia para enseñar técnicas de reanimación neonatal; un concepto clave de HBB es The Golden Minute, dentro de un minuto después del nacimiento, un bebé debe respirar bien o debe ser ventilado con una bolsa y una máscara.