Developing Your Professional Identity

A guide for working with children and families
1. Auflage 2022
ISBN: 978-1-914171-53-6
Verlag: Taylor & Francis Ltd

Buch, Englisch, 174 Seiten, Format (B × H): 174 mm x 246 mm, Gewicht: 334 g

A reflective guide for all those studying for the range of professional disciplines within the area of children and families.

Written by a multi-disciplinary team, this book provides students and practitioners with opportunities to reflect upon work-based placement challenges and solutions within a variety of settings, supporting employability and the development of a professional identity. Practical and practice-based, it addresses issues of self-confidence, voice and agency, resilience and self-care, relationships and partnerships, risk assessments and reflective practice, all within the context of children and families. Chapters take a supportive and reflective approach, including clear objectives, case studies, critical questions and spotlights on new debates, helping to build essential skills and promoting a clear sense of self as individuals transition from student to professional.

Zielgruppe

Professional Practice & Development

Autoren/Hrsg.

Richards, Hazel

Malomo, Michelle

Fachgebiete

• Sozialwissenschaften Soziologie | Soziale Arbeit Soziale Arbeit/Sozialpädagogik Soziale Dienste, Soziale Organisationen
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Lehrerausbildung
• Sozialwissenschaften Pädagogik Pädagogik Pädagogik: Sachbuch, Ratgeber
• Sozialwissenschaften Politikwissenschaft Regierungspolitik Sozialpolitik
• Medizin | Veterinärmedizin Medizin | Public Health | Pharmazie | Zahnmedizin Medizin, Gesundheitswesen Medizin, Gesundheit: Sachbuch, Ratgeber
• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Bildungspolitik, Bildungsreform

Inhaltsverzeichnis

Section 1 Recognising the power of work-based learning 1 Developing your agency, voice and identity 2 Empowering reflective practice Section 2 - Caring for yourself as a work-based learner 3 Resilience 4 Self-care 5 Burnout and compassion fatigue Section 3 - Succeeding amid work-based learning issues 6 Practice-based risk assessment (steering group collaboration) 7 Adversity 8 Workplace relationships and power struggles 9 Who are coaches and mentors? Section 4 - Moving forward 10 Transition from placement to first role

Über Autor(innen)

Hazel Richards is a senior lecturer on the Special Educational Needs, Disability and Inclusion Studies course at the University of Wolverhampton. Prior to this she lectured at the University of Worcester on the Education Studies course and in the Department of Children and Families. She is an HCPC registered speech and language therapist, has a Masters in special and inclusive education, and a doctorate which investigated SENCo identity and influences on practice.

Michelle Malomo is a senior lecturer and partnership co-ordinator for the FdA Early Years at the University of Worcester. Having started work as a nanny and then a nursery manager, working closely with practitioners who wanted to train on the job. She has experience as a youth worker, working with children and young people and their families, and is passionate about the value of play and its therapeutic and healing values for all.