Preparation for Partnership: Reform of Professional Education

Authors

  • Miriam Stewart Dalhousie University School of Nursing

DOI:

https://doi.org/10.56105/cjsae.v5i2.2285

Abstract

This review paper examines factors in the evolution of self-help groups and lay support which challenge human service professionals to change traditional roles and ideologies. The inherent strengths and weaknesses of educational approaches for meeting this challenge are analyzed. Reported obstacles to collaboration with lay persons include deficiency in the professional knowledge and skill base and attitudinal misconceptions. Educational change efforts must be directed at attitudinal, skill and knowledge development. Given the historical and social construction of a discipline, health professionals and adult educators would be well-advised to reflect on the implications of professional socialization, paradigmatic shifting and social movements. Clearly, societal and institutional influences must be acknowledged and congruent changes in these spheres should accompany educational reform.

Résumé

Dans ce compte rendu on étudie les facteurs intervenant dans l'évolution des groupes d'entraide et dans l'assistance assurée par les non-spécialistes, qui incitent les professionnels des services sociaux à reconsidérer les rôles et les idéologies traditionnels. On y analyse les forces et les faiblesses inhérentes aux moyens utilisés par le système de formation pour relever ce défi. Parmi les raisons qui font obstacle à la collaboration avec les non-spécialistes, on compte une manque de connaissances, et d'habiletés professionnelles et des attitudes fondées sur de fausses conceptions. Les efforts visant à modifier le système de formation doivent porter sur le développement des attitudes, des habiletés et des connaissances. Etant donné qu'une discipline est le résultat d'une évolution historique et sociale, les professionnels des services de santé et les éducateurs d'adultes devraient prêter attention aux implications qu'entraînent le processus de socialisation professionnelle, un changement de paradigme et les mouvements sociaux. Il est clair qu'il faut tenir compte des influences sociétale et institutionnelle et que des changements appropriés dans ces domaines devraient aller de pair avec une réforme du système de formation.

Downloads

Published

1991-11-01

How to Cite

Stewart, M. (1991). Preparation for Partnership: Reform of Professional Education. Canadian Journal for the Study of Adult Education, 5(2), 1–16. https://doi.org/10.56105/cjsae.v5i2.2285

Issue

Vol. 5 No. 2 (1991)

Section

Articles

License

Authors of manuscripts accepted for publication will be required to assign copyright to the Canadian Journal for the Study of Adult Education/L’Association canadienne pour l’étude de l’éducation des adultes (CJSAE). CJSAE requests that, as the creator(s)/author(s) of the manuscript your are submitting assign certain rights to the manuscript to the CJSAE in exchange for undertaking to publish the article in print and electronic form and, in general, to pursue its dissemination throughout the world. The rights the CJSAE requests are:

  1. The right to publish the article in print and electronic form or in any other form it may choose that is in keeping with its role as a scholarly journal with the goal of disseminating the work as widely as possible;
  2. The right to be the sole publisher of the article for a period of 12 months;
  3. The right to make the article available to the public within a period of not more than 24 months, as determined by relevant journal staff of the CJSAE;
  4. The right to grant republication rights to itself or others in print, electronic, or any other form, with any revenues accrued to be shared equally between the author(s) and the journal;
  5. The right to administer permission to use portions of the article as requested by others, seeking recompense when the CJSAE sees it as warrented;
  6. The right to seek or take advantage of opportunities to have the article included in a database aimed at increasing awareness of it;
  7. As the author(s), the CJSAE wishes you to retain the right to republish the article, with acknowledgement of the CJSAE as the original publisher, in whole or in part, in any other pbulication of your own, including any anthology that you might edit with up to three others;
  8. As the author(s), the CJSAE withes you to retain the right to place the article on your personal Web page or that of your university or institution. The CJSAE askes that you include this notice: A fully edited, peer-reviewed version of this article was first published by the Canadian Journal for the Study of Adult Education, <Year>, <Volume>, <Issue>, <Page Numbers>.

BY AGREEING TO THE FOREGOING, YOU CONFIRM THAT THE MANUSCRIPT YOU ARE SUBMITTING HAS NOT BEEN PUBLISHED ELSEWHERE IN WHOLE OR IN PART, AND THAT NO AGREEMENT TO PUBLISH IS OUTSTANDING.

SHOULD THE ARTICLE CONTAIN MATERIAL WHICH REQUIRES WRITTEN PERMISSION FOR INCLUSION, YOU AGREE THAT IT IS YOUR OBLIGATION IN LAW TO IDENTIFY SUCH MATERIAL TO THE EDITOR OF THE CJSAE AND TO OBTAIN SUCH PERMISSION. THE CJSAE WILL NOT PAY ANY PERMISSION FEES. SHOULD THE CJSAE BE OF THE OPINION THAT SUCH PERMISSION IS NECESSARY, IT WILL REQUIRE YOU TO PURSUE SHUCH PERMISSSION PRIOR TO PUBLICATION.

AS AUTHOR(S), YOU WARRANT THAT THE ARTICLE BEING SUBMITTED IS ORIGINAL TO YOU.

Provided the foregoing terms are satisfactory, and that you are in agreement with them, please indicate your acceptance by checking the appropriate box and proceed with your submission.

This copyright agreement was extracted with permission from the "Best practices guide to scholarly journal publishing" (2007), produced by the Canadian Association of Learned Journals (CALJ).