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Here, for the first time, is a book that submits the psychoanalytic training institute to deep anthropological scrutiny. It expertly uncovers the hidden institutional devices used to transform trainees into professionals. By attending closely to what trainees feel, do, and think as they struggle towards professional status, it exposes the often subtle but deeply penetrating effects psychoanalytic training has upon all who pass through it; effects that profoundly shape not only therapists (professionally and personally), but also the community itself.The author'sfascinating and original data is culled from his extensive fieldwork, his case-studies of clinical work, and his interviews with teachers, senior practitioners and trainees. This book is written to be accessible to all those who have an interest in the therapeutic profession from the professional (whether psychotherapist or anthropologist) to the trainee and general reader.

Psychotherapists --- Anthropology. --- Professional socialization. --- Training of.

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Effective socialization of new student affairs professionals is essential--both for the individual success of these practitioners, and for the work of a college or university that promotes student learning. It enables new professionals to manage the important personal and professional transitions they experience throughout their careers, engage in continuous professional development, and achieve high levels of productivity. It also counteracts the high attrition rate among new hires, with all the attendant costs to the institution in terms of resources spent on recruiting, hiring, training, supervising, and developing staff talent.The socialization process for new professionals includes formal and informal elements that influence both success and quality of work life. This process is far more complex than a single orientation program organized by a unit or division. Rather, it is a comprehensive process where both the new professional and organization learn about and from each other in ways that influence working relationships and individual and organizational outcomes.Part I of this book defines the concept, explains its value, and offers a model of socialization.Part II examines the institutional context in which the socialization of new professionals occurs, and describes how different institutional types influence the socialization process. It considers the changing characteristics of college students, and how these impact the work of student affairs.In addressing the extra-institutional and professional contexts, Part III considers the role that graduate education plays in preparing new professionals for work in student affairs, and offers guidance to faculty and practitioners involved in graduate education about what they can do to introduce graduate students to professional life. It addresses the importance of professional orientation activities, the roles of supervision and mentorship, as well as the impact of peers and institutions on the socialization process. It concludes with a discussion of the role and importance of professional associations.This book is intended for graduate program faculty, for senior student affairs officers concerned about developing and retaining the new staff, and for administrators and leaders in student affairs shaping the future of the profession. For new professionals themselves it offers insights on the path to professionalization.

Student affairs administrators --- Professional socialization --- In-service training --- Supervision of --- Professional relationships

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Argues that the lack of agreed theory of teaching is one of the most important and yet intractable problems facing education and proposes a new integrated model of teaching.

Teaching. --- Teachers. --- Professional socialization. --- Faculty (Education) --- Instructors --- School teachers --- Schoolteachers --- School employees --- Socialization --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Education --- Instructional systems --- Pedagogical content knowledge --- Training

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Focusing on the evolution of training and policy-making and highlighting contemporary issues confronting those in training, Anne-Marie Rafferty analyses how far nursing fits into the mould of both a profession and an academic discipline.

Nursing --- Professional socialization --- Occupational prestige --- Nurses --- Nurses and nursing --- Registered nurses --- RNs (Registered nurses) --- Medical personnel --- Job status (Occupational prestige) --- Occupational hierarchy --- Occupational status (Occupational prestige) --- Prestige --- Socialization --- Clinical nursing --- Nursing process --- Care of the sick --- Medicine --- Study and teaching --- Government policy --- Political aspects --- Social conditions.

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How is it that some teachers have just “got it”? They walk into a room and the atmosphere changes. They get through to students in a way that no-one else can. The author has sought answers to this question by observing and interviewing teachers from preschool to upper secondary school levels. Having intensively studied the highly influential but underestimated relational dimension of teaching, her contention is that these teachers successfully use relational practices to build educational relationships with their students and educational communities among them. Moreover, she finds that what may come across as a teacher’s personal traits is actually a sensible professional approach. These teachers haven’t “got it” - they “get it”. This book explains how teachers carry out their relational practices, and contains an abundance of everyday examples from all stages of education. The deep theoretical reasoning departs from these examples to create a compelling argument for a teacher’s relational professionality that is possible to learn and teach. New relational perspectives and concepts are introduced for the purpose of facilitating professional conversations about the profound dimension of relationships in education.

Professional socialization. --- Teachers -- Vocational guidance. --- Education --- Social Sciences --- Theory & Practice of Education --- Education - General --- Teachers --- Vocational guidance. --- Faculty (Education) --- Instructors --- School teachers --- Schoolteachers --- Education. --- Education, general. --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Socialization --- School employees --- Teacher-student relationships. --- Professional ethics. --- Training of. --- Pupil-teacher relationships --- Student and teacher --- Student-teacher relationships --- Students and teachers --- Teacher and student --- Teacher-pupil relationships --- Teachers and students --- Interpersonal relations --- Teacher education --- Teacher training --- Teachers, Training of --- Women --- New York (N.Y.)