Trnavská univerzita V Trnave Fakulta zdravotníctva a sociálnej práce Sprachkompetenz in der Wissenschaft Language Competence in the Science
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Bibliography: BENEŠ, E. et al. (1970). Metodika cizích jazyků. Praha: SPN. 268 p. CELCE-MURCIA, M., ed. (2001). Teaching English as a Second or Foreign Language. Boston: Heinle, Cengage Learning. 584 p. ISBN: 987-0-8384-1992-2 COYLE D., HOOD, P. & MARSH, D. (2010). CLIL Content and Language Integrated Learning. Cambridge: Cambridge University Press, 173 p. ISBN: 978-0-521-13021-9 The Standards and guidelines for quality assurance in the European Higher Education Area. (2015). European Association for Quality Assurance. The Ministerial Conference in Yerevan HUTCHINSON, T. & WATERS, A. (2008). English for Specific Purposes. Cambridge: Cambridge University Press, 183 p. ISBN: 978-0-521-31837-2 CHODĚRA, R. Didaktika cizích jazyků. (2013). Praha: Academia. 209 p. ISBN: 978-80-200-2274-5 SEELY, J. (2005). Oxford Guide to Effective Writing and Speaking. Oxford: Oxford University Press, 312 p. ISBN: 978-0-19-280613-0 Spoločný európsky referenčný rámec pre jazyky (2002) Vyhľadané 1.5.2015 Dostupné na http://www.fedu.uniba.sk/fileadmin/user_upload/editors/ TANDLICHOVÁ, E. (1991). Práca s textom vo vyučovaní anglického jazyka. Bratislava: SPN. 171 p. ISBN: 80-08-00596-3 UR, P. (2012). A Course in English Language Teaching. Cambridge: Cambridge University Press. 325 p. ISBN: 978-1-107-68467-6 Webster´sPocket Grammar, Speech and Style Dictionary of the English Language (1998). Trident Press International. 314 p. ISBN: 1-888-777-19-2 http://europass.cedefop.europa.eu/en/documents/curriculum-vitae BONO, E. (1985). Six Thinking Hats - An Essential Approach to Business Management.Vyhľadané 9.5.2015 Dostupné na http://www.debonoforschools.com/asp/six_hats.asp FAMILY THE SPACE FOR FUTURE RESPONSIBILITY OF YOUTH PETER SLOVÁK, ANGELIKA DUDŽÁKOVÁ Slovakia, Department of Social Services Faculty of Social Sciences University of St. Cyril and Methodius, Trnava
The primary social group does not work in their functions. The traditional family cannot be find in its position. It needs to help. Rediscovery of sense of values for family members is the main principle. It begins from the relations in the primary social group. Here can adolescent find the feeling of importance, need and usefulness. In this consequence he is active in society and do not fall over feeling hopeless situation. We need to think about finding responsibility of young people, before to eliminate the negative consequences. It is important to make helping professions deal with the current situation of our families. We make a little in this field. The theme of family is always very detailed and there is a number of opportunities for its reporting. It is difficult to find the only brief and exact definition which would catch the characteristics of the social phenomenon and the social system in the widest extent which is called family. It is a unique space relationships, communication and support for all. We can not risk losing him. Young people must find this space. Keywords: Communication. Family. Responsibility. Youth. Introduction Nowadays we are witnesses of movement in the preferences of the values in the individual sphere of life and in our opinion, it is shown as one of the most serious problems of social regulation of the quality of life. We truly pay attention that present family is not a fixed stabilizer of intimate interpersonal sympathy. Its value in the eyes of young people who live in various interpersonal relations in which is failing the function in one or more levels is vanished. It is difficult task to bring back the value of the sincere, open and emotional relationship communication of today's family. Due to the known facts about current hectic tempo of life it is the set to these values possible only through successful communication connection with the members of family. The important role can be played by helping profession versus family space. The success lies in gaining the family members for dialogue, a person's willingness to admit responsibility for their actions and also in acceptance of another opinion. Through communication we gain pieces of knowledge, opinions, we learn about the attitudes, values, way of life and life style each person. It regulates our actions and behaviour, affects our aspirations, our performance and directs the overall perspective on our life and society. Internal lack of integration of family tends to be a hallmark of antisocial and delinquent behaviour of the youth. People coming from such environment have reduced ability of overall social adaptability or tendency to traumatic up to unsocial manifestations of behaviour. For this reason appears the value of communication as stabilization pillar of family values. We need to teach adolescents to demand communication, dialogue, explanations from their parents. We need to teach adults to not lead monologue. In communication we transmit our feelings, desires, aspirations, but also own disappointment and pain. It is a space for each person's future. Text The specific behaviour of family members we can see through some of the selected characteristics - extremity, complexity, cohesion or stability, correlation or centrality of unity. From the analysis of attitudinal and value orientation of adolescent we have encountered with reality of extremity. There are several attitudes. The fear that my subject is endangered, to be the part of crowd and last but not least is there the desire to stand out of normal attitudes to be as majority. The complexity of the attitude expresses ability to change own point of view. If we have only simple attitude towards somebody or something, it means that we can argue more than variable, we easily give up in different position. In our families each member does what he wants. He does not to emphasize it. However, it is evident that internally adopted positions of the primary environment can be substantiated with several aspects. The stability of attitude more or less follows the following arguments. To get a firm belief in the need and necessity to stand for a matter is related with exemplification and volitional dimension of the human personality. The file of will powers, moral features, social features, the features expressing the relationship to obligation, but also to oneself, is prerequisite for cohesion attitude of family members. Do not forget the connection, the connection of emotional and cognitive components of attitude. At a given moment is clear, that the family member´s attitude is often supported and ultimately firm. What is an interesting fact, that people has missing centrality values. It means, that their attitudes are not linked to any environmental values, like the sense of life. The exceptions are individuals with deeply religious based on who has been educated in this spirit from early childhood.But secularization has been signed in this fact, that there are more people with missing central value in their lives. I would argue, that this is important moment if we want to understand today family. Where are the limits and responsibilities of taking family responsibility? Wahler (in Matoušek, Matoušková, 2011, s. 47) explains “children manipulate with their parents and parents with their attempts discourage further offences and there in thanks. Emotional bound between parents and child is impaired constant of commands, requiring and criticism from both sides.” This is the problem why the young are unable to take responsibility. In the past, parents did not request and did not tell what to do. They considered it as natural behaviour reflecting the love of child to his parents. The responsibility was the part of life style of older siblings to younger ones. This pattern of behaviour also changed due to modern and postmodern demographic trends. The young in the period of adolescence are defined with characteristic elements of behaviour and thinking. It was also in the past times. They are formed according standards of the specific society. Maybe we should think whether the current society in certain fields the young forms or rather deforms. Social environment and its effects are one of the important social factors of adolescents. Demands on youth with an emphasis on individual performance are still increasing. It is needed to be powerful, fast to reach the highest level of education, to achieve assertion and to be successful. This pressure can be dangerous in combination with a pragmatic attitude towards life, to gain the aim at any worth and the shortest way. Unfavourable effects on adolescents may lead to their poor social adaptability.
The value we understand as an interdisciplinary concept, studied from aspects of various scientific disciplines. Boroš (2001) understands the value as a specific feature of social and natural phenomena and at the same time it is shown its importance for the human life. Its significance lies in the positive and negative meaning. Therefore itis possible to talk about communication as a part of the value. The complete model of absent form of the relevant dialogue in relation parent and child appears in the school environment. It forces us to reflect to the need to highlight the need for social interaction assisting profession with family. It is indisputable that there is the space for communication process and given the chance to act more efficiently to the adolescent. Cooperation with parents, effective communication and active listening toys acting as a motivation. Therefore, in this spirit, we also understand the importance of motivational level. The another level how to make a dialogue with the family is empathy and cooperation . Each person is able toempathize withanother, but this ability is like all human abilities to private or individually developed. It can be drilled and improved. There is necessary natural communication contact to feel empathy to another person and also specific situation. The result of empathy then becomes very close to identical the survival of the situation with another man.(Bernát, et al., 2007) simply said, cancel your own interpretation, range of attitudinal assessment. The most common factors influencing the barrier effective dialogue is the age, gender, culture, subculture and religion. If we are working with families should not be forgotten to the meaning of the importance of psychological value as amount of psychic energy associated with the same mental element. (Hall, et al., 1999, p. 104). If someone considers the aesthetic beauty of the high value, he is surrounded with many of valuable and beautiful things. Who long for power as the value he does the maximum of activities for its gaining. It is essential unique aspect of human, that should be taken in the right direction. Communication with the family stands on the foundations of the use this energy. On this fact it can be built the system of values with the children and their parents. The choice of values is not dictated by the system of requirements, but by the model of method exemplifying. The model has the unsubstitutable function. Parents often fail in this task. Busyness, emotional drougth, changing of values more and more gives the truth fact of postponing responsibilities to the others, for example to environment of school. The value of communication is in the fact, that we can classify just mentioned aspects, accumulated and unprocessed feelings from them. Family today is more than ever before connected with relations and it is interactively influenced by members of the family mutually and each member is its determinant. Parents independently and also together, as well as children. It's a group of people with a common history, present reality and future expectation of interconnected transactional relationships. The child and the parent are mutually supported, the child sees the parent as the protector general, helpful me. Parents partially determine the way of their child life. The significance of communication influence is therefore necessary to. We understand the family as a system of relations in the meaning:
Work with the family should include the following communication topics:
Bočáková (2015, p. 23) says:„that the younger generation has different views and opinions than older”. For that the evaluation of the family as a system of relations should begin in non-authoritative partnership spirit. It is a process which is in the context of expectations. Professional should listen to the members of the family in active way and should exite their attention in their active listening to. His function is the effort to empathize with the members of the family without projection. Simultaneously the members of the family should not feel to be submitted to questioning.Sooner the professional reaches the conclusion what is the main problem in the family, the members of the family themseves should have the space to form their problems.The solution of the family problem in the given situation by the family itself is better than the solution of the family problem by the professional. Prevendárová (2001, p. 16) says about “communication in the context of family counseling, based on the specific interaction between experts and members of the family, which allows to:
This also includes the provision of information as a form of aid, training some of the skills and competences, as well as the promotion of, respectively, joining the family on its life's journey in such stages, which are excessively burdensome, for example, after the birth of a disabled child, in case of divorce, death and e.t. The aid takes the form of a short series of arranged meetings. Openness to possible changes, the ability to accept feedback, new vision, constant readiness, willingness to look for ways to make things better, effort, willingness to take responsibility after the improvement.We need to start talking with adolescents how they perceive their place in the family, the responsibility for good of primary social group. Conclusion Based on the aforementioned facts, we have to start working with adolescents. They are the most important for society, because they have desire for building own family life, to take care of their own family, children and creates sound basis of society. We think that today is equally important to social education, teacher or social worker, social advisor reflect and support adolescent to break away from fear, convenience and laxity, to help them understand their feeling, internal injuries and wrongs, it touch them. If we want to set a mirror and say our opinion to adolescent, give question each other how many time I devoted to deep and more personal communication with adolescent. Do we try to understand him with the emphasis to his psychosocial situation? Do not seek only to project our own thinking into the adolescent´s life situations? If we do it we do not have the right to rate inadequate behaviour. How can we summarize the actual character of Slovak family? He is marked with destabilizing socio-economic trends, losing moral standards and incomplete knowledge of their own value. It is natural that exact differences occur which valuefamilymembersgive preferences. For the part of them the main objective is looking for the truth, and the value isknowing. For the minor part of members is the need of harmony and beauty. What is positive, for most of adolescents is doing goodand altruism. We would argue that the situation is full of problems but not lost. The main part of adolescent is prepared to communicate. It depends on conditions which we prepare for them in sense an open dialogue. The dialogue opens the space for possibilities to find support, certainty, stability in relations and this is that that today adolescent miss. Social counseling must be linked to more personal communications by family members.The future we create ourselves. Bibliography: BOČÁKOVÁ, O. 2015. Sympózium sociálnych služieb vo verejnej správe. Brno: Tribun EU, 2014. 175 s. ISBN 978-80-263-0959-8. BERNÁT, L., ODLEROVÁ, E., RAJSKÝ, A., et al. 2007. Základy komunikácie. Bratislava: STU v Bratislave, 2007. 128 s. ISBN 978-80-227-2594-1. BOROŠ, J. 2001. Základy sociálnej psychológie. Bratislava: IRIS, 2001. 230s. ISBN 80-89018-20-3. HALL, C., LINDZEY, G., LOEHLIN, J., MANOSEVITZ, M. 1999. Introduction to theories of personality. California: John Wiley & Sons, Inc., 1999. 520 s. ISBN 0-471-08906-0 HELUS, Z. 2007. Sociální psychologie pro pedagogy. Praha: GRADA, 2007. 280 s. ISBN 978-80-247-1168-3 MÁTEL, A. et al. 2010. Etika sociálnej práce. Bratislava: VŠZSP, 2010. 183 s. ISBN 978-80-89271-85-6. MATOUŠEK, O.-MATOUŠKOVÁ, A. 2011. Mládež a delikvence. Praha: Portál, 2011. 344 s. ISBN 978-80-7367-825-8. PREVENDÁROVÁ, J. 2001. Rodinná terapia a poradenstvo. Bratislava: HUMANITAS, 2001. ISBN 80- 968053- 6- 3. IMAGE OF THE PROFESSION AS ONE OF THE INDICATORS OF SOCIAL WORKER´S IDENTITY DOMINIKA UHNÁKOVÁ Slovakia, Trnava University in Trnava E-Mail: dominika.uhnakova@tvu.sk Abstract The author presents the concept of identity in her theoretical contribution and specifically discusses the issue of professional identity of social worker and deals with one of the hallmarks of the profession - image. Currently, the public's perception of social work is negative. The author in her paper provides an overview of how social work was seen in the past, and finally makes a number of recommendations, which could contribute to a change of the current situation. Key words: Identity. Professional identity. Image. Social work. Identity The word identity has Latin origins and means identity or sameness. The identity expresses “the way an individual perceives their sameness and continuity in time or place, meaning and significance of its existence in the wider context of human society" (Průcha, Walterová, Mareš 2003, p. 81). G. H. Mead (In: Ondrejkovič, 2004) means with the identity an individual's ability to reflect upon oneself and become the object itself - the ability to make an image of oneself. Mead states that an isolated individual is unable to reach a reflection of oneself. Identity arises only where an individual may be seen in the process of interaction through the eyes of someone else and shape an image of themselves that way. Ondrušová (2009) argues that the very identity is identification of an individual by themselves, with certain types of an activity with a certain culture and traditions. To the compliance of personal visions with reality. The need for identity is the fundamental psychosocial need of a man (Flídrová, 2014) and it can be viewed in two distinctive but inseparable and mutually overlapping meanings: 1. Personal (individual) identity 2. Social (group) identity Individual identity is associated with awareness of the self and ideas about oneself. It involves a search for answers to the questions: Who am I? What do I see as a meaning of life? What values do I consider important? (Geist, In: Flídrová, 2014) Personal identity includes the values, in which one believes and to which he attributes the meaning of his life, his personal worldview or ideology. In this respect, it is "self-awareness of its wholeness, authenticity, continuity and stability with respect to internalized values and norms. (Bačová, 1996) The consciousness of his own personality and individual values is obtained through interpersonal relationships. Creating your own personality an personal identity is thus closely linked to socialization, the need for status and role in society. Social identity therefore implies a perception of individuals within the social and cultural groups, to which they belong. (Rúžičková, Musil, 2009) Geist (In: Flídrová, 2014) defines social identity as ''identification with specific social units, the consciousness of belonging to a community that the individual chose and identifies with his values, beliefs and attitudes, and recognize them as valid and binding.” Adams (2006) considers as one form of social identity to be professional identity through the relationships in the workplace. It is related to how people are compared to and different from other professional groups. Professional identity Professional identity is linked to a professional person as a bearer of the profession. It is a result of the professional worker identifying with the profession, which he operates or to which he was prepared during an educational process. Identification with the profession is a gradual process, which expresses the beginning of a conscious decision for a particular profession (Ondriašová, 2009). Adams (2006) argues that professional identity implies an understanding of professional practices and development of skills and values of the profession. They can be described as attitudes, values, knowledge, beliefs and skills that are shared with others within professional groups and related to the duty of the profession. Therefore, it is a matter of subjective self-understanding related to an adoption of workloads by the professional worker. Cohen (In Adams, 2006) points out that professional identity is acquired in the process of professional socialization. Lai (2012) defined professional socialization as a process, in which a layman attaches to the profession, learns the norms, attitudes, behavior, skills, roles and values of the profession. To be socialized into the profession an individual must internalize the values and standards of the profession in their own behavior and self-concept. Ondrejkovič (2004), unlike Lai (2012) points out that an essential part of the process of professional socialization of the social worker is undergraduate socialization. A similar opinion is shared by Hudecová (2010). She understood professionalisation of social workers as a process of obtaining a specific professional character (personal qualities, skills and knowledge), which are necessary and indispensable for professional work performance and professional social worker with a specific client. Factors of professional identity Adams (2006) points out some major factors that affect the rate of professional identity. It includes knowledge about one´s own profession, the ability to understand teamwork, practical experience and cognitive flexibility, which is defined as the ability to put together the various elements of theoretical knowledge so that they can be applied to personal needs or problematic situations. Based on Adams (2006) we can assume that knowledge of the profession contributes to increased professional identity. Thus, students with better knowledge of their own professions are identified with their professional groups better than those who know less about it. It is also logical that knowledge and practical experience gained from their studies outside the department could help in the development of their professional identity (for example, as volunteers in an organization) (Adams, 2006). Coccoza (In Levická, 2009, p. 23) states that "consciousness of professional identity is shaped through intersections of knowledge and experience, and setting values and attitudes become a basis for defining the professional role of a social worker." According to Ondrušová (2009, p.54) professional identity of social workers "is their internal compliance, identification with conditions that society puts on the performance of their profession as well as the peculiar work, social work, where it has accepted its terms and is carried out according to established rules, it categorizes the profession of social worker." One important factor affecting the professional identity we can include is an image of the profession in society. The image of the profession of social worker is currently perceived variously. While the reasons which are non-analyzed to create a negative media image of social work as a profession and this also affects the process of identification with the profession. Image Currently, the term "image" is often used in different contexts. The very concept comes from lat. "imagó". According to the dictionary of foreign words it is a pose, but also an external action, and the overall impression of the public. We could say that with the image related to the idea of uniqueness, which in itself includes an attempt to differentiate oneself from others, we highlight its uniqueness and thus one becomes more attractive among others. For that we might get an impression that image building is a "cosmetic" issue and does not affect the very mission of the profession. But the opposite is true. Olin (2013) emphasizes that the image can not be underestimated, because positive image is important for effectiveness, vitality, acceptance and funding of the profession. Today, we see that the image of social work is not very positive. Causes of an unclear image of social work The cause according to Musil (2008) is an inability of creating unity in social work, which is an essential aspect of professional identity. Elizabeth Clark (In: Gelles, Clark, et.al, 2007) claims that the profession of social work is misunderstood. Despite the years of service and legal recognition the profession still lacks a coherent and accurate public image and, at times, has had a somehow negative image. Another reason may be that social work working with devalued populations - the elderly, recently released prisoners, the chronically mentally ill. In the public’s mind there is a linkage to those populations, which affects the image of social work. „However, it should be understood. It’s important for us to work with those populations and important for society to see the value of that work.“ Gelles (2007) added that society has a narrow view on social workers. „It’s an injustice and disservice if someone looks at social workers through a narrow prism as a poor person’s psychologist. The image must establish the full range of the profession.“ Lawlor and Flynn (In:Gelles,Clark,et.al,2007) claim that for the vast public social work gets muddied together with personal care, care-giving, and various non-professional human services roles. In each of the above reasons we conclude that the public has no clear idea about the activities and role of the social worker. NASW research conducted in 2004 confirms this fact. Although the public thinks that social work is a helping profession, but has not reviewed about its diversity, education and training of experts and its findings are limited to a few areas of social work practice. The results show that: society is not aware of education that is required for social workers. Most of the participants didn´t have direct experience with social workers and only a small number of them knew a social worker in person. The general public's knowledge about and image of social workers are shaped primarily through the media, through both news and entertainment. (NASW, 2004) Social work in the broader public does not have any identity, so it is necessary to motivate students to study social work. Because of this, it is necessary to have a clear vision of social work and be aware of their roles. "Not to be confused image marked by stereotypes" (Lawlor, In: Gelles, Clark, et.al, 2007, p.18). Students must be trained in various fields, focus on the area as counseling as well as management and leadership. Lawlor supports the idea of raising awareness about the profession through public campaigns, which should be designed to help practitioners gain visibility and attract the interest of the social work profession. In his view, the aim of the campaign should not be a statement that social workers have a high level of knowledge, but to point out what is typical for social work, what are the specific knowledge and skills that distinguish it from other professions. To change the image of social work is thus necessary to define more clearly the picture of a social worker. This objective is achieved not only through large campaigns, but by every single social worker to contribute to improving the image of the profession. But we stumble into a problem here. Some social workers have difficulty in identifying themselves as social workers. Silverman (In: Olin, 2013, p. 95) emphasizes that social workers need to be aware of who they are and what is their role, "because we can assume that others will understand us when we can not ourselves?" Morgan (In: Stark, 2005), the professional image means a set of characteristics and qualities that represent human conduct as a professional associated with ethical behavior and competence. Today, people are faced with the task to create a positive professional image. Social workers often experience conflict between their desired professional image (the image that we want to have) and perceived professional image (an image that we think that people have of us). The members of these groups that perceive negative stereotypes can lead to "devalue" identity, when the negative attributes of your group undermine the perception of the key elements of the competence and character of the work. In this regard, Morgan (In: Stark, 2005) talks about social recategorization which means the use of verbal and non-verbal impulses that lead to the suppression of those aspects of identity that are personally or socially impaired, in an effort to distance itself from the negative stereotypes associated with this group. It is understood that the behavior of every single employee influences the image of the profession as a whole. Several researches were carried out on how the public perceives the social work. For example Kadushin (1958, In: Misiner, 2000) explored the concept of professional prestige between 1925 and 1958. The conclusion was that, “in the image of the public, social work is a minor, if not a marginal profession.” The study indicated that one explanation for the lack of professional prestige was that social workers offered services to the least prestigious members of the community (the poor and homeless). This, in turn, negatively affected their image. In 1980, the first UK national opinion survey was conducted to explore people’s attitudes towards social work. The conclusions indicated that social workers were regarded as people who gave helpful advice and assisted people in need. However, in the respondents’ views, social workers lagged well behind doctors and policemen regarding their value for communities. An interesting conclusion is that only 29% of the individuals had ever had a contact with a social worker. Of those who had a contact, only 6% were satisfied with the services, while 22% were dissatisfied. Additionally, two thirds of the people interviewed said that they had read or heard something that affected their attitudes towards social workers in the past. The respondents noted that usually the stories were about children being battered or abused by family members and removed from their homes by social workers (Misiner,2000). A more recent survey investigated the public's knowledge and perception of the social work profession realized by Kaufman & Raymond in Alabama, in1996. The results indicated that 80% of the respondents answered that they had never used social work services. Once again, the respondents, who had direct connection with a social worker, reported more negative than positive attitudes towards them. The type of contact with social workers may help explain this contradiction in attitudes. Negative attitudes may stem from the fact that when getting in contact with a social worker, among other things, happens inunpleasant circumstances and situations, which consequently leads to their negative attitude. People with general knowledge about social workers and who had not had any direct contact with a social worker, may tend to have positive attitudes about the profession. This may be because of a general level of awareness regarding their roles and responsibilities without having a negative contact. Building a positive image among the public is an important element in the development of the profession. Andrews (1984) sees the problem primarily in the fact that social work is not a unified profession which impairs its efforts to build public image. Each sub-group of social work has its own idea of how profession should be displayed. For example, clinical social workers may promote an image of social work as a profession, in which the main emphasis is on psychotherapy techniques. A group of social reformers may wish to describe the occupation as an activity focusing on social imperfections. Subgroups of social workers in different areas can promote their activities - correction, welfare, mental health - of other activities as a correct image of social work. Image of social work in media As already mentioned above, one of the challenges for social work is to improve the image of the profession in the public eye. This image significantly complements the media, of which influence largely shapes public opinion. Gibelman (2004) illustrates the influence of media on the following example. CMPA (Centre for Media and Public Affairs) in its study points out that the teaching profession's positive image positioned in the third place in 1990. However, it fell to the 12th place after a season broadcasting the series Boston Public in 2001. In this series the teachers were portrayed as people with racist comments having sexual relationships with their students and could handle a weapon to attract the students' attention. Information from radio, television and newspapers daily have an impact on people's perceptions (Marrón,2003). Gibelman (2004) believes that televisions have the greatest impact out of all media. According to her, radio has less influence and lasting value than a popular TV program. since 2001 several television series were broadcast in the USA (Kate Brasher, The Norm, East Side / West Side), where social workers were portrayed as ignorant, arrogant and those who violate the border. Conversely, when we look at the display of other professions such as the work of police, lawyers, judges and firefighters, they are usually portrayed in a positive light. It points to their education, training, their dedication and compassion for the profession. According to Gibelman (2004), there are many adventures and experiences that could make a compelling, dramatic, perhaps even amusing, and especially what is important, an accurate view of professional social work practice. It is, therefore, important that social workers develop their skills in working with the media. Cooperation between schools of social work and journalism could prove to be beneficial for each professional group. Journalists could gain knowledge about the activities of social workers to avoid the provision of disinformation about the profession. Conclusion Everyone who is in social work practice knows the gap between their daily work and what the public thinks about what they do. It is, therefore, a necessary varied presentation of social work. "This profession needs to promote their success stories" (Heyes, 2014 on www.theguardian.com). General Social Care Council´s campaign called Stand Up was realized in this spirit, as it gives social workers the space to talk about their daily activities and through publications publish stories of ordinary everyday social workers and their achievements. It also tries to include some stories in print and thus balance the imbalance of negative news and give the public a different perspective (Maier, 2009). Lucie Heyes (2014 on www.theguardian.com) expressed criticism of social workers, who were not prepared to share stories of positive experience. "Maybe it's modesty, but I suspect it's because they do not want to draw attention to themselves in order to avoid risks of falls from greater heights when something in the other case down." We must realize that public perception has an impact on the willingness of individuals seek assistance from social workers and can be an indirect measure of potential support for social services and ultimately may contribute to attracting young people to study social work and so preserve their future. (Hall, 2008) Bibliography: ADAMS, et.al, 2006. Investigating the factors influencing professional identity of first-year health and social care students. [cit. 2014-11-17] [online] Dostupné na internete: file:///C:/DOCUME~1/Admin/LOCALS~1/Temp/adams.pdf ANDREWS, J. 1984. Social Work Public Image-Building:a Case Study of East Side/West Side. [online] [cit. 2015 – 09-5] Dostupne na: http://search.proquest.com/docview/303384189/3EA0167377CD4E29PQ/1?accountid=17176 BAČOVÁ, V. 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MAIER. 2009. Positive images of social work. [online] [cit. 2015 – 09-5] Dostupné na: http://www.communitycare.co.uk/2009/04/29/positive-images-of-social-work-7/ MARRÓN,G. 2003. The Portrayal of social workers in print news media. [online] [cit. 2015 – 09-5] Dostupné na: http://search.proquest.com/docview/305219857/981D3A80E40846E1PQ/1?accountid=17176 MISENER,E. 2001. The Image of Social Work in U.S., UK, and Canadian Newspapers, [online] [cit. 2015 – 09-5] Dostupné na: http://search.proquest.com/docview/304757928/9384FF7D51734C27PQ/1?accountid=17176 MUSL, L. Rúznorodost pojetí, nejaná napbídka a kotrola výkonu „sociální práce“. In: Sociální práce/Sociálna práca, 2008 issue 8, p. 60-79. NASW. 2004. Perceptions of Profession Are Analyzed. [online] [cit. 2015 – 09-5] Dostupné na http://www.socialworkers.org/pubs/news/2004/09/perceptions.asp?back=yesOLIN, J. 2013. The Public and the Profession’s Perception of Social Work. [on line] [cit. 2015 – 09-5] Dostupné na http://cswr.columbia.edu/wp-content/uploads/2013/04/Oln.-The-public-and-the-professions-perception-of-soial-work.pdf ONDREJKOVČ, 2004. Socializácia v sociológii výchovy. Bratislava. SAV 2004. 200s. ISBN 80-224-0781-X ONDRIÁŠOVÁ, H, 2009. Výskumy profesijnej a organizačnej identity a ich realizácia… In: Informačné technológie a knižnice. č. 3 r. 2009 ONDRUŠOVÁ, Z. et.al. 2009. Základy sociálnej práce. Brno. MSD 2009. 141s. ISBN 978-80-7392-109-5 PRŮCHA, J., – WALTEROVÁ, E., – MAREŠ, J., 2003. Pedagogický slovník. Praha: Portál, 2003. 322 s. ISBN 80-7178-772-8. RÚŽIČKOVÁ, D., MUSIL, L. Hledají sociální pracovníci kolektívní identitu? In: Sociální práce/Sociálna práca, 2009, 9, p. 79-92. STARK, M. 2005. Creating a Positive Professional Image [online] [cit. 2015 – 09-5] Dostupné na: http://hbswk.hbs.edu/item/4860?item=4860.html Yüklə 1,83 Mb. Dostları ilə paylaş:
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