Contextualizing Not-Knowing: Terminology and the Role of Professional Identity

Autor/in	Anderson-Nathe, Ben
Titel	Contextualizing Not-Knowing: Terminology and the Role of Professional Identity
Quelle	In: Child & Youth Services, 30 (2008) 1-2, S.11-25 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0145-935X
Schlagwörter	Context Effect; Youth Programs; Adults; Caseworker Approach; Helplessness; Helping Relationship; Professional Occupations; Identification (Psychology); Burnout; Social Work; Phenomenology + Suchen Sie Ihr Suchwort? Jugendsofortprogramm; Hilflosigkeit; Helfende Beziehung; Berufsklassifikation; Burn out (Psychology); Burnout-syndrom; Burnout-Syndrom; Soziale Arbeit; Phenomenological psychology; Phänomenologie; Psychologie
Abstract	This chapter provides a context for the concept of not-knowing, including a discussion of how the concept was framed. The experience of not-knowing in professional youth work is framed in relationship to other concepts explored by the social work and therapeutic literature (including vicarious trauma, helplessness, secondary trauma, and burnout), as well as those offered by the limited youth work and nursing literature discussing similar concepts (disruption and hurt, suffering, commitment in spite of conflict, and the struggle to go along when you do not believe). The standing of youth work in the professions and its own struggles to professionalize are explored, with attention to how not-knowing affects and is affected by these efforts. (Contains 1 note.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10