Síndrome Burnout y Engagement, desde el Modelo Demandas-Recursos, en auxiliares de enfermería del área de Urgencias, del Hospital Universitario Méderi-Barrios Unidos

Esta investigación pretende ofrecer un marco conceptual y analizar la relación entre el síndrome de burnout y el engagement desde el modelo de demandas y recursos de Demerouti, Bakker, Janssen, & Schaufeli (2001) en un grupo de enfermeras de urgencias del hospital universitario Méderi, sede Barrios Unidos (Bogotá). Para esto se realizará un estudio descriptivo correlacional donde se aplicarán: la versión argentina de Cosentino y Castro (2008) Escala de Deseabilidad Social de Crowne y Marlowe diseñada en 1960 (EDSCM), adaptada para medir la necesidad de los sujetos de obtener aprobación respondiendo de un modo culturalmente aceptable y apropiado; lo cual podría alterar los resultados de las demás pruebas. El Maslach Burnout Inventory – Human Services Survey (MBI- HSS) para medir el síndrome de burnout, el L’Utrecht Work Engagement Scala para medir el engagement y tomando en cuenta el caso Colombiano, se aplicará el cuestionario de condiciones intralaborales forma B, establecido por el Ministerio de la protección social para medir las demandas y recursos laborales. Para el análisis de resultados se utilizaron estadísticos descriptivos y correlaciónales entre las variables. Se aplico SPSS para el análisis de descriptivos y correlación de Spearman entre las diferentes variables.. El análisis teórico se fundamento en el modelo Demandas - recursos de Demelouti, Bakker, Nachreiner y Shaufeli (2001).

Adolescentes em situação de vulnerabilidade social e o continuum risco-proteçãoriesgo-protección

Este es un estudio de casos múltiples realizado después de la inserción ecológica de los investigadores en los contextos de desarrollo de cuatro adolescentes en situación de vulnerabilidad social. Estos fueron seleccionados de un estudio más amplio llevado a cabo con 98 adolescentes de Brasil de dos grupos diferentes (G1 en situación de calle, y G2 en condición de extrema pobreza). Los adolescentes seleccionados tenía las calificaciones más altas y las más bajas de ajuste en sus respectivos grupos. Los cuatro jóvenes fueron descritos en cuanto a indicadores de ajuste, factores de riesgo y factores de protección, utilizando datos cuantitativos y datos del diario de campo. Los resultados mostraron puntos comunes y divergentes entre los casos y la existencia de un continuo de vulnerabilidad social. Este se relaciona más con la forma en que factores de riesgo y protección interactúan en la vida de cada adolescente, que con el contexto en el que viven (calle o familia).

Occupational therapy and its relevance in social projects. relationships, learning and opportunities: collection of experiences of University of Alberta Mscot students in Bogotá, Colombia

Occupational therapists are equipped to promote wellbeing through occupation and to enable participation and meaningful engagement of people in their social and physical environments (WFOT, 2012). As such, the role of the occupational therapists is profoundly linked to the social, cultural and environmental characteristics of the contexts in which occupations take place. The central role that context plays in occupational performance creates an interesting dichotomy for the occupational therapist: on one hand, a profound understanding of cultural and social factors is required from the Occupational Therapy (OT) in order to develop a meaningful and successful collaboration with the person; on the other hand, the ability of the occupational therapists to recognize and explore the contextual factor of an occupation-person dyad transcends cultural and spatial barriers. As a result, occupational therapists are equipped to engage in international collaboration and practice, and as such face unique and enriching challenges. International fieldwork experiences have become a tool through which occupational therapists in training can develop the critical skills for understanding the impact of cultural and social factors on occupation. An OT student in an international fieldwork experience faces numerous challenges in leading a process that is both relevant and respectful to the characteristics of the local context: language, cultural perceptions of occupation and personhood, religious backgrounds, health care access, etc. These challenges stand out as ethical considerations that must be considered when navigating an international fieldwork experience (AOTA, 2009). For more than five years now, the Faculty of Rehabilitation Medicine (FRM) of the University of Alberta (UoFA) and the School of Medicine and Health Sciences at the Universidad del Rosario (UR), Bogota, Colombia, have sustained a productive and meaningful international collaboration. This collaboration includes a visit by Dr. Albert Cook, professor of the FRM and former dean, to the UR as the main guest speaker in the International Congress of Technologies for Disability Support (IBERDISCAP) in 2008. Furthermore, Dr. Cook was a speaker in the research seminar of the Assistive Technology Research Group of the Universidad del Rosario. Following Dr. Cook’s visit, Professors Liliana Álvarez and Adriana Ríos travelled to Edmonton and initiated collaboration with the FRM, resulting in the signing of an agreement between the FRM and the UR in 2009, agreement that has been maintained to this day. The main goal of this agreement is to increase academic and cultural cooperation between the UR and the UofA. Other activities have included the cooperation between Dr. Kim Adams (who has largely maintained interest and effort in supporting the capacity building of the UR rehabilitation programs in coordinating the provision of research placement opportunities for UR students at the UofA), an Assistive Technology course for clinicians and students led by Dr. Adams, and a research project that researched the use of basic cell phones to provide social interaction and health information access for people with disabilities in a low-income community in Colombia (led by Tim Barlott, OT, MSc, under the supervision of Dr. Adams). Since the beginning, the occupational therapy programs of the Universidad del Rosario and the University of Alberta have promoted this collaboration and have strived to engage in interactions that provide further development opportunities for students and staff. As part of this process, the international placement experience of UofA OT students was born under the leadership of: Claudia Rozo, OT program director at UR, placement and academic leadership of Elvis Castro and Angélica Monsalve, professors of the occupational therapy program at UR; and Dr. Lili Liu, OT department director at UofA, Cori Schmitz, Academic coordinator of clinical education at the UofA; and Tim Barlott and Liliana Álvarez leading the international and cross-cultural aspect of this collaboration.This publication summarizes and illustrates the process of international placement in community settings in Colombia, undertaken by occupational therapy students of the University of Alberta. It is our hope that this document can provide and document the ethical considerations of international fieldwork experience, the special characteristics of communities and the ways in which cultural and social competences are developed and help international students navigate the international setting. We also hope that this document will stimulate discussion among professional and academic communities about the importance and richness of international placement experiences and encourage staff and students to articulate their daily efforts with the global occupational therapy agenda.

Prácticas de recursos humanos y su relación con el engagement de los empleados en una Institución de Educación Superior en la ciudad de Bogotá Colombia

Es importante el estudio de las PRH y su relación con el engagement, para la toma de decisiones sobre el recurso humano, de tal forma que el propósito de esta investigación fue describir la relación entre las PRH y el engagement en una Institución de Educación Superior – IES de Bogotá, para ello se llevó a cabo una investigación con 72 colaboradores tanto administrativos como académicos. La escala de medida utilizada en este estudio tiene en cuenta los siguientes factores de las PRH: selección, promoción, formación, evaluación de desempeño, compensación y balance trabajo / familia y los factores analizados de la escala de medida para el engagement son vigor, dedicación y absorción. Los datos después de ser obtenidos, fueron procesados a través del Statical Package for Social Sciences (SPSS). Los datos fueron analizados, con base en los argumentos conceptuales y antecedentes que justifican dicha investigación, generando los resultados que contribuyeron a validar la hipótesis y objetivos planteados, con estadísticos básicos de correlación y regresiones para determinar el poder predictivo de una variable sobre la otra. Los resultados obtenidos en términos generales demuestran que las PRH tienen un efecto significativo en el engagement aunque de manera diferenciada.

Engagement y productividad en las empresas

El presente trabajo pretende mostrar algunos avances en el término “engagement”, y como puede ser implementado en las organizaciones, teniendo en cuenta los diferentes factores que intervienen, para que los trabajadores se sientan “engaged” dentro de la organización. Además busca relacionar las diferentes habilidades y tipos de liderazgo que los altos mandos utilizan con sus empleados y como éste afecta la productividad de los trabajadores en las organizaciones. Para esto, se realizó una investigación de las clases de liderazgo y los comportamientos de los altos mandos, que pueden afectar positiva y negativamente el vínculo y sentido de pertenencia que tienen los trabajadores con la empresa en la que trabajan. Considerando importante las habilidades del liderazgo transformacional, para lograr desarrollar algún grado de engagement en los trabajadores, lo cual genera a su vez, un alza en la productividad de sus resultados dentro de la organización.

Série tirée des essais de mise en commun de termes en vrac se référant aux acteurs, aux notions empruntées au social, au politique, à l'education, à la terminologie courante de la muséologie adaptée aux présupposés de la muséologie sociale

POPULATION = Terme générique pour désigner l’adhésion d’une population, ou d’un groupe significatif de citoyens d’un territoire d’appartenance, au projet de muséologie sociale. Celle-ci se mesure par le degré de participation, d’implication et de vision partagée, d’interaction au sein de la collectivité territoriale, son fief. PARTICIPANTS = Sont les acteurs actifs au sein de la population adhérante, partie prenante au projet de muséologie social. La participation se mesure selon le degré d’implication dans le projet et de compréhension de celui-ci (Intérêt, gestion partagée, militance, volonté de capacitation...) COOPÉRANT = Par solidarité, par engagement, il s’insère dans le système de l’action ccopérative, possédant ses règles propres, offrant sa contribution à l’unité de production conciliant la dimension sociale (de la muséologie), son idée au regroupement de personnes désireuses de contribuer à la production commune de biens de qualité au service de la population dont ils sont issus.

Living with ASD: how do children and their parents assess their difficulties with social interaction and understanding?

Social interaction and understanding in autistic spectrum disorder (ASD) are key areas of concern to practitioners and researchers alike. However, there is a relative lack of information about the skills and competencies of children and young people with ASD who access ordinary community facilities including mainstream education. In particular, contributions by parents and their children have been under-utilized. Using two structured questionnaires, 19 children with ASD reported difficulties with social skills including social engagement and temper management and also reported difficulties with social competence, affecting both friendships and peer relationships. Parents rated the children's social skill and competence as significantly worse than did the children themselves, but there was considerable agreement about the areas that were problematic. Using an informal measure to highlight their children's difficulties, parents raised issues relating to conversation skills, social emotional reciprocity and peer relationships. The implications for assessment and intervention are discussed.

Isotype: representing social facts pictorially

In developing Isotype, Otto Neurath and his colleagues were the first to systematically explore a consistent visual language as part of an encyclopedic approach to representing all aspects of the physical world. The pictograms used in Isotype have a secure legacy in today's public information symbols, but Isotype was more than this: it was designed to communicate social facts memorably to less educated groups, including schoolchildren and workers, reflecting its initial testing ground in the socialist municipality of Vienna during the 1920s. The social engagement and methodology of Isotype are examined here in order to draw some lessons for information design today.

A Habermasian model of stakeholder (non)engagement and corporate (ir)responsibility reporting

Inspired by Habermas’ works, we develop a prescriptive conceptual model of stakeholder engagement and corporate social responsibility (CSR) reporting against which empirical descriptions can be compared and contrasted. We compare the high profile case of Kraft's takeover of Cadbury with the conceptual model to illustrate the gap between an ideal speech situation and practice. The paper conducts a desk study of documents relating to the takeover and interviews with stakeholders from the local community to gauge their views of stakeholder engagement and CSR reporting by Cadbury/Kraft. The findings lead to policy recommendations for enhancing stakeholder accountability through improved steering mechanisms.

A framework for the forensic analysis of user interaction with social media

The increasing use of social media, applications or platforms that allow users to interact online, ensures that this environment will provide a useful source of evidence for the forensics examiner. Current tools for the examination of digital evidence find this data problematic as they are not designed for the collection and analysis of online data. Therefore, this paper presents a framework for the forensic analysis of user interaction with social media. In particular, it presents an inter-disciplinary approach for the quantitative analysis of user engagement to identify relational and temporal dimensions of evidence relevant to an investigation. This framework enables the analysis of large data sets from which a (much smaller) group of individuals of interest can be identified. In this way, it may be used to support the identification of individuals who might be ‘instigators’ of a criminal event orchestrated via social media, or a means of potentially identifying those who might be involved in the ‘peaks’ of activity. In order to demonstrate the applicability of the framework, this paper applies it to a case study of actors posting to a social media Web site.

‘I can’t … I won’t?’ International students at the threshold of social interaction

This mixed-method study tracked social interaction and adaptation among 20 international postgraduates on a 1-year programme in the UK, examining assumptions that language proficiency and interactional engagement directly underpin sociocultural adaptation. Participants remained frustrated by a perceived ‘threshold’ barring successful interaction with English speakers, while reporting reluctance to take up available opportunities, independent of language proficiency and sociocultural adaptation. We challenge linear models of adaptation and call for assistance to international students in crossing the threshold to successful interaction.

Institutional framing of CSR and social entrepreneurship interactions in South Africa

Objectives. This paper considers the intersection of Corporate Social Responsibility (CSR) and social entrepreneurship in South Africa through the lens of institutional theories and draws upon a number of illustrative case study examples. In particular it: (1) charts the historically evolving relationship between CSR and social entrepreneurship in South Africa, and how this relationship has been informed by institutional changes since the end of apartheid, particularly over the last few years; (2) identifies different interactional relationship forms between social enterprises and corporates engaging in CSR, with an emphasis on new innovative multi-stakeholder partnerships; and (3) considers internal engagements with social responsibility by SME social enterprises in South Africa. Prior Work. Reflecting South Africa’s history of division, the controversial role of business during apartheid, and the ongoing legacies of that period, the South African government has been particularly pro-active in encouraging companies to contribute to development and societal transformation through CSR and Black Economic Empowerment (BEE). Accordingly a substantial body of work now exists examining and critically reflecting upon CSR and BEE across a range of sectors. In response to perceived problems with BEE, efforts have recently been made to foster broader-based economic empowerment. However the implications of these transitions for the relationship between CSR and social entrepreneurship in South Africa have received scant academic attention. Approach. Analysis is undertaken of legislative and policy changes in South Africa with a bearing on CSR and social entrepreneurship. Data collected during fieldwork in South Africa working with 6 social enterprise case studies is utilised including qualitative data from key informant interviews, focus groups with stakeholders and observational research. Results. The paper considers the historically evolving relationship between CSR and social entrepreneurship in South Africa informed by institutional change. Five different relationship forms are identified and illustrated with reference to case examples. Finally internal engagement with social responsibility concerns by small and medium social enterprises are critically discussed. Implications. This paper sheds light on some of the innovative partnerships emerging between corporates and social enterprises in South Africa. It reflects on some of the strengths and weaknesses of South Africa’s policy and legislative approaches. Value. The paper provides insights useful for academic and practitioner audiences. It also has policy relevance, in particularly for other African countries potentially looking to follow South Africa’s example, in the development of legislative and policy frameworks to promote corporate responsibility, empowerment and transformation.

Social and ecological drivers of success in agri-environment schemes: the roles of farmers and environmental context

1. Agri-environment schemes remain a controversial approach to reversing biodiversity losses, partly because the drivers of variation in outcomes are poorly understood. In particular, there is a lack of studies that consider both social and ecological factors. 2. We analysed variation across 48 farms in the quality and biodiversity outcomes of agri-environmental habitats designed to provide pollen and nectar for bumblebees and butterflies or winter seed for birds. We used interviews and ecological surveys to gather data on farmer experience and understanding of agri-environment schemes, and local and landscape environmental factors. 3. Multimodel inference indicated social factors had a strong impact on outcomes and that farmer experiential learning was a key process. The quality of the created habitat was affected positively by the farmer’s previous experience in environmental management. The farmer’s confidence in their ability to carry out the required management was negatively related to the provision of floral resources. Farmers with more wildlife-friendly motivations tended to produce more floral resources, but fewer seed resources. 4. Bird, bumblebee and butterfly biodiversity responses were strongly affected by the quantity of seed or floral resources. Shelter enhanced biodiversity directly, increased floral resources and decreased seed yield. Seasonal weather patterns had large effects on both measures. Surprisingly, larger species pools and amounts of semi-natural habitat in the surrounding landscape had negative effects on biodiversity, which may indicate use by fauna of alternative foraging resources. 5. Synthesis and application. This is the first study to show a direct role of farmer social variables on the success of agri-environment schemes in supporting farmland biodiversity. It suggests that farmers are not simply implementing agri-environment options, but are learning and improving outcomes by doing so. Better engagement with farmers and working with farmers who have a history of environmental management may therefore enhance success. The importance of a number of environmental factors may explain why agri-environment outcomes are variable, and suggests some – such as the weather – cannot be controlled. Others, such as shelter, could be incorporated into agri-environment prescriptions. The role of landscape factors remains complex and currently eludes simple conclusions about large-scale targeting of schemes.

Looking back, moving forward: drama, disability and social justice

The aim of this chapter is to briefly outline how disability has been represented in theatre, what access disabled people have had to drama and theatre in the past, and what might be achieved in the pursuit of social justice with young people in relation to awareness of and provision for disability. It will focus in particular on how disability has been addressed in drama education and what assumptions have been made regarding drama and disability in education. In considering such issues one might perceive manifestations of what Freebody and Finneran (2013) recognise as an overlapping and ‘somewhat artificially created dichotomy between drama for social justice and drama about social justice.’ This chapter will examine some examples of how drama has been used to give students in mainstream schools insights into disability, and the philosophy that underpins the drama curriculum of one special school where the focus is on drama as social justice: the argument being that in some cases simply doing drama is, in effect, a manifestation of social justice. Finally, some of the progress made in recent years regarding access and engagement will be addressed through specific reference to the authors’ on-going work into ‘performing social research’ (Shah, 2013) and how theatres are increasingly attempting to give more access to disabled young people and their families by offering ‘relaxed performances.’

'Rules of engagement’: how experiential learning facilitates the formation of a public–private partnership in Russia

Purpose – The purpose of this paper is to investigate to what extent one can apply experiential learning theory (ELT) to the public-private partnership (PPP) setting in Russia and to draw insights regarding the learning cycle ' s nature. Additionally, the paper assesses whether the PPP case confirms Kolb ' s ELT. Design/methodology/approach – The case study draws upon primary data which the authors collected by interviewing informants including a PPP operator ' s managers, lawyers from Russian law firms and an expert from the National PPP Centre. The authors accomplished data source triangulation in order to ensure a high degree of research validity. Findings – Experiential learning has resulted in a successful and a relatively fast PPP project launch without the concessionary framework. The lessons learned include the need for effective stakeholder engagement; avoiding being stuck in bureaucracy such as collaboration with Federal Ministries and anti-trust agency; avoiding application for government funding as the approval process is tangled and lengthy; attracting strategic private investors; shaping positive public perception of a PPP project; and making continuous efforts in order to effectively mitigate the public acceptance risk. Originality/value – The paper contributes to ELT by incorporating the impact of social environment in the learning model. Additionally, the paper tests the applicability of ELT to learning in the complex organisational setting, i.e., a PPP.