学校主动安全管理外文文献翻译.docx
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学校主动安全管理外文文献翻译.docx
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学校主动安全管理外文文献翻译
学校的主动安全管理外文翻译2019-2020
英文
Enhancingproactivesafetymanagementinschoolsusingthechangeworkshopmethod
Anna-LeenaKurki,HannaUusitalo,Anna-MariaTeperi
Abstract
Theneedtodevelopoccupationalsafetyandhealth(OSH)atschoolsisconsiderable.Eventhoughsafetyandwell-beingchallengesarewidelyrecognised,adequatetoolsarelacking,especiallyforpsychosocialrisks,whichareoftenconnectedtochangesatwork.ThisstudyaimstoraiseawarenessofOSHchallenges,andtosupportthedevelopmentofproactivesafetymanagementpractices.WeapproachOSHmanagementfromtwoperspectives,namelytherisk-basedandresilienceperspectives,andaddresstheimportanceofbothinthecomplexworkenvironmentsthatschoolshavebecome.TheempiricalcaseofthisstudyisanActivityTheory-basedChangeWorkshop(CW)processinaneducationdepartmentinaFinnishcityorganisation.WeshowhowtheCWprocessenhancedcollectivelearning,howacollectiveviewofchangingOSHchallengesdevelopedduringtheCWprocess,andhowparticipantscollectivelydevelopedproactivetoolsandpracticesforOSHmanagement.
Keywords:
Education,Schools,Safety,Occupationalsafetyandhealth,Resilience,Activitytheory
Introduction
Researchintheschoolcontextisabundant.Thefocusofstudieshasmainlybeenontheschoolasalearningenvironment;forexample,classroominteraction(e.g. Hennessyetal.,2016),pedagogicalreforms(e.g. Sannino,2008)andteachers'professionalpractices(e.g. Leitch&Day,2006).However,schoolisalsoaworkenvironmentforteachersandmanyotheremployees.Accordingtothe FinnishOccupationalSafetyandHealthAct738/2002,asafeworkenvironmentisanormthatshouldbeguaranteedforemployees.Theneedtodevelopmethodsforimprovingtheoccupationalsafetyandhealth(OSH)ofteachersandotheremployeesworkinginschoolsisgreat.
Studiesshowthatsafetyandwell-beingproblemsatschoolsarecurrentlywidelyrecognised(Lindfors&Teperi,2019; Waitinen,2011).Agreatdealofresearchhasstudiedsafety,violence,bullying,healthanddifferentprogrammestopromoteaproactiveschoolclimate.Thesestudieshavehighlightedpedagogicalpracticesandschool-basedprogrammestosupportsafetyandwell-being.Forexample,proactivedevelopmentofasafeschool-climatethrough,forinstance,positivesocialrelations,mutualtrustandsenseofbelonginghasshowntohaveapositiveeffectonthebehaviourofpupilsandpersonnel,andtoreduceviolence(e.g. Hernández&Seem,2004; LindstromJohnsonetal.,2017).Moreover,school-basedinterventionsinbullyingandaggressiveanddisruptivebehaviourhavepositiveeffectsnotonlyonpupils'behaviour(e.g. Espelage,2015; Wilson&Lipsey,2007),butalsoonteachers'competencesintacklingbullying(Ahtola,2012).However,althoughpedagogicalchoicesmediatethesafetyandwell-beingofemployees,thesuccessfulmanagementofOSHrequiresmore.
ThelackofadequatetoolstoaddressOSHchallengesisespeciallyacuteintermsofpsychosocialriskssuchastimepressureanddealingwithdifficultpupilsandfamilies(EU-OSHA,2016).Thesemultidimensionalrisks,whicharetypicalinschools,cannotbemanagedbymeretraditionalrule-andinstruction-basedsafetymanagementmodelsthatareeffectiveinmanagingtraditionalrisks(see Hollnagel,2008, Hollnagel,2014).Therecentsafetydebatesuggeststhatthefocusofsafetymanagementshouldturntoproactivelyadvancingflexible,successfulactions,alsoinunexpectedsituations(Teperi,Pajala,Lantto&Kurki,2019).Thus,theimportanceofanticipation,learning,andunderstandingeverydayactivitiesisgrowing(Hollnagel,2014).
TheaimofthisstudyandtheChangeWorkshop(CW)interventionwastopromoteacollectiveviewofcentralOSHchallengesatschools,toenhancecollectivelearning(Engeström,1987)aboutsafetymanagementpractices,andtodevelopnew,practicalOSHmanagementtools.ThetheoreticalpremisesandtheanalyticaltoolsusedinthisstudyarebasedontheCulturalHistoricalActivityTheoryandDevelopmentalWorkResearch(Engeström,1987).Inourstudy,wedefineOSHmanagementbroadly,asincludingbothofficialproceduresandpracticalactionsindailywork.TheconceptofOSHinturnincludesboththephysicalenvironmentandpsychosocialissues.Ourresearchquestionswere:
(1)HowdidtheCWenhancetheunderstandingofOSHdemandsrelatedtochangingwork?
(2)Howdidtheparticipantsconstructproactivesafetymanagementpracticesandtools?
OurclaimisthatdevelopingOSHmanagementrequirespracticesforcollectivelygeneratingcontextualknowledgeregardingworkandtheOSHdemandsoftheschools.ThisarticlecontributestorecentresearchbyraisingOSHasatopicofdiscussionineducationalresearch,andbyofferingoneconcretemethodtosupportcollectivelearningandthedevelopmentofOSHmanagementatschools.
Demandsofchangingschoolenvironments
TheschoolsysteminFinlandreliesonastudent-centredschoolculture(Anttila,Turtiainen,Varje,&Väänänen,2017)andstrongautonomyamongteacherstoplanandcarryouttheirteachingwork(Sahlberg,2011).Inadditiontoteaching,teachersareresponsibleforcurriculumandassessmentdevelopment,pupils'individualcurriculumplans,andcollaborationwiththeschoolwelfaregroup(Kupiainen,Hautamäki,&Karjalainen,2009; Sahlberg,2011).
Teachingworkhaschangedinrecentyears.Societaldevelopmentssuchasmigrationanddigitalisation,schoolsystemreforms,andchangesinlocalconditionsallinfluenceteachingwork.Forexample,inFinlandthelatest NationalCoreCurriculum(2016) placesevenmoreemphasisonstudent-centredlearning,cross-curricularandintegrativemodulesanddiverselearningenvironmentsthanthepreviousone.Thesystem-levelcurricularreformoffersprinciplesandobjectivesforteachingwork,butspecificpracticestoachievethese,suchasformsandmethodsofteaching,needtodeveloplocally(see Sannino,2008; Sannino&Nocon,2008). Koli's(2014) studyshowsthatteachershavestrongindividualorientationtowardstheirclassroomwork,andthatteachercommunitiesdonothaveenoughpracticesorconceptstomanageanddevelopteachingworkcollectively.Indailywork,thisfragmentaldevelopmentmanifestsitselfasdisturbancesandcontradictorydemands,challengingthemeaningfulnessofwork(Koli,2014)andrequiringteacherstoreformulatetheirroleandidentitiesasteachers(Kramer&Engeström,2019).
Studiesshowthatthepsychosocialworkloadofteachersishigh(e.g. Alvardo&Bretones,2018; Anttilaetal.,2017; EU-OSHA,2016).Inpractice,teachersandtheiraccompanyingemployeesstrugglewithmanydifferentsituationsandcomplicatedproblemswithpupilsandfamilies.Theydealwithviolentbehaviour,multiplelearningchallengesanddiverseteachinggroups(Ervastietal.,2012; EU-OSHA,2016).Manyofthedemandstheyfaceareconnectedtotheirchangingroleasateacherandchangesinthecontextandmethodsofwork(Alvardo&Bretones,2018; Koli,2014).Accordingly,thestudent-centredschoolculturecarriesthepsychologicalhealthriskofemotionallabour,aswellasstrategiestomitigatetheserisks(Anttilaetal.,2017).Indailywork,teachersbalancebetweentheproceduresandinstructionsthatschoolsofferfordifferentanticipatedrisks,andtheflexibleadhocactionsinunexpectedsituationsthatteachershavetohandlewithprofessionalism.
Twoperspectivesonsafety
Risk-basedperspective
Traditional,risk-basedsafetymodelsareprimarilydesignedforeliminatingrisksandfailuresthroughrules,standardsandroutines(Hollnagel,2014; Teperi,Lappalainen,Puro,&Perttula,2019).Thefocusisonthefactorsthatweakensafety.Traditionally,thetargetofthesemodelshasbeenaccidentpreventioninindustry,usingstandardprocesses.Atthispoint,accidentsareseenasdisturbancesinanotherwisestableandpredictablesystem,inwhichtheyaretheoutcomeofalinearchainofcausesandcanbetracedbackwardsfromtheaccidentpoint(Reason,1990).Thus,identifyingthefactorsinthechainisthekeytopreventingfurtherfailures.
Thewidelyusedjobdemandsmodels(e.g. Karasek,1979)arebasedonthesamepremises.Accordingtothesemodels,akeyfactorisfindinganidealfitbetweenworkdemandsandtheemployee'sresources.Thiscanbedonebyeitherreducingthedemandsofthephysicalorpsychosocialenvironmentorenhancingindividuals'capacities.
Studiesshowthatineducation,thesolutionsformanagingandcontrollingOSHarerootedinrisk-basedmodels.Thesolutionstopsychosocialworkloadareoftenbasedonadvancingindividuals'capacities;forexample,strengtheningprofessionalism,copingstrategiesandemotionalcompetences;orreducingworkloadbyaffectingtheworkenvironmentby,forinstance,reducingclasssizes(Alvardo&Bretones,2018; Anttilaetal.,2017).Thisrisk-basedapproachisvalidformanagingrisksthataresimple,restrictedandpredictable.However,today'sworkenvironment,alsoinschools,ismoredynamic,uncertainandcomplex(Norros,2004),andstudiesshowthatmanyOSHchallengesariseduetothecomplexityandchangingnatureofwork(Mäkitalo,2005).Forexample,thedisturbancesandcontradictorydemandsofworkareincreasingthepsychosocialrisksinteaching(Koli,2014).Thus,risk-basedmodelsthatfocusonreducingtherisksordemandsofwork,oronstrengtheningthecapacityofindividualsbyaffectingthesinglefactorsorcomponentsofprocesses,offernarrowprospectsforOSHmanagementincomplexwork(Hollnagel,2008; Mäkitalo,2005).Theytakeneitherthedynamicitynorthecomplexityoftheoverallsystemintoaccount(Hollnagel,2006),andtheroleofcollectiveanalysisanddevel
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