Facilitating Participation for Youths in Child Welfare Services in Transition to Adulthood: Practice between Formalities and Empowerment

This article examines social workers’ perceptions of youths’ participation and how their perceptions influence their practice towards youths in aftercare. The article is based on qualitative interviews with 38 social workers in child welfare services (CWS) and collaborative welfare services. The interviews were analysed using a hermeneutic approach. We identified two practices with different objectives: practice that accommodates formal requirements for participation and practice that supports empowerment. When social workers prepared and established aftercare, they focused on fulfilling legal and system-oriented requirements. This practice challenged youths’ ability to participate because the social workers focused on the formal conditions for aftercare and youths’ consent to aftercare. While youths received aftercare, the practice, which included self-determination, contributed to empowerment. In this practice, the social workers were available and flexible, mobilising their knowledge and resources to establish trust and relationships with youths, thus helping them to experience support and mastery. We conclude that the accommodation of formalities was a foundation for involving youths in aftercare. However, the formalities were barriers to youths’ participation and empowerment in aftercare if youths’ consent appeared as a threshold to help from CWS

Translation-Memory (TM) Research: What Do We Know and How Do We Know It?

It is no exaggeration to say that the advent of translation-memory (TM) systems in the translation profession has led to drastic changes in translators’ processes and workflow, and yet, though many professional translators nowadays depend on some form of TM system, this has not been the object of much research. Our paper attempts to find out what we know about the nature, applications and influences of TM technology, including translators’ interaction with TMs, and also how we know it. An essential part of the analysis is based on a selection of empirical TM studies, which we assume to be representative of the research field as a whole. Our analysis suggests that, while considerable knowledge is available about the technical side of TMs, more research is needed to understand how translators interact with TM technology and how TMs infl uence translators’ cognitive translation processes

Variations among Students’ Experiences of Learning to Counsel

We explored students’ experiences of learning in a part-time, two-year counseling course (60 European Credit Transfer and Accumulation System [ECTS] credits). We wanted to know if there were any systematic variations among individual experiences — if so, what kinds of patterns characterized the variations and how to understand the patterns. We applied the Q method, in which 22 out of 23 participants shared their experiences. Our key findings emerged in three factors. We interpreted and named them F1: building effective counseling relationships is fundamental, F2: the entirety of the course, and F3: self-development. We discuss the factors from theory of counselors’ professional development. The knowledge may support students and teachers in their awareness of what is the important aspects of counselor development. From a subject-didactic perspective, the study informs readers on how to implement a curriculum for a part-time counseling course

Mapping Translation Technology Research in Translation Studies. An Introduction to the Thematic Section

No abstract

Introduction to thematic section: Challenges to the perfect machine-translation situation

The purpose of the thematic section is to gauge the temperature of MT today by tapping into a selection of critical discussions, thereby shedding light on some challenges to a perfect machine-translation (MT) situation

Recent High School Graduates' Use and Knowledge of Selected Clothing and Textile Concepts and Techniques Taught in Secondary Home Economics

Home Economics Educatio

Does regular strength training cause urinary incontinence in overweight inactive women? : A randomized controlled trial

Introduction and hypothesis: Urinary incontinence (UI) is common in women who exercise. We aimed to investigate new onset UI in formerly inactive, overweight or obese women (BMI > 25) participating in three different strength training modalities compared with a non-exercising control group. Methods: This was a secondary analysis of an assessor blinded randomized controlled trial investigating the effect of 12 weeks of three strength training concepts for women on muscle strength and body composition. None of the programs included pelvic floor muscle training. International Consensus on Incontinence Questionnaire Urinary Incontinence Short Form (ICIQ-UI-SF) was used to investigate primary outcome; new onset UI, and secondary outcome; ICIQ-UI-SF sum score. Suissa and Shuster’s exact unconditional test was used to analyze difference in new onset UI. Difference in ICIQ-UI-SF sum score is presented as mean with 95% CI. Results: At baseline 40 out of 128 (31.2%) participants reported UI. Three out of 27, 2 out of 17, 2 out of 23, and 0 out of 21 women in the three training and control groups respectively had new onset UI. There were no statistically significant differences in new onset UI across the groups or when collapsing new onset UI in the intervention groups compared with the controls (7 out of 67 vs 0 out of 21), p = 0.124. After the intervention the control group reported worse ICIQ-UI-SF sum score than any of the training groups; mean difference − 6.6 (95% CI: −11.9, −1.27), p = 0.012, but there was no difference in change from baseline to 12 weeks between the groups p = 0.145). Conclusions: There was no statistically significant change in UI after strength training.publishedVersio