We are pleased to present the latest issue of the Compliance Elliance Journal (CEJ). In this edition, we will focus on legal education and professional training re compliance and ethics.

We are pleased to present the latest issue of the Compliance Elliance Journal (CEJ). In this edition, we will focus on legal education and professional training re compliance and ethics.

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本研究旨在瞭解博物館實施員工訓練之概況，並進一步探討博物館人員專業訓練施行後的成效、不同背景的博物館人員對訓練實施成效看法有無差異，以及主管階層對員工訓練實施成效的看法，以期研究所得能作為國內博物館規劃及人員訓練的參考。 為達研究目的，首先蒐集相關文獻，分析博物館人員專業訓練的相關資料；其次，透過個案研究國內自籌備設館以來即有計畫進行人員培訓、且為國科會數位典藏計畫主要成員之一的國立自然科學博物館，以了解該館數位化工作人員專業訓練概況；最後，則以問卷對數位化工作人員進行調查，以了解員工接受專業訓練的成效、不同個人背景與工作部門對員工訓練成效的影響，以及各組主管對員工訓練實施成效的看法。 研究結果發現：(1)數位化工作人員的專業訓練偏重在技術應用層面；(2)數位化工作人員對訓練軟硬體設施普遍感到滿意，但對訓練的評估及後續的升遷與福利等方面滿意度較低；(3)數位化工作人員在受過訓練後，在「數位化相關知識與整體概念」、「與業務有關的專業技能」及「工作目標認知與合作態度」等方面的學習皆有很大的進步，同時也能夠學以致用，確實應用在實際工作上；(4)數位化工作人員對訓練不滿意的原因以課程內容安排不當、未能切合自身工作需要及受名額或班次限制為主；(5)個人背景因素及工作組別不會影響數位化工作人員對訓練成效的看法；(6)主管多認為員工在接受訓練後，不僅在知識技能、工作態度等方面有明顯進步，對組織整體營運也有很大的助益；(7)數位化工作人員認為未來訓練課程的規劃仍應加強〝技術方面〞的課程，主管人員則認為可再加強與相關單位進行經驗交流。 根據研究結果，本研究提出以下建議，作為培訓單位、國立自然科學博物館日後辦理數位典藏相關人員訓練業務之參考：(1)加強「資訊技術」方面的訓練課程，考量報名學員的背景設計課程內容深度；(2)課程主題應時有更新，對於報名踴躍的課程可增加開課班次或名額；(3)實行職務代理人制度，確定員工的訓練需求，提供員工將訓練所學應用在工作上的機會；(4)重視員工訓練成效評估，明確制定訓練的賞罰，給予員工適當的回饋，以激勵增強其學習動機。 / This research is to provide a general understanding of the staff training in a museum, an evaluation of staff training, and the responses of managerial level in the hope that it might be a reference for the museum management in Taiwan. Firstly references related to staff training in the museum are collected and analyzed with the National Museum of Natural Science studied for a deep and practical understanding of the staff-training program. This museum is a member of the digital museum project, and its staff-training program is well established. Then the feedback from the staff of the digital museum project is analyzed to understand the effect of staff training, the influence to the training from different personal backgrounds and varied departments, and the evaluation from managers. The findings of this research include: (1) the emphasis of the training of the staff of digital project is in skill application; (2) the staff of digital project are generally satisfied with the training of hard- and soft-ware equipment, but less satisfied in the evaluation and the promotion and welfare after training; (3) the staff of the digital project have a huge improvement in the knowledge and the whole concept about digitalization, related professional skills, the recognition of targets and goals, and the attitude in cooperation. In the meantime the trainees are also able to apply what they have learned to their work; (4) the staff are dissatisfied with the content of the training program, the irrelevance to their job needs, and the limitation of the number of applicants or training sessions; (5) personal backgrounds and the different departments won’t affect the perception of the staff; (6) managers mostly approve the huge improvement of the staff in the knowledge and the attitudes to work, as well as the great benefit in organization; (7) the staff of digital project consider that the future training should still focus on skills and techniques, while managers consider that it should emphasize in the exchange of experiences with other organizations in the digital project. According to the result of this research, the following suggestions are offered to staff training centers as well as National Museum of Natural Science for the future training sessions for the staff of digital project: (1) Training sessions about information technology should be emphasized and the contents of sessions should be designed with the consideration of staff’s backgrounds; (2) The subject of the session should be updated, and more sessions and applicants should be provided in popular subjects; (3) The agent system should be established, the needs of trainees assured, and opportunities offered for the staff to practice what they have learned; (4) There should be the serious evaluation of staff training, the regulations for rewards and punishment, and proper encouragements to the staff to intensify their learning motives.

This study is based on a content analysis of two primary sources: 1) literature published on lesbian, gay, bisexual and transgender (LGBT) youth in professional journals for school providers (school counselors, nurses, psychologists and social workers) over more than a 30-year period; and 2) materials developed for school providers on LGBT youth by states with laws, regulations and professional policies related to sexual orientation and/or gender identity in schools. Fifteen professional journals were identified that serve as primary and secondary journals for school providers. A total of 41 articles were published in these journals on LGBT youth between 1937 and 2005. Journal articles were coded by the investigator and a second coder, with an inter-rater reliability rate of .97. Most articles focused on identity development, and a majority provided information on developing a supportive school environment for LGB youth. Few focused on issues of salience for contemporary generations of LGBT adolescents, such as resiliency and strength or positive youth development. Only one article focused on youth of color, one on lesbian youth and none on transgender youth. Less than one-third included HIV/AIDS, only 7% mentioned HIV counseling and testing, and 2% mentioned lesbians' risk for STDs. Nearly three-fourths of articles (71%) focused on interventions with LGB youth (few included transgender youth), including the need to promote a safe school environment. Few empirical articles (19.5%), a handful of training articles (7.3%) no theoretical and very few review articles (2.2%) were published during this period. Although nearly one-third of the states had adopted laws, regulations or professional standards to prohibit discrimination of students on the basis of sexual orientation (and 4 included gender identity), no states other than Massachusetts had developed training materials for school providers on LGBT youth. However, Massachusetts' materials were never used since their program was defunded in 2002. Several states made training on LGBT adolescents available to school providers through professional and community organizations. Coupled with limited and outdated content in professional journals, school providers lack access to current multidisciplinary research, theoretical literature and information reviews needed to inform their work with LGBT students and their families.

L’objectif de cette thèse est d’évaluer l’influence du rapport au savoir sur la diversité des pratiques tutorales mises en œuvre par les artisans maîtres d’apprentissage (MA) accueillant des apprentis de niveau V. Les pratiques tutorales sont étudiées à partir du modèle de l'activité formalisé par Leontiev (1975) et définie à partir du rapport dynamique existant entre les mobiles, les actions et les opérations qui structurent l'activité tutorale. Notre population est composée de 153 artisans-maître d'apprentissage de la région Midi-Pyrénées qui ont répondu au questionnaire « Etre maître d’apprentissage aujourd’hui » construit à l'occasion de cette recherche. A partir d’une analyse multivariée des réponses à ce questionnaire, 15 sujets représentatifs de la diversité des modes d'exercice de la fonction de maître d'apprentissage ont été sélectionnés pour une étude approfondie des liens entre rapport au savoir et pratiques tutorales, par entretiens semi-directifs de recherche A travers la mise en œuvre d’une triangulation des données, nos résultats révèlent une diversité des modes d'exercice de la fonction tutorale et des formes de rapport au savoir au sein de la population des artisans-maîtres d'apprentissage. Ils montrent que le rapport au savoir influence les modes d’exercice de la fonction tutorale par sa contribution à la construction du sens que les sujets assignent à leur activité de tuteur. Parmi l'ensemble des dimensions du rapport au savoir, le sens de l’expérience scolaire joue un rôle majeur en participant à la constitution des mobiles qui ont incité les tuteurs à s’investir dans leur fonction de maître d'apprentissage. Ainsi, cette recherche contribue à la formalisation de propositions à visées applicatives relatives à la formation et la professionnalisation des maîtres d’apprentissage et permet de repérer l’importance de l’histoire socio-familiale et du sens et de la valeur que le sujet accorde à son parcours scolaire et professionnel personnel pour expliquer l'organisation de la formation des apprentis au sein des micro-entreprises. / The objective of this thesis is to evaluate how the relations to learning of the artisans serving as Apprenticeship Masters (MA) influence the diversity of tutorial practices they implement towards level V apprentices. Tutorial practices are studied according to the activity model formalized by Leontiev (1975) and defined on the basis of the dynamic relation existing between motives, actions and operations structuring tutorial activity. The population studied consists of the 153 apprenticeship master craftsmen from the Midi-Pyrénées Region who answered the questionnaire specifically elaborated for this research, entitled “Being an Apprenticeship Master today”. Following a multi-varied analysis, 15 of them, representatives of the various modes Apprenticeship Masters have of fulfilling their function, were selected through semi-directive research interviews for an in-depth analysis of the links between relations to learning and tutorial practices. The data triangulation led to the conclusion that, among the population of Apprenticeship Master Craftsmen, there exists a great variety of both tutorial function fulfilling modes and types of relations to learning. The results also indicate that these relations influence the Masters’ tutorial function fulfilling mode as they contribute to the elaboration of the significance the Masters impart to their tutoring activity. All dimensions of their relation to learning considered, it appears that the meaning taken by the Masters’ own schooling experience plays a critical part in so far as it participates in the formation of the motives that induced them to dedicate themselves to their apprenticeship master function.This research enables to pinpoint the importance, in order to explain the diversity of tutorial practices and apprentice training organizing modes encountered in micro-businesses, of both Apprenticeship Masters’ personal socio-familial histories and the significance and value they impart to their personal school and professional itineraries; it also contributes to the formalization of proposals that aim at providing explanations, regarding the training and professionalization of Apprenticeship Masters.

Le Gabon, depuis 2010, a interdit l'exportation des grumes. À travers cette décision, les autorités prônent la valorisation du bois sur le territoire national avant son exportation. Ceci à poser la problématique des disponibilités de la main-d'œuvre formé dans les institutions de formation pour transformer ce bois sur le plan local. Les structures existent en nombre suffisant pour la deuxième transformation où les entreprises sont plus artisanales qu’industrielles et le nombre d’entreprises dans la fabrication industrielle est inexistant. Cela ouvre un grand champ pour questionner les possibilités d’adéquation : des formations, de l’efficacité de leur action de formation ou de l’engagement des acteurs(élèves, enseignants, formateurs en entreprises…) engagés dans ces formations. De fait nous sommes allées questionner les élèves pour identifier les réalités de satisfaction, d’apprentissage et d'adaptation afin de cerner les éléments qui leur permettent de se construire une identité professionnelle utile à leur adaptation à leur profession pour une meilleure adéquation. Les résultats de ce travail permettront d’avoir un regard critique sur les réelles attentes des jeunes qui s’orientent vers l’enseignement technique et la formation professionnelle au Gabon. Pour l’administration et l’industrie du bois, ce regard doit encourager des analyses concrètes sur les besoins en terme de réforme pour l’industrie et la formation afin d’identifier les facteurs d'efficacité à prendre en compte pour l'évaluation, l’optimisation des formations et des facteurs d'adaptation de la main-d’œuvre destinée au travail dans ce secteur actuellement. / Gabon, since 2010, has banned the export of logs. Through this decision, the government encourages the processing of wood in the country before it is exported. This to raise the issue of availability of trained manpower in training institutions to transform the wood locally. Structures exist in sufficient numbers for the second transformation where companies are more artisanal than industrial and the number of companies in the industrial manufacturing is non-existent. This opens a large field of possibilities to question the adequacy: training, the effectiveness of their training action or commitment of the actors (students, teachers, trainers companies) engaged in such training. In fact we went to ask the students to identify the realities of satisfaction, learning and adaptation in order to identify the elements that allow them to build useful professional identity in their adaptation to their profession for a better fit. The results of this thesis will take a critical look at the real expectations of young people are moving towards technical education and vocational training at Gabon. For the administration and the wood industry, this look must encourage practical analysis of the needs in term of reform for the industry and training to identify efficiency factors to be taken into account for the evaluation optimization training and adaptation of the workforce for work in this sector currently factors.

[pt] A presente tese aborda a questão das identidades coconstruídas nas práticas narrativas de professoras participantes de um curso de formação continuada oferecido por uma IES (Instituto de Ensino Superior) privada de um município do Estado do Rio de Janeiro. O foco desta investigação encontra-se na busca de entendimentos (ALLWRIGHT, 1991; 2001; 2003; GIEVE; MILLER, 2006) sobre as práticas narrativas das professoras em formação continuada, sobre o que acontece enquanto narram suas histórias, sobre a questão acerca de ser professor de inglês em nossa sociedade nos dias atuais e sobre a permanência das professoras participantes no magistério. Os dados aqui apresentados advêm de atividades reflexivas com potencial exploratório, ou seja, ARPE (MORAES BEZERRA, 2007), realizadas ao longo do segundo semestre de 2010, que, posteriormente, foram analisados qualitativamente em perspectiva micro à luz dos estudos das narrativas orais (LABOV, 1972; LABOV; WALETSKY, 1967; BASTOS, 2004; 2005; 2006) e das histórias de vida (LINDE, 1993), sob forte influência de pressupostos teóricos da Sociolinguística Interacional (TANNEN; WALLAT, 2002; GOFFMAN, [1981] 2002), e dos estudos das identidades (HALL, 2001), particularmente os que consideram a prática narrativa um lugar privilegiado de construção e análise das identidades sociais (MOITA LOPES, 2001). É relevante destacar que o conceito de histórias de vida adotado neste trabalho, como narrativas ou unidades sociais, contadas aos pedaços ao longo da vida de cada indivíduo e que vão além de uma simples junção de fatos, assim como a relação de causalidade para a promoção de coerência das histórias, estão em conformidade com os estudos de Linde (1993). Nessa perspectiva, é possível observar que, em interação, as participantes desta investigação constroem narrativas que permitem a emersão de temas e traços de personalidade que, coerentemente, justificam suas escolhas profissionais e sua permanência no magistério. Os resultados alcançados ou os entendimentos gerados, em consonância com os princípios da Prática Exploratória, lançam luz à corroboração da ideia da fluidez e da multiplicidade identitária das professoras participantes, além de trazerem à tona seus alinhamentos diante do cenário atual e do posicionamento sociodiscursivo dessas profissionais que permanecem no exercício do magistério em nosso país. Os encaminhamentos desta pesquisa apontam para o exercício da reflexão com o objetivo de gerar entendimentos a fim de promover qualidade de vida, não apenas em salas de aula, mas também em todas as instâncias profissionais do magistério. / [en] The present thesis analyzes the topic of co-constructed identities in the narrative practices of teachers who participated in a continuing education course offered by a private higher education institution in a city in the state of Rio de Janeiro. The focus of this investigation lies in the search for understandings (ALLWRIGHT, 1991; 2001; 2003; GIEVE; MILLER, 2006) about the narrative practices of teachers under continuing education, about what happens while these teachers narrate their stories, about being a teacher of English in our society these days and about the permanence of the participant teachers in their profession. The data presented here come from potential exploratory reflective activities, i.e., PERA (MORAES BEZERRA, 2007), performed throughout the second semester of 2010, which were later qualitatively analyzed in micro perspective in the light of the studies of oral narratives (LABOV, 1972; LABOV; WALETSKY, 1967; BASTOS, 2004; 2005; 2006) and life stories (LINDE, 1993), under the strong influence of the theories of Interactional Sociolinguistics (TANNEN; WALLAT, 2002; GOFFMAN, [1981] 2002), and the studies of identities (HALL, 2001), particularly the ones which consider the narrative practice as a privileged place for the construction and analysis of social identities (MOITA LOPES, 2001). It is relevant to highlight the fact that the concept of life stories adopted in this work, as narratives or social units, shared in parts throughout each person’s life and which go beyond a simple juncture of facts, as well as the relation of causality to promote coherence in the stories, are in conformity with the studies of Linde (1993). From this perspective, it is possible to observe that, while interacting, the participants of this investigation construct narratives, which allow the emersion of themes, and personality traits that coherently justify their professional choices and their permanence in their profession. The results achieved or the generated understandings, in consonance with the principles of Exploratory Practice, shed light on the strengthening of the idea of identity fluidity and multiplicity of participant teachers, besides bringing up their footings in the present scenario and the social discourse of those teachers who remain in their profession in our country. The development of this research points to the practice of reflection aiming at generating understandings to promote quality of life, not only in classrooms, but also in all instances of teaching.

INTRODUÇÃO: A utilização de treinamento on-line para capacitação técnica e atualização dos profissionais de saúde sofre grande expansão, sendo importante a avaliação do impacto na prática profissional. OBJETIVOS: desenvolver e avaliar o impacto do treinamento on-line Identificação da demência em idosos, aplicado aos profissionais de saúde da atenção básica. MATERIAL E MÉTODOS: Trata-se de uma pesquisa de produção tecnológica, quantitativa, descritiva, multivariada, correlacional, longitudinal, do tipo painel. As variáveis de critério foram: Escores de Aprendizagem e Impacto do Treinamento no Trabalho, medido em Profundidade e em Amplitude. As variáveis antecedentes integram os componentes de Reação, Características da Clientela e Suporte à Transferência. O local do estudo foi um ambulatório de atenção secundária do Sistema Único de Saúde especializado na atenção à saúde ao idoso, referência para 100 unidades básicas na zona norte de São Paulo. A amostra compôs de 40 profissionais que atendiam aos critérios de inclusão. Na análise dos dados, as escalas de Likert (1 a 5) foram apresentadas por frequências absolutas e relativas e as associações entre questões utilizaram o teste Exato de Fisher. As medidas contínuas foram apresentadas em médias, desvios padrão e medidas de posição (mínimo, máximo, quartis), a correlação das notas e das demais variáveis utilizaram os testes t-student (2 fatores) e ANOVA (3 ou mais fatores). A análise de correlação entre as variáveis de impacto utilizou o teste de Spearman, com p de 5%. RESULTADOS: O desenvolvimento do treinamento foi fundamentado na perspectiva da aprendizagem significativa, abrangendo quatro módulos. A avaliação de aprendizagem pré treinamento on-line foi 6,24 + 1,25, da pós imediata 7,66 + 1,21 e a pós tardia (180 dias após o fim do curso) 7,24 + 0,84 (notas 0 a 10) com ganho estatisticamente significante entre pré e pós imediata (p<0.005). A avaliação de reação apresentou escore de 4,26 + 0,62 com os itens tutor e material didático apresentando, respectivamente, as maiores média, 4,75 + 0,77 e 4,33 + 0,85. O impacto em profundidade foi positivo, com escore geral de 3,66 + 0,76 e o domínio da avaliação da demência teve melhor impacto 4,12 + 0,95. O impacto em Amplitude, apresentou média de 2,23 + 0,81. O Suporte à Transferência obteve média geral 2,97 + 0,81, demonstrando que há necessidade de investimentos na política de desenvolvimento de pessoal com apoio gerencial, social (dos colegas) e organizacional para a aplicação de novos conhecimentos na prática profissional. Constatou-se a associação positiva entre reação e a aprendizagem e reação com os impactos em profundidade e amplitude. CONCLUSÕES: Este estudo demonstrou que o treinamento on-line construído com base nos pressupostos da aprendizagem significativa contribuiu para a capacitação dos profissionais de saúde, identificando a importância do papel do tutor especialista na área e de materiais didáticos educacionais teórico-práticos, dirigidos, dinâmicos, objetivos e contextualizados na prática profissional. A pesquisa contribuirá para o fortalecimento de propostas de educação permanente inovadoras e aderentes ao contexto tecnológico atual da saúde e da enfermagem. / INTRODUCTION: The use of e-learning for technical training and continuing education of health professionals is greatly expanding; therefore, it is important to assess its impact on professional practice. OBJECTIVES: To develop and evaluate the impact of an e-learning module on the identification of dementia in the elderly, as applied to health professionals working in primary care. MATERIAL AND METHODS: This is a survey of production technology, quantitative, descriptive, multivariate, correlational, longitudinal panel data. The variables of criterion were: Scores of Learning and Impact of Training on Work, measured in Depth and in Breadth. The previous variables comprise the components of Reaction, Characteristics of the clientele and Support the Transfer. The study site was an outpatient secondary care in the Unified Health System specialized in health care for the elderly, and used as a reference to 100 other units in the northern region of São Paulo. Following the inclusion criteria, 40 professionals were part of the research. Evaluation of the contribution of e-learning on acquired and strengthen skills and on transfer support. In data analysis, the Likert scales (1-5) were presented as absolute and relative frequencies and associations between questions used the Fisher exact test. Descriptive analyses of continuous variables were conducted using means, standard deviations and measures of position (minimum, maximum, quartiles). notes the correlation with the other variables used the Student t test (2 factors) or ANOVA (3 or more risk factors). Correlation analysis between impact variables used Spearman\'s test, with p = 5%. RESULTS: The development of e-learning was based on the prospect of meaningful learning, with 04 module. Assessing learning on-line pre e-learning was 6.24 + 1.25, the immediate aftermath was 7.66 + 1.21 and late post (180 days after the end stroke) was 7.24 + 0.84 ,in a scale from 0 to 10, with a statistically significant increase between pre and immediate post (p<0.005). The reaction evaluation scores were 4.26 + 0.62, in a scale from 0 to 05, items with the tutor and teaching materials presenting, respectively, the highest average of 4.75 + 0.77 and 4.33 + 0.85. The impact was positive in depth with overall score of 3.66 + 0.76 It was found that the e-learning had an effect on the acquisition of the skills, with a score of 4.29 + 0.66, in a scale from 0 to 10. The impact amplitude was positive, with a mean of 2.23 + 0.81. The Transfer Support showed overall , mean 2.97 + 0.81, in a scale from 0 to 05, demonstrating that there is a need to invest in staff development policy management, social support (from colleagues), and for organizational implementation of continuous learning on the job. Constatou-se associação positiva entre reação e a aprendizagem e reação com os impactos em profundidade e amplitude. CONCLUSIONS: This study demonstrates that e-learning built from assumptions of meaningful learning contributes to the training of health professionals, identifying the importance of the role of the expert tutor in the areas of theoretical and practical education, targeted educational learning materials, dynamic, contextualized goals and professional practice. The research contributes to the literature by strengthening the evidence that innovative proposals for lifelong learning and adherence to the current technological context of health and nursing are promising.

Introdução: No Chile, 71% das crianças são vítimas de algum tipo de violência por seus pais. Os profissionais de saúde estão em uma posição privilegiada para poder reconhecer a dinâmica da produção da violência doméstica precocemente, no entanto, sua pesquisa ainda é baixa. Objetivos: Compreender os limites e potencialidades da formação profissional para o enfrentamento da violência contra crianças e adolescentes. Métodos: investigação exploratória, descritiva, longitudinal da abordagem qualitativa e quantitativa, realizada em uma universidade católica Chilena. O referencial teórico-metodológico escolhido foi o hermenêutico-dialético. A captação e interpretação da realidade objetiva foi realizada nas dimensões estrutural, particular e singular através da coleta de documentos nacionais e internacionais. Foram realizados cinco grupos focais interdisciplinares cujos participantes foram: professores, alunos e agentes-chave ligados em seu processo de trabalho à infância, família ou sociedade. Uma análise textual foi realizada através do software IRAMUTEQ, análise do conteúdo auxiliado pelo software WebQDA e uma análise hermenêutica-dialética. Resultados: são reconhecidos os limites e potencialidades da formação profissional para o enfrentamento da violência infantil nas dimensões estrutural, particular e singular. Os elementos ideológicos e idealistas do atual sistema econômico e político, se sobrepõem aos melhores interesses das crianças no Chile, destacam-se como uma limitação. A nível particular, uma tendência das universidades para uma lógica produtivista que gera potenciais de desgaste em professores e estudantes é observado, a ideologia católica poderia tornar-se numa potencialidades pela missão para se concentrar em proteger o indivíduo. Em um nível singular, o treinamento para o confronto da violência infantil é precário, destacando a normalização e a invisibilização da violência pelos profissionais. Destaca-se potencialidades, tais como: o desenvolvimento do Trabalho Social, o treinamento ético, a promoção de um bom tratamento e a prevenção de abusos. Os professores propõem estratégias para superar as limitações identificadas, propondo mudanças no treinamento. Conclusão: A sinergia das três dimensões é reconhecido a partir de necessidades do mercado, juntamente com as metas de saúde do país que determinam os processos de produção, a organização da formação profissional para que os profissionais possan fornecer respostas a estas exigências. As competências e os conteúdos explicitados no currículo dependerão da situação histórica e cultural do país, por isso é uma construção transitória e inacabada. São potenciais elementos emancipatórios de superação: a pedagogia crítica, a formação baseada em competências, desenvolvimento de competências interdisciplinares para o enfrentamento, incorporando categorias sociológicas como gênero, geração além de classes sociais e raça / etnia. / Introduction: In Chile, 71% of children are victims of some type of violence by their parents. Health professionals are in a privileged position to be able to recognize early the dynamics of the production of domestic violence, however, they usually are not really efficient recognizing violence abuse in children during routine health control. Additionally, research about this problem is scarce. Objectives: Understanding the limits and potential of health professional training in confrontation of violence against children and adolescents. Methods: Exploratory, descriptive, longitudinal research of qualitative and quantitative approach, carried out in a Chilean Catholic University. The theoretical-methodological referential chosen was the hermeneutic-dialectic method. The capturing and interpretation of objective reality was carried out in the structural, particular and singular dimensions through the collection of national and international documents. Five interdisciplinary focus groups were carried out whose participants were: teachers, students and key agents linked in their work process to childhood, family or society. A textual analysis using IRAMUTEQ software was performed followed by an analysis of the content using as complement the WebQDA software and finally a hermeneutic-dialectical analysis. Results: The limits and potentialities of professional trainingin the confrontation of child abuse in the structural, particular and singular dimensions are recognized. The ideological and idealist elements of the current economic and political system, which overlap the best interests of children in Chile, stand out as a limitation. At a particular level, we observe a tendency of universities to a productivist logic that generates potential for attrition in teachers and students. In this regard the Catholic ideology could help overcoming this bias, focusing in its mission on the protection of the people. At a singular level, training for the confrontation of child violence is precarious, highlighting the normalization and invisibilization of violence by professionals. Highlights potential such as: the development of Social Work, ethical training, the promotion of good treatment and prevention of abuse. Teachers propose strategies for overcoming the identified limitations by proposing changes in training. Conclusion: The synergy of the three dimensions is recognized from the needs of the market, in conjunction with the sanitary goals of the country, which will determine the productive processes, the organization of professional training, so that professionals will respond to these requirements. The competences and contents explicit in the curriculum will depend on the historical and cultural situation of the country, so it is a transitory and unfinished construction. Potential elements of overcoming the critical emancipatory pedagogy, which guide the training by competences; development of interdisciplinary competences for the coping, incorporating the sociological categories: gender, generation, social classes and race / ethnicity.