The purpose of this study is to examine the challenges and support for newly graduated social workers during their first two years of professional practice and how this relates to work introduction and professional organization. Previous research indicates that the transition from social work education to becoming a social worker within social services is challenging. Newly graduated social workers require careful introduction and support from experienced colleagues to feel confident in their role. Improved introduction and more tailored support can facilitate the transition to the work. This study focuses on the experiences of newly graduated social workers during the initial professional period. In this study, the theories of symbolic interactionism "I" and "Me", dynamic development process, and reflective practice are used to understand the interaction and socialization within the professional role as social worker. The method used in this study is a qualitative approach to understand the experiences of newly graduated social workers in their professional life. The results of this study indicate a significant change and an overwhelming sense of responsibility compared to the time spent in education. Furthermore, shortcomings in educational preparation for practical work, especially in authority exercises, are highlighted. Practical experience, including internships within social services, facilitates the transition and boosts the confidence of newly graduated social workers. Challenges identified in this study include high workload, uncertainty in client work, and managing prejudices and expectations from clients. The results also show that support from colleagues, supervisors, and training is crucial for professional development. Requests for longer, more structured introductions and reduced workload are emphasized to improve the transition to professional life and promote well-being.

The urgency of research in the field of child sexual abuse has inspired most efforts to be concentrated on treatment and counselling. An important objective of this study was to show that equal importance should be directed towards the identification, causes, effects and prevention of child sexual abuse. It became evident from the literature study that the catastrophe of child sexual abuse can be reduced if teachers, especially primary school teachers,. are professionally trained to identify, protect, prevent, report, support and guide the sexually abused child or possible victims of child sexual abuse. An empirical study to determine the importance of the role of the primary school teacher in dealing with child sexual abuse has been conducted. The results and the educational implications of the findings are discussed and finally guidelines are given to assist primary school teachers in their task of giving support and guidance to the sexually abused child. / Psychology of Education / M. Ed. (Psychology of Education)

The urgency of research in the field of child sexual abuse has inspired most efforts to be concentrated on treatment and counselling. An important objective of this study was to show that equal importance should be directed towards the identification, causes, effects and prevention of child sexual abuse. It became evident from the literature study that the catastrophe of child sexual abuse can be reduced if teachers, especially primary school teachers,. are professionally trained to identify, protect, prevent, report, support and guide the sexually abused child or possible victims of child sexual abuse. An empirical study to determine the importance of the role of the primary school teacher in dealing with child sexual abuse has been conducted. The results and the educational implications of the findings are discussed and finally guidelines are given to assist primary school teachers in their task of giving support and guidance to the sexually abused child. / Psychology of Education / M. Ed. (Psychology of Education)

The purpose of the project was to develop a single-semester curriculum for Citrus College. The curriculum was directed at adults returning from the workplace to update their skills, and college students that are enrolled in the information technology (IT), or computer science (CS) tracks.

The purpose of the project was to develop a single-semester curriculum for Citrus College. The curriculum was directed at adults returning from the workplace to update their skills, and college students that are enrolled in the information technology (IT), or computer science (CS) tracks.