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Call for Papers Rivista "JHCEP. Journal Health Care Education in Practice" sul tema "Education for Wellbeing" - Copertina

Call for Papers Rivista “JHCEP. Journal Health Care Education in Practice” sul tema “Education for Wellbeing”

Call for Papers Rivista “JHCEP. Journal Health Care Education in Practice” sul tema “Education for Wellbeing”

Su richiesta dei proff. Marisa Musaio, Carlo Orefice e Natascia Bobbo, segnaliamo la Call for Papers per la Rivista “JHCEP. Journal Health Care Education in Practice” sul tema “Education for Wellbeing”.
Neoliberal logic, the constant assessment of performances, and the maximization of profits, has turned the workplaces of social and health educators into contexts in which the workers may feel constantly exposed to the assessment of their capacities as a means of exchange for economic compensation, having already exhausted all other expectations of value, such as human or social recognition. The post-pandemic historical moment is characterized by widespread conflicts (wars, xenophobia, deviance, delinquency, etc.) that led many young and not-so-young people to see the foundations of their identity as persons crumbled.
Fragility has thus become an indelible and widespread mark of our humanity, requiring, when it becomes unbearable, the help and support of professionals capable of offering an accompaniment that could prevent the most vulnerable from slipping into the meaninglessness of behaviour and choices. The anxiety that sometimes turns into rage and violence among adolescents, the recurrence of femicide, the lack of responsibility in the exercise of parental and caring duties, the rapid spread of drug addiction, mental distress, loneliness, and existential suffering are just some of the inhumanities that characterise the current contexts as expressions of a “society of discomfort” (Ehrenberg, 2010).
At the same time, in our focus on planning, managing, and implementing ways to accompany fragility, we lost sight of the fact that professionals of care are exposed daily to pervasive suffering that undermines their personal and existential equilibrium. Recent studies and reflections have been able to coin terms such as burnout, compassion fatigue, vicarious trauma, but also emotional elevation, and compassion satisfaction (Stamm, 2013; Figley, 2013; Maslach, Schaufeli, Leiter, 2001). For these reasons, to educate and to educate ourselves how to live a life of wellbeing, and work, while maintaining this wellbeing, becomes necessary practice that should be included in the pedagogical reflections and actions.
With this aim in mind, the discussion between different disciplinary fields would greatly benefit from a more open pedagogy (a practical-poetic science in dialogue with philosophy, medicine, psychology, sociology, law, biology) as the core of epistemological reflection that has to be taken up and strengthened in order to implement a new thought about the paradigm of health and promotion of well-being that care workers refer daily in their work (Orefice, 2020). As confirmed by the many stories of discomfort and hidden suffering, a state of well-being refers to the ability and awareness of knowing how to recognise and experience one’s own emotions, of knowing how to cultivate positive emotions and professional satisfaction, of striving to build a personal, relational, family balance, harmony with oneself and with others, combined with the ability to activate meaningful dynamics in relation to one’s own life. As the field of arts-based research stressed (Howley, Gaufberg, King, 2020; Brown, Sawyer, Norris, 2016; Lang, 2013), the practices of cultural research and fruition are productive for health and well-being precisely because they are able to refer to the person’s state of balance at a social and relational level, to activate his or her ability to know how to cultivate positive relationships and engagement in the community, to care for oneself and others, drawing on a set of experiences of connection between the body and the dimensions of one’s interiority.
Pedagogy is a reflection pervaded with promotion, growth and hope, and as such it must be able to offer operators opportunities to find in themselves and in communities of colleagues such human and relational resources as to enable them to regain their own path of human growth: a kind of empowerment. As they hand this power, or rather ability, down, to each individual operator and to work communities within organisations, those abilities need to face up to the growing complexity of contexts, utilizing creativity, farsightedness, divergent thinking, and a critical approach. The call aims to collect contributions on the outlined topic, which may fall into one of the following categories: -theoretical contributions; -qualitative or quantitative research, experimental or observational; -educational or clinical experiences of a practical procedural nature; -narrations coming from practices or reflections made by professionals, concerning the topics underlined by this call. For the first time, the journal will accept as a part of a specific section, narration of practices or reflection coming from operators. The reading of these narrations may help professionals to develop a greater pedagogical awareness, in order to implement ‘educational’ interventions that are appropriate both to the needs of individual patients and to their own personal wellbeing.
The following deadlines are suggested to interested authors:

  • Submission of an abstract (max. 1000 characters including spaces) by 30.06.2024
  • Submission of the paper (subject to acceptance of the abstract) no later than 15.09.2024
  • Abstracts and papers should be sent to the official address of the journal: hcep.fisppa@unipd.it
  • For an in-depth look at the call topics and more information: hcep.fisppa@unipd.it
  • Per maggiori informazioni: https://jhce.padovauniversitypress.it/

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