The purpose of this article is to present the findings from some empirical research carried out in 2002 among 200 staff working in 13 secondary schools in South Wales, concerning their views of the management of professional development. The findings indicated many of the significant differences between staff were gender-based. Female staff valued, for example, sharing good practice and having opportunities to work with other colleagues more highly than did male staff. Conversely, male staff appeared to value the opportunity to discuss their career progression with a line manager more highly than did female staff. Other important attitudinal differences emerged between those with managerial responsibilities and classroom teachers and between the least and most experienced staff.
This article presents an exploration of the unconscious social treatment of physical disability and its transformational potential. In particular, I focus on the apparent difficulty talking about underlying emotion stimulated by disability. The social models address discrimination but obscure underlying emotion. The problem of physical disability appears to be located within an individual. I argue that this is done by mechanisms of projection and splitting and refer to the social unconscious and I suggest the problem is located within the group. I explore the process of shame and use myth of the Handless Maiden. I highlight the conductor's role in facilitating communication and discuss self-disclosure. Personal examples and a group vignette are presented to illustrate ideas.
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