Professional regulatory systems often refer to rehabilitation and remediation to describe the route to safe practise following a breach of a code of ethics.
In the USA the notion of rehabilitation is commonplace, with centres across the country for rehab, from medical rehabilitation, to drug and alcohol, to centres for sex addiction and even for professional misconduct. The notion of a second chance and recovering after a failure is widely accepted and state licensing boards may include officers whose job it is to monitor registrants rehabilitation following a finding of fact.
Here in the UK rehab is most often associated with drug and alcohol recovery or with life after a criminal conviction. The term is from time to time used in relation to professional conduct, remediation being the term more frequently used in guidance to regulatory panels.
Remediation too is a challenging concept in the UK, and although the first dictionary definition is helpful ‘The action of remedying something’, the second is more often in people’s minds ‘Remedial teaching or therapy’, commonly associated with remedial classes in schools, a sense of having fallen behind, being at the bottom of the class, or indeed out of the class altogether.
Remediation in the context of professional regulation is seen as the addressing of concerns about knowledge, skills, conduct or behaviour and which may include activities such as coaching, mentoring, training and rehabilitation.
A possible reframe for this area of concern is to foreground instead the idea of restoration, ‘The action of returning something to a former […] position, 'The process of restoring something to an unimpaired […]condition' and 'To make […] restitution of anything previously taken away..'. This broad term, lacking association with illness, or of being somehow below par, encompasses a sense of taking responsibility, making something whole again, bringing it into a state of integrity, aligning that which has been broken.
Restoration conjures up images of renewal, repair and wholeness, feels more in tune with the lived experience of the people taking our courses and provides a solid bridge to the plains of safe professional practice.
In the USA the notion of rehabilitation is commonplace, with centres across the country for rehab, from medical rehabilitation, to drug and alcohol, to centres for sex addiction and even for professional misconduct. The notion of a second chance and recovering after a failure is widely accepted and state licensing boards may include officers whose job it is to monitor registrants rehabilitation following a finding of fact.
Here in the UK rehab is most often associated with drug and alcohol recovery or with life after a criminal conviction. The term is from time to time used in relation to professional conduct, remediation being the term more frequently used in guidance to regulatory panels.
Remediation too is a challenging concept in the UK, and although the first dictionary definition is helpful ‘The action of remedying something’, the second is more often in people’s minds ‘Remedial teaching or therapy’, commonly associated with remedial classes in schools, a sense of having fallen behind, being at the bottom of the class, or indeed out of the class altogether.
Remediation in the context of professional regulation is seen as the addressing of concerns about knowledge, skills, conduct or behaviour and which may include activities such as coaching, mentoring, training and rehabilitation.
A possible reframe for this area of concern is to foreground instead the idea of restoration, ‘The action of returning something to a former […] position, 'The process of restoring something to an unimpaired […]condition' and 'To make […] restitution of anything previously taken away..'. This broad term, lacking association with illness, or of being somehow below par, encompasses a sense of taking responsibility, making something whole again, bringing it into a state of integrity, aligning that which has been broken.
Restoration conjures up images of renewal, repair and wholeness, feels more in tune with the lived experience of the people taking our courses and provides a solid bridge to the plains of safe professional practice.
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