Ability For Self-reflection Research Articles

PSYCHOANALYTIC SYMBOLISM OF THE UKRAINIAN FOLK TALE (FROM THE THEORY OF K. G. JUNG TO THE PRACTICE OF SOCIAL WORK)

The fairy tale, despite the antiquity of its origin, or precisely because of it, remains relevant at all times, in particular in connection with the ways and means of solving difficult life circumstances clearly outlined in it, which have currently acquired a total scale in Ukraine, immersed in the rf border situation of war. After all, the Ukrainian folk tale is a container of both symbols that require philosophical reflection and concrete solutions to urgent social problems, the minimization/overcoming of which is aimed at the professional activity of social work specialists. A fairy tale is a repository of archetypes of the collective unconscious, the symbolism of which needs its own awareness. In this regard, the object of this study is a Ukrainian folk tale, and the goal is to analyze the specifics of the image of the Old Man (Grandfather) and his activities, which are always directly related to overcoming difficult life circumstances of the main character. The research is carried out at the intersection of two aspects - psychoanalysis and social work. It is noted that the Swiss psychiatrist emphasizes the actualization in difficult life circumstances of the potential internally hidden in each person, which directly contains the archetypes of the collective unconscious, in particular the archetype of the Spirit (Animus), or «old sage». During the research, the following important points were clarified. First, according to the views of K. G. Jung, at the moment when the fairy-tale hero is experiencing the «peak» of a difficult life circumstance, advice and help comes from the Old Man-Magician, which is a form of personified thought, since the ability for self-reflection and acceptance of wise words is inherent in human nature decisions, in particular those made taking into account moral principles. Secondly, in the case when the hero is not capable of self-reflection and has not yet acquired wisdom, in particular due to clouding of the mind caused by illness, short years, lack of life experience, etc., advice and help is provided by specialists in social work, the functions of which, in my opinion, are performed by the fabulous Elders, who are always Wizards for the needy. In the future, this article will serve as a psychoanalytic basis for the study of Ukrainian folk tales from the standpoint of K. G. Jung’s teachings on the phenomenology of the spirit in fairy tales and will contribute to the formation of a positive the image of a specialist in social work.

Uncertainty of the conceptual and categorical apparatus in the field of integrity of judges

This scientific article presents a study of the problem of indeterminacy of the conceptual and categorical apparatus in the field of the judge's integrity in the modern legal system.
 It is noted that in the modern legal understanding, the integrity of judges is a fundamental ethical and normative aspect that determines the high standard of professional behavior of judges in the context of the exercise of judicial power. This principle includes not only the dispassion (impartiality) and objectivity of the judge in the decisions made, but also his ability for self-reflection, ethical awareness and independence from the influence of external factors.
 The conceptual-categorical apparatus is the main component of the legal technique, which contributes to the precise and clear expression of legal norms and ensures their effective implementation in society. In the praxeological aspect, questions of integrity of judges arose in many cases when competent authorities did not confirm the appropriate level of integrity of a judge or a candidate for this position. This is due to the essential problems of the imperfection of the legislation, since the concept of «honesty» in the legislation is not clear. The legal system and the legislation system must possess and operate in clear and unambiguous terms to avoid misunderstandings and ambiguous interpretations or recommendations regarding the interpretation of norms.
 The main signs (characteristics) of the integrity of judges include, in our opinion, the following: impartiality and objectivity, the independence of a judge, which is a fundamental principle of judicial activity, which ensures his dedication to the use of the law and the result of the influence of external factors that can reveal objective consideration affairs; honesty and integrity; high level of knowledge and competence; appropriate level of professional ethics; the opportunity to bear public, legal and moral responsibility.

“Not in Our Daycare”? Commitments and Obstacles to Antiracism in Finnish ECEC

AbstractThe aim of this article is to contribute to the under-researched topic of racism in Finnish early childhood education and care (ECEC) by posing three questions: What kind of racism do ECEC teachers recognize in ECEC? How are teachers committed to opposing racism in their work? What kind of obstacles to committing to antiracism are recognized in ECEC? These questions are answered through discourse analysis on interviews with six Finnish ECEC teachers. This article demonstrates how racism is evident in many forms in early education, such as racist assumptions, all-White learning material and structures. The teachers recognized the urgency to resist racism in their work. They committed to antiracism through conscious pedagogical solutions, e.g., broadening representations in learning materials and critically reflecting on their privileges and racialised stereotypes. Yet adopting an antiracist approach in ECEC faces obstacles, such as the hectic everyday work, difficulty intervening in racist situations, and co-workers’ lack of self-reflection in multi-professional teams. Thus, it is vital to find ways to recognize racism in multi-professional teams, to improve the ability for self-reflection, and to ensure that teachers have the resources to continue their work against racism.

The mindful trajectory: Developmental changes in mentalizing throughout adolescence and young adulthood.

Mentalizing and psychological mindedness are two key, partially overlapping facets of social cognition. While mentalizing refers to the ability to reflect on one's own mental states and the mental states of others, psychological mindedness describes the ability for self-reflection and the inclination to communicate with others about one's own mental states. This study examined the development of mentalizing and psychological mindedness throughout adolescence and into young adulthood, and the interplay between the two with gender and the Big Five Personality Traits. 432 adolescents and young adults (ages 14-30) were recruited from two independent schools and two universities. Participants completed a set of self-report measures. A curvilinear trend in both mentalizing and psychological mindedness indicated a gradual development of these capacities with age, peaking in young adulthood. Across all age groups, females had consistently higher mentalizing scores than males. For females, scores only changed significantly between age bands 17-18 to 20+ (p<0.001), ES (d = 1.07, 95% CI [.1.52-.62]). However, for males, a significant change in scores appeared between two age bands of 14 to 15-16 (p<0.003), ES (d = .45, 95% CI [.82-.07]), and 17-18 to 20+ (p<0.001), ES (d = .6, 95% CI [.1.08-.1]). The change in psychological mindedness scores differed, and females did not have consistently higher scores than males. Females' scores were only significantly higher for ages 14 (p<0.01), ES (d = .43, 95% CI [.82-.04]), and 15-16 (p<0.01), ES (d = .5, 95% CI [.87-.11]). As with the development of mentalizing abilities, female scores in psychological mindedness remained stable from 14 to 18 years of age, with a significant change between age bands 17-18 and 20+ (p<0.01), ES (d = 1.2, 95% CI [1.7-.67]). Contrastingly, for males significant change occurred between 15-16, 17-18 (p<0.01), ES (d = .65, 95% CI [1.1-.18]) and 20+ (p<0.01), ES (d = .84, 95% CI [1.5-.2]). A significant positive association was found between mentalizing and psychological mindedness and the personality traits of Agreeableness, Openness to Experience and Conscientiousness (p<0.0001). Psychological mindedness had a weaker positive correlation with Extraversion and Openness to Experience (p<0.05). The discussion is focused on the interpretation of the findings in light of social cognition and brain development research.

TINGKAT KEMAMPUAN REFLEKSI DIRI DALAM PEMBELAJARAN MAHASISWA FAKULTAS KEDOKTERAN UNIVERSITAS TARUMANAGARA

Self-reflection is one of the important components needed by a learner to be able to develop himself. In medical education, self-reflection is useful in preparing students to become professional doctors and ready for lifelong learning. This study aims to determine the level of self-reflection ability in student learning at the Faculty of Medicine, Tarumanagara University by using a reflection in learning scale questionnaire. This research is descriptive quantitative with a cross-sectional approach. Respondents were 148 people with 74 students at the academic stage and 74 students at the professional stage. The results showed that the highest self-reflection ability in learning was owned by the academic stage respondents, was mostly at the level of the "ample" category (50%), followed by "maximum" (35.1%), "partial" (12.2%), and “restricted” (2.7%). While the results of research on self-reflection ability in learning are mostly owned by professional stage respondents, they are at the level of the " ample " category (63.5%), followed by "maximum" (28.4%), "partial" (8.1%), and “restricted” (0%). In addition, several factors have the potential to influence self-reflection such as age, gender, academic performance, motivation, and teacher responses. The conclusion of this research is that the level of self-reflection ability in student learning at the Faculty of Medicine, Tarumanagara University is at the “ample” category level.

Metacognition, attachment and psychotherapy in first-episode psychosis: a case study.

Aim of the studyPsychotherapy in first-episode psychosis is essential for the recovery of affected users. Those with primary psychotic disorders experience impaired abilities to form complex ideas about themselves and others, called metacognitive deficits. They also present important attachment disturbances.Subject or material and methodsThis paper aims to review the concepts of metacognition and attachment in psychosis, present an interpersonal metacognitive model incorporating elements of attachment theory and analyze a clinical case to show the integration of different strategies in the initial phase of therapy. The Metacognitive Assessment Scale-Abbreviated (MAS-A) was used to assess changes in the user’s metacognitive ability.ResultsThe therapist adopted the role of secure base and safe-haven to develop an adequate therapeutic relationship, operating through metacommunication and self-participation. Normalization interventions were applied and the user’s agenda was consistently prioritized. The user developed greater metacognitive abilities in the MAS-A along with better functioning, maintained few symptoms and was able to move into a new phase of therapy.DiscussionThe review and clinical case presented highlight the importance of an interpersonal metacognitive model that considers the users’ attachment pattern and a solid therapeutic relationship. Hierarchical metacognitive interventions are presented that allowed the user to address more complex psychological conflicts in therapy.ConclusionsPsychotherapeutic models that integrate the concepts of metacognition and attachment theory are promising to improve self-reflective abilities in users with a first-episode psychosis. The clinical case presented would be a contribution to design future studies about these processes.

Присоединение как табу в коммуникативном поведении медиатора

The article is devoted to the description and justification of prohibitions in the communicative behavior of a professional linguistic personality. The communicative taboos of a mediator as a neutral mediator in a conflict/dispute are considered. Attention is paid to the prohibitions associated with the mediator joining the parties in the negotiation process.&#x0D; The impossibility of direct observation of the mediator's communicative behavior in connection with the principle of confidentiality in mediation led to the choice of research methods and material: linguopragmatic and discourse analysis of open mediation sources, participant observation and intraprofessional communication with mediators.&#x0D; The author examines the implementation of the principle of neutrality in mediation and defines the value guideline of the mediator's communicative behavior – non-alignment with the parties. There are prohibitions that characterize joining as a strict taboo of the mediator's communicative behavior: verbal (language and speech) prohibitions, thematic and non-verbal (sound, mimic and gesture) prohibitions, spatial-temporal and organizational prohibitions.&#x0D; It is noted that joining the parties significantly affects the process and results of mediation. The mediator's partiality and emotional involvement can lead to the loss of confidence of the parties and to the end of negotiations. The high taboo nature of the mediator's communicative behavior requires from the specialist of this communicative profession the ability of self-reflection and self-control.

The “ages” of civilization as the structures of political representation

The aim of this article is to delineate a comprehensive account of the development of human civilization in terms of increasingly representative structures of governance, structures that make people more and more present on the upper echelons of decision-making. I hypothesize that there are three essential dimensions of this development: first, media of communication becoming increasingly abstract makes society increasingly conscious of itself because it gets the ability of self-reflection and self-critique from increasingly complex perspectives that do increasing justice to the society; second, the anthropomorphizing/relativizing of the increasingly creative forms of life; third, if the law-making is conducted within the exchange of perspectives in which the being and the people are properly represented, the laws thus issued make societies increasingly free (1) from the dictate of violent power (2) and to practiсe the art of interdependence, that is, to create new models of cooperation. The basic narrative is that of a balancing between the dependence on the outside force and self-dependence; growth occurs when we are able to relativize the force that creates our life on this particular stage, that is, to establish communication with it. If we are too reliant upon it or upon our own power, we stop participating in the exchange of perspectives, in politics that creates new, wider and deeper, contexts for social life. In this sense, humans are “called” to representational politics, to make themselves and each other present on the upper levels of law-making, so that the laws by which people live do justice both to their own desires and to the reality outside of them. The possibility of this representational activity is grounded in the icon of the Trinity where persons make themselves present to each other to the extent of full transparency but without any erasure of the difference.

A screen actor prepares: Self-taping by reversing Stanislavsky’s Method of Physical Actions

ABSTRACT The popularity of streaming services, especially after the COVID-19 pandemic, reinforced the understanding that screen acting skills should be prioritized, prompting a reimagining of Stanislavsky’s practices to address the needs of the contemporary actor and acting graduate. Screen actors are expected to self-tape using digital technologies to showcase their acting skills independently. This indicates a growing demand for self-reflective abilities on what works or doesn’t work in recorded performances. Aspiring to develop lifelong learning screen actors, this essay argues that Konstantin Stanislavsky’s Method of Physical Actions can be reversed for generating findings from acclaimed screen performances to use in self-taping. The reverse Method of Physical Actions proposes that physical scores are artefacts that can be objectively broken down into psycho-physical gestures and character behaviours that can be appropriated for self-taping etudes, and analysed when reflecting on self-tapes, fostering an ongoing embodied understanding of how acting choices work on screen. The breakdown and examination of two scenes portraying Helen Mirren in The Queen (2006) and Viola Davis in Fences (2016) illustrate how the Method of Physical Actions can be rediscovered for do-it-yourself screen acting. This essay helps actors, students and actor trainers to understand how acclaimed actors create outstanding screen performances.

Effectiveness of a Problem-Based Geropsychiatric Nursing Clinical Internship Program

Clinical internships that effectively incorporate the care of older adults with mental health disorders are sparse in many countries, including Taiwan. This study investigated the effectiveness of a problem-based geropsychiatric clinical internship program for nursing students in Taiwan. We conducted a quasi-experimental study among 126 nursing students. Experimental and control groups received problem-based geropsychiatric and general psychiatric practice sessions, respectively. Knowledge, attitude, skills, and self-reflection were evaluated before (T1) and after (T2) measurements. There were no significant differences between the groups in knowledge, attitude, skills, and self-reflection at T1. At T2, knowledge was significantly higher in the experimental group (t = 2.39, p = 0.02). Attitude, skills, and self-reflection ability did not differ between the groups at T2. Our results showed that clinical problem-based approaches can be applied in geropsychiatric mental health nursing internship programs. The problem-based approach was helpful in improving nursing students’ knowledge about psychiatric symptoms and the health problems of older adults with mental illness. However, it did not significantly enhance or change the attitudes, skills, or the ability to self-reflect among students.

An educational intervention focused on teaching Qualified Empathy to social work students in Finland

PurposeThe main goal of the one semester long intervention for first-year Bachelor of Social Services students was to enable them to increase their awareness of a variety of cultures and practices encountered in social pedagogical work and to support the development of their ability to interact empathically with clients.Design/methodology/approachThe aim of this article is to describe an educational intervention focused on teaching Qualified Empathic skills to social work students in higher education at Metropolia University of Applied Sciences in Finland. We introduce the concept of Qualified Empathy to describe professional empathic working skills and define it as: Qualified Empathy requires compassion for empathic action and it includes the ability for professional self-reflection, emotional skills and a healthy set of boundaries. Qualified Empathy encompasses the ability to tell the difference between sympathy and empathy, as it includes the capacity to use compassion to act in an empathic way in professional contexts (Raatikainen et al., 2017). The study was a case study, designed to explore the students' experiences of their one semester long educational intervention (n = 20). Our research question was: How do students construct Qualified Empathy as a dimension of their own professional expertise?FindingsThe results of the study demonstrate the progress areas of the students' Qualified Empathy skills. The development stages in the three progress areas are: (1) from emotional reaction to emotional response, (2) from understanding to empathic acting and (3) from client perspective to a more systemic approach. Implications of the results for Social Services students are discussed.Research limitations/implicationsIn this study, as in all studies, some limitations need to be taken into account. One limitation of this study is the size and “nature of data”. Secondly, challenges with the concept of Qualified Empathy need to be addressed and more research is needed to define it more concretely. Even so, as it is a new concept, we need more discussion on the differences in the definition of empathy and Qualified Empathy. However, this study offers one new perspective for discussion which is the need for empathy training, in social work education practices and in the field. An important ethical aspect of research emphasizes that its implementation must not be to the detriment of the people being researched (Juuti and Puusa, 2020, pp. 168).Practical implicationsOur findings demonstrate that educational interventions can improve students' empathy skills to more qualified skills. We emphasized that maintaining the skill demands continuous reflection as a lifelong process. This article provides an overview of an educational intervention to improve students' Qualified Empathy skills and suggests a definition for educators to frame the teaching of professional empathy or empathy in a professional context – especially in the social work context. Furthermore, with this educational intervention in social work, we offer a way to support the students to – not only – have a more professional approach to empathy but also to find a way to establish a more emotionally sustainable environment for professionals in social services. It is essential for social work education to focus on the growth of Qualified Empathy in students through supervision and guidance which supports their professional competence. By doing so, we contribute to the development of more sustainable working environments in the social work context.Social implicationsProfessional empathy is seen as an important factor in building a socially sustainable society from the perspectives of employees, clients and patients. We noticed that it is important to allow time and space for the learners to internalize the concept of Qualified Empathy. When we allow for this, students begin to recognize and assign more value to it and, as we suggest, they become more adept in their interactions and work with clients.Originality/valueThe study was a case study, designed to explore the students' experiences of their one semester long educational intervention (n = 20). Our research question was: How do students construct Qualified Empathy as a dimension of their own professional expertise? The results of the study demonstrate the progress areas of the students' Qualified Empathy skills. The development stages in the three progress areas are: (1) from emotional reaction to emotional response, (2) from understanding to empathic acting and (3) from client perspective to a more systemic approach. Implications of the results for Social Services students are discussed.

ОПРЕДЕЛЕНИЕ ЛИЧНОСТНОЙ ЗНАЧИМОСТИ И СОДЕРЖАНИЯ ЦЕННОСТЕЙ

This article poses a problem associated with the difficulties of studying and identifying the motivational potential of the value sphere, as well as the discrepancy between the content of the same values in different people or in the same, but at different times. The article describes the results of a theoretical search associated with different approaches to understanding and studying values in different sciences and scientific schools. Also, the main variants of classifications of values and the ways of their formation in the direction of the personality in the process of ontogenesis are determined. The difficulties associated with the study of values with the help of tests, taking into account the social desirability and expectation of answers or the lack of self-reflection ability of the respondents, are described. The modern non-test methods and approaches to the study of the value sphere are analyzed, which make it possible to identify personally significant values and the level of their motivational potential. A method is proposed for determining the personal significance of values , as opposed to their reflec tive representation, using the magnitude of the conflict between the significance and the implementation of values. The long-term experience of using this method among various respondents is described. Variants of the destructive level of personal significance of some values are demonstrated. The possibilities and examples of the study of values in relation to the psychological structure of initiative are shown. The possibilities of content analysis in determining the content are illustrated, examples of different semantic content of the same values are given. It is concluded that, in addition to classical test methods, it is necessary to apply such methods as well, which will help to distinguish between value ideas and personal values proper, as well as to determine their content.

Is the "Minimally Conscious State" Patient Minimally Self-Aware?

Patients in a Minimally Conscious State (MCS) constitute a subgroup of awareness impaired patients who show minimal signs of awareness as opposed to patients in a Vegetative State who do not exhibit any such signs. While the empirical literature is rich in studies investigating either overt or covert signs of awareness in such patients the question of self-awareness has only scarcely been addressed. Even in the occasion where self-awareness is concerned, it is only higher-order or reflective self-awareness that is the target of such investigations. In the first part of this paper, I briefly review the relevant clinical neuroscience literature to demonstrate that the conception of self-awareness at play in such studies is indeed that of reflective self-awareness. In the second part, I present the philosophical notion of pre-reflective (or minimal) self-awareness. This is shown to primarily refer to the implicit awareness of our embodied subjectivity which essentially permeates all our experiences. As discussed, this minimal self-awareness is not specifically addressed when clinically or experimentally assessing patients in MCS. My suggestion is that neuroimaging studies targeting minimal self-awareness as in First-Person Perspective-taking paradigms could be used with MCS patients to shed light on the question of whether those individuals are minimally self-aware even in the case where they lack self-reflective abilities. Empirical evidence of this kind could have important theoretical implications for the discussion about the notion of self-awareness but also potential medical and social/legal implications for awareness impaired patients’ management.

A Review of Grammar Corrective Feedback: The Learning Experience in China’s English Classes

Grammar correction is a common means of instruction in second language classes. However, whether or not to conduct grammar correction is a controversial issue that has triggered researchers’ debates. In China, grammar correction can always be seen in English writing and oral classes. This paper reviews the fundamental theory of grammar correction and discusses the relative merits of grammar correction in the English teaching practice of China by analysing the author’s English learning experience. All in all, grammar correction is recommended as an important teaching method in China’s English classes for learners can benefit from the corrective feedback with proper instructing strategies. The correction with improper strategies will evoke learners’ negative feelings, but they may still extract useful information from it if the feedback itself is effective. Thus, teachers should not overlook or underestimate learners’ ability of self-reflection and autonomic learning during the process of grammar correction. Besides, it is of great concern for teachers to comfort learners’ emotion to ensure the effectiveness of grammar corrective feedback.

Primary Mathematics Teachers’ Assessment Practices in the Context of the Integrated Primary Curriculum in Lesotho

The purpose of this research was to investigate primary mathematics teachers’ assessment practices in the context of the new integrated primary curriculum. This was a case study in which data were collected through classroom observations and interviews. Findings from the study revealed that teachers were able to use some of the assessment for learning strategies in their classrooms. These were communicating learning intentions and success criteria at the beginning of the lessons, making use of peer and self-assessment by learners. The study established that the use of success criteria can promote learners’ self-reflective ability, regardless of their age. Findings also revealed that teachers were not providing learners with descriptive feedback that showed their strengths and weaknesses. Furthermore, the results of the study revealed that teachers encountered challenges in the implementation of assessment for learning in their classrooms. Some of the challenges encountered were a shortage of resources, high teacher–learner ratio, increased workload and reduced teaching time.

Fostering English Use in a SALC through a Discussion-Based Classroom Intervention

Self-access learning centres (SALCs) are spaces in which learners are provided with access to resources that can assist them in achieving their goals. Within the SALC at Kanda University of International Studies, there is a wide range of resources available to students. However, a prior in-house study (Yarwood, Lorentzen, Wallingford, &amp; Wongsarnpigoon, 2019) indicated that the resources were not being fully utilised by the students. The aim of our intervention study was to explore how targeted discussion topics could be used in classroom settings to assist non-English major students in feeling supported in their autonomous use of English within the SALC context. Data were collected in the form of a post-intervention survey, and focus group interviews. The data were then analysed using Basic Psychological Needs Theory (BPNT), a sub-theory within Self-Determination Theory (Ryan &amp; Deci, 1987). Our findings suggest that the intervention fostered feelings of competence in both students’ English abilities, and their ability for self-reflection. Feelings of competence combined with support from peers motivated a portion of students to increase their use of English within the SALC. While many students felt that the intervention had helped them to increase their use of English in the SALC, the majority of students were uncertain about the effectiveness of the intervention. We will present several possible reasons for these findings.

University student’s self-reflection ability on thermal insulation concept

We have already probed students’ self-reflection ability on thermal insulation concept. Self-reflection is needed to investigated because it influences the development of students’ conceptual understanding. The thermal insulation problem has been given to 20 preservice physics students who have been enrolled in the Introductory Physics I. Qualitative way has chosen to analyze the test. The data analysis has mainly fixated on students’ self-reflection on thermal insulation problem. Stand on data analysis, it can be decided that students’ self-reflection ability on thermal insulation concept is still poor category.

Conflicts as Triggers of Personal Growth: Post-Traumatic Growth in the Organizational Setup

Organizational bullying and harassment constitute severe adversaries inducing trauma in their targets. As their occurrences began to proliferate alarmingly in the postmodern era, they started attracting academic and practitioner interest due to their implications for individual health and organizational productivity. More recently and coinciding with the adoption of facilitative conflict mediation methodology in organizations, incivility has increasingly been explored through the growth its consequences can potentially trigger in individuals. Thus far, conflict research has abounded in studies of e.g. mediator style, mediation process phases, disputant behavior and conflict types, while the longer-term influences of conflicts and the related mediation have attracted less research attention. This empirical investigation explores the negative undercurrents in team communication through their underlying causes and impacts on individuals. Second, it presents workplace conflict mediation as an instrument restoring team harmony and disputant egos. Finally, it analyzes the positive outcomes associated with conflict mediation and the way it changes individuals’ interaction styles. The findings are based on a qualitative investigation of conflict disputant perceptions, adopting participant observation (n=58) and a qualitative survey (n=42) of disputant perceptions to analyze expectations placed on mediator style and the socio-emotive load experienced during the mediation process. The results corroborate earlier findings indicating that the nondirective mediator style is frequently associated with discomfort in the conflict solution situation and less frequently with immediate satisfaction with the mediator style. Fortunately the nondirective style entails positive and longer-enduring organizational outcomes. Generally the findings confirm the key tenet of the restorative paradigm, describing the facilitative approach as an instrument promoting individual growth and organizational learning. Thematically, such renewal materializes as motivation for self-growth and skilling in self-reflective ability and communication.

DPA - Dimensional Personality Assessment An integrated approach according DSM - 5

ABSTRACT The present paper examines the theoretical bases, the psychometric properties and the applicative uses of the DPA - Dimensional Personality Assessment, a process evaluation tool of personality inspired by Criterion A for the personality disorder described in the alternative model introduced in the latest version of the DSM-5. DPA is a questionnaire that allows the self-evaluation of the person’s functioning with regard to the following four dimensions and their respective three sub-dimensions: Identity (Self-esteem, Emotional Experience, Sense of Self), Self-direction (Self-reflective Ability, Pursuit of Goals, Standards and Inner Values), Empathy (Understanding the Effects of One’s own Behavior on Others, Comprehension and Appreciation of the Experience, Tolerance of Others’ Point of View) and Intimacy (Behavior of Mutual Respect, Desire and Capacity of Closeness, Depth and Duration of the Relationship). The questionnaire is completed by a control scale for the measurement of Social Desirability (Lie Scale). The DPA consists of a total of 92 items measured on a 5-points Likert Scale. The DPA has undergone a rigorous examination of its psychometric characteristics, such as its factor structure, its reliability, and the correlation with scales from several instruments used in clinical practice and in applied research (such as the BFQ-2 and the HSCL-90, among others). The DPA was validated on a sample of over 500 non-clinical adults, and on a group of over 200 patients on psychotherapeutic treatment. The present paper describes the DPA research project and its use during a psychotherapeutic treatmentas an evidence-based instrument for the results. Keywords: Dimensional assessment, Test, monitoring, therapeutic assessment, integration, personality, evidence-based in- strument. ABSTRACT IN ITALIANO Il presente articolo esamina le basi teoriche, le proprieta psicometriche e gli usi applicativi del DPA - Dimensional Personality Assessment, uno strumento di valutazione processuale della personalita ispirato al Criterio A per il disturbo di personalita descritto nel modello alternativo, introdotto nell'ultima versione del DSM-5. Il DPA e un questionario che consente l'autovalutazione del funzionamento della persona rispetto alle seguenti quattro dimensioni e le rispettive tre sottodimensioni: Identita (Autostima, Esperienza emotiva, Senso di se), Autodirezionalita (Capacita autoriflessiva, Perseguimento degli obiettivi, Standard e valori interni), Empatia (Comprensione degli effetti del proprio comportamento sugli altri, Comprensione e apprezzamento dell'esperienza, Tolleranza del punto di vista degli altri) e Intimita (Comportamento del rispetto reciproco, Desiderio e capacita di vicinanza, Profondita e durata della relazione). Il questionario e completato da una scala di controllo per la misurazione della Desiderabilita Sociale (Scala Lie). Il DPA comprende un totale di 92 item misurati su una scala Likert a 5 livelli. Il DPA ha effettuato un esame rigoroso delle sue caratteristiche psicometriche, come la sua struttura fattoriale, la sua affidabilita e la correlazione con le scale di diversi strumenti utilizzati nella pratica clinica e nella ricerca applicata (il BFQ-2 e l'HSCL-90, tra gli altri). Il DPA e stato convalidato su un campione di oltre 500 adulti non clinici e su un gruppo di oltre 200 pazienti sottoposti a trattamento psicoterapeutico. Il presente lavoro descrive il progetto di ricerca del DPA e il suo utilizzo durante un trattamento psicoterapeutico come strumento basato sull'evidenza dei risultati. Parole chiave: Assessment dimensionale, Test, monitoraggio, assessment terapeutico, integrazione, personalita, strumento evi- dence-based.

Instruments to measure the ability to self-reflect: A systematic review of evidence from workplace and educational settings including health care.

Self-reflection has become recognised as a core skill in dental education, although the ability to self-reflect is valued and measured within several professions. This review appraises the evidence for instruments available to measure the self-reflective ability of adults studying or working within any setting, not just health care. A systematic review was conducted of 20 electronic databases (including Medline, ERIC, CINAHL and Business Source Complete) from 1975 to 2017, supplemented by citation searches. Data were extracted from each study and the studies graded against quality indicators by at least two independent reviewers, using a coding sheet. Reviewers completed a utility analysis of the assessment instruments described within included studies, appraising their reported reliability, validity, educational impact, acceptability and cost. A total of 131 studies met the inclusion criteria. Eighteen were judged to provide higher quality evidence for the review and three broad types of instrument were identified, namely: rubrics (or scoring guides), self-reported scales and observed behaviour. Three types of instrument were identified to assess the ability to self-reflect. It was not possible to recommend a single most effective instrument due to under reporting of the criteria necessary for a full utility analysis of each. The use of more than one instrument may therefore be appropriate dependent on the acceptability to the faculty, assessor, student and cost. Future research should report on the utility of assessment instruments and provide guidance on what constitutes thresholds of acceptable or unacceptable ability to self-reflect, and how this should be managed.