Encouraging Reflection Research Articles

Travelling meanings: accountability practices and standardised instruments at a child protection service in the Netherlands

ABSTRACT In social work across Europe, the formalisation of daily practices through online instruments, systems and protocols, when interlinked with performance targets, often causes friction with the complex reality of practice. A child protection service in the Netherlands aims to ease this friction by reworking their online instruments to prioritise the needs of families and professionals. Their revised instruments have multiple purposes: (a) helping families; (b) encouraging professional reflection; (c) creating outputs that allow for organisational evaluation practices. In this qualitative study, we seek to understand how professionals interact with these revised instruments, and how professionals anticipate the travelling meanings of the collected data as they are used beyond the family-professional interaction in accountability and evaluation structures. We found that professionals must account for various audiences, temporalities of paperwork and uphold their authority while working with the instruments. We argue that to ensure that the instruments become meaningful in practice, despite their travelling meanings, child protection service professionals engage in boundary work: navigating tensions between simultaneous calls for transparency, accountability, and efficiency on one hand, and reflecting and caring on the other.

Character Identity, Struggles, and Resilience: Acting Exploration of Selected Monologues

This article examines the portrayal of identity, struggles, and resilience through theatrical monologues, focusing on Sizwe Bansi is Dead by Athol Fugard and Fences by August Wilson. Both plays present socio-political and socio-cultural challenges faced by black individuals in apartheid South Africa and segregated America, respectively. Through detailed analysis of selected monologues, the study explores how acting techniques are employed to convey these themes and resonate with contemporary audiences. The findings reveal that the systemic discrimination, hardships, and resilience depicted in the monologues remain relevant today, as issues such as racial injustice and inequality continue to affect black communities globally. The analysis also highlights how acting can powerfully communicate these experiences, shaping audience perceptions and encouraging social reflection. The paper concludes that theatrical acting is a potent tool for social change, allowing actors to embody and reflect the struggles and triumphs of their communities. The study underscores the need for actors to immerse themselves fully in character roles to effectively convey these complex narratives. The recommendations include encouraging actors to deepen their training through rigorous script analysis, accent mastery, and exploration of diverse acting techniques. Additionally, it suggests that future studies should continue to explore the role of theatre in addressing identity and socio-political issues, with a focus on how contemporary performances can inspire social change and personal reflection.

Odd New Spring: Towards Evolving Landscapes and a Reorientation in Design Practice (2024)

"Odd New Spring: Towards Evolving Landscapes and a Reorientation in Design Practice" is an artistic research PhD project that explores methods for designers to engage with local environments, interdisciplinary communities, and professional fields in new ways. The project repositions unwanted plants, specifically Invasive Alien Plant Species, as a foundation for knowledge creation and new local activities. This approach challenges the perception of these plants as strictly agonistic and reframes them in the context of sustainability, production, and resource management. Through the artistic practice, the plants are connected to stories from the past and visions for the future, encouraging reflection on current classifications and relations. The work culminated in the exhibition "Odd New Spring" at the University Museum in Bergen's Natural History Collections. Here, experimental artefacts, storytelling objects, interdisciplinary dialogues, and reflections point towards a new design position. The project envisions the designer as a bridge-builder across disciplines, fostering sustainable practices and coexistence within local landscapes. Supervised by Mette L'orange (architect MNAL and visual artist) and Tim Parry-Williams (Professor of Art: Textiles, KMD). Photo: Odd New Spring 2024, Siren Elise Wilhelmsen

Flattening Hierarchies and Encouraging Reflection: Systems Maps as a Local Literacy Practice

In this study, we explore systems thinking maps as a local literacy practice in a systems thinking professional development institute for PreK-8 teachers. Existing literature underscores the necessity of equipping teachers with a robust understanding of systems thinking; this study addresses a call in the research to find ways to do so. Rooted in the principles of systems thinking, professional development, and literacy practices, we analyze how the literacy practice of systems thinking mapping contributed to participant pedagogical reflection and systems thinking theory development. We employed a case study approach, allowing an in-depth investigation of the mapping literacy events within the professional development setting. We collected data throughout the four days of the professional development; the data set included observations and recordings of mapping sessions, reflections on mapping from 29 participants, and photographs of the systems maps created. Our results highlight the potential of systems thinking maps to foster collective understandings of systems thinking, deepen understandings via the co-construction of dynamic texts, and imagine pedagogical possibilities. The literacy practice not only strengthens participants’ grasp of systems but also creates a shared space for collaborative learning, flattening hierarchies and engaging teachers as co-learners. The implications extend to disrupting traditional professional structures, emphasizing the centrality of the learner while fostering hope, optimism, and agency. This study contributes valuable insights into literacy practices that promote collaborative learning among teachers, encouraging a shift toward more inclusive and transformative professional development.

Does Momentary Outcome-Based Reflection Shape Bioethical Views? A Pre-Post Intervention Design.

Many bioliberals endorse broadly consequentialist frameworks in normative ethics, implying that a progressive stance on matters of bioethical controversy could stem from outcome-based reasoning. This raises an intriguing empirical prediction: encouraging outcome-based reflection could yield a shift toward bioliberal views among nonexperts as well. To evaluate this hypothesis, we identified empirical premises that underlie moral disagreements on seven divisive issues (e.g., vaccines, abortion, or genetically modified organisms). In exploratory and confirmatory experiments, we assessed whether people spontaneously engage in outcome-based reasoning by asking how their moral views change after momentarily reflecting on the underlying empirical questions. Our findings indicate that momentary reflection had no overall treatment effect on the central tendency or the dispersion in moral attitudes when compared to prereflection measures collected 1 week prior. Autoregressive models provided evidence that participants engaged in consequentialist moral reasoning, but this self-guided reflection produced neither moral "progress" (shifts in the distributions' central tendency) nor moral "consensus" (reductions in their dispersion). These results imply that flexibility in people's search for empirical answers may limit the potential for outcome-based reflection to foster moral consensus.

KH.M.'S Educational Concept Hasyim Asy'ari's Perspective on the Jihad of Ibn Qoyyim Al Jauziyyah

This study explores the educational evaluations of KH. Hasyim Asy'ari in the context of jihad, as conceptualized by Ibn Qayyim al-Jawziyyah. The research focuses on four key aspects of evaluation: spiritual, intellectual, physical, and social, examining how these align with the broader concept of jihad. KH. Hasyim Asy'ari's holistic approach to education emphasizes the integration of spiritual, intellectual, physical, and social development to produce balanced individuals who can contribute to society and practice Islamic principles. Spiritual evaluation focuses on self-purification and closeness to Allah, intellectual evaluation emphasizes mastery of knowledge, physical evaluation highlights the importance of fitness and readiness, and social evaluation promotes contributions to the welfare of society. By aligning these educational goals with the concept of jihad, the study reveals how education serves as a powerful tool for character development, fostering a balance between spiritual growth and worldly responsibilities. The findings suggest that KH. Hasyim Asy'ari's educational model, deeply rooted in Islamic teachings, provides a comprehensive framework for preparing individuals to contribute both to their faith and society, encouraging continuous self-improvement and reflection.

Violence and apocalyptic notions in Mark 13

Mark 13 is famously known as the most challenging text in the entire Markan gospel. In Mark 13:7–8, the Markan Jesus foretells a tumultuous period marked by wars, rumours of wars, nations in conflict and natural hazards, aligning with common motifs in apocalyptic literature. The language vividly depicts a world in upheaval, emphasising cosmic and earthly disturbances as harbingers of climactic historical moments. The destruction of the temple, announced in Mark 13:2, is subject to both literal and symbolic interpretations, with some associating it with the historical event of the Second Temple’s destruction in 70 CE and others perceiving it as a symbol of the end of an age. Approaching Mark 13 without being triggered by violent connotations is unthinkable. Hence, responsible interpretation is pivotal in addressing such potentially violent connotations, particularly considering contemporary world conflicts. Sensitivity, without compromising the truth of the message of Mark 13, is crucial when considering the text’s impact on war-torn communities. This applies both to a reading that simulates the possible intention of the text within the context in which the Gospel, according to Mark, originated and to a historically informed use of such a reading considering contemporary conflicts. This study aims to employ a historiographical hermeneutic as an investigative tool to contribute a plausible understanding of the present text and avoid utilising this text as proof to promote violence and wars today. Especially, when one considers the recent catastrophes: natural hazards, civil unrest and wars across the world. Some are quick to utilise the Olivet discourse to explain such gruesome activities.Contribution: This study contextualizes Mark 13 within the 1st century CE, focusing on the Second Temple’s destruction in 70 CE. It promotes a sensitive interpretation, avoiding justifications for contemporary violence, and highlights the text’s relevance by drawing parallels between its turmoil and current global conflicts, encouraging ethical reflection.

Cross-cutting integration of equity and diversity lens in public health: a novel approach of JACARDI

Abstract Issue/Problem Health inequities persist across European countries, impacting the distribution, prevention, and management of non-communicable diseases. With increasing population diversity and improved understanding of the intersectional nature of drivers of health inequities, narrowing inequities calls for systematic integration of diversity perspectives into equity-driven policy and practice. Description of the problem The EU-co-funded Joint Action on CVDs and diabetes (JACARDI, 11/2023-10/2027) project with 76 partners from 21 countries and 142 national-level projects (later pilots), applies a structured approach for integrating equity and diversity perspectives within all project structures. This is achieved through design of a common methodological framework and terminology glossary for all thematic work packages (WPs) and their pilots, which are further supported through capacity building sessions and consultations. Results The “4Cs” framework (Critical reflection; Context and data; Co-design; and inclusive and accessible Communications) for integrating equity and diversity principles in JACARDI was developed based on results of focus group interviews with WP leaders (n = 24) and review of previous literature. This framework was applied as a lens to be applied in the planned activities by WPs and pilots, elaborated in an equity and diversity maturity matrix aligned with the XV methodological steps for pilot implementation. Additionally, equity and diversity indicators were integrated into harmonized context analysis questionnaires for national focal points of each partner country, as well as into the methodology for pilot assessment and reporting. Lessons Equity and diversity perspectives should be integrated into the core structures of project implementation, supported by practical tools, trainings and practical consultations to improve adherence and collaborative understanding across project partners. Key messages • Equity and diversity integration into core structures are essential for tackling health inequities and the NCD-related social gradient in Europe. • Encouraging critical reflection among JACARDI partners is pivotal for initiating a paradigm shift towards equity and diversity inclusion.

The negative impacts of secondary traumatic stress and mutual suffering: considerations in the hospital setting.

Nurses and other health professionals may be at an increased risk of experiencing emotional disturbance associated with caring for people who are experiencing distress, illness or disease or who are at the end stage of their life. This was a particular problem during the COVID-19 pandemic. This article seeks to explore how working closely with individuals who are experiencing ill health may impact negatively on the nurse as a care provider. This exposure to trauma, illness and death can result in a vicarious experience of trauma that may result in a sense of shared experience with the patient. The emotional burden this places on the nurse can lead to increased anxiety, stress and a need to detach from the patient. This can have a detrimental effect on patient care and nurses must remain vigilant to their susceptibility to, and experience of, mutual suffering through secondary trauma. Although nursing offers many positive experiences, this article is focused on highlighting the negative impacts of secondary traumatic stress. This article briefly outlines the literature relating to secondary traumatic stress and mutual suffering in the acute hospital setting and does not consider mental health settings or patients. The aim of the article is to close the theory-practice gap while also encouraging personal reflection on nurses' experiences of mutual suffering in practice. The author recognises the loaded nature of the term 'mutual suffering'; however, this is an established phrase used to explain the phenomena of interest. Although the term 'suffering' may imply a passive sick role for nurses, in this context the term should be seen as a shared sense of the experience of the patients and health staff.

AS PRÁTICAS PEDAGÓGICAS MEDIANTE AS REPERCUSSÕES DA APLICABILIDADE DAS TECNOLOGIAS

In recent years, the growing emphasis on teacher training and performance has revealed the urgency of critical and necessary actions. The rapid expansion of Information and Communication Technologies (ICTs) in the educational field not only highlights, but also intensifies, the widespread lack of preparation of many teachers in the face of the new possibilities that these technologies introduce into pedagogical practices. This study proposes an in-depth reflection on the impact of digital technologies on teachers' pedagogical practices, focusing on pedagogical innovations that emerge from classroom practices. The bibliographic research undertaken to support this study reveals that teachers recognize the pressing need for training courses that not only provide technical experiences, but also develop pedagogical dimensions in an integrated manner. Thus, teachers are required to master the curricular content and carry out a critical appropriation of ICTs, aiming to promote qualitative transformations in pedagogical practices. This integration makes it possible to combine pedagogical activities with digital technologies, promoting not only creativity and autonomy among students, but also encouraging deeper reflection on the dynamics of learning. However, by establishing this harmony between curricular knowledge and ICTs, teachers can foster an educational environment that truly takes advantage of the potential of new technologies to enrich and diversify the teaching-learning process.

ChatGPT, the voice from elsewhere: a poetic and therapeutic dialog between human and artificial intelligence

ABSTRACT With the recent advancements of generative artificial intelligence (AI), the dialog between humans and AI is no longer merely functional but can be a profound means of reflection and psychological growth, especially when artistic approaches, such as poetry, are included. AI has the potential to generate poetic responses that deeply resonate with human experience, facilitating the expression of emotions, promoting psychological well-being, and encouraging personal reflection. This article describes a poetic exchange over a seven-day period between the author and ChatGPT, personified as the “Voice from Elsewhere,” that explores an existential crisis. After each exchange, the results were analyzed from a Jungian perspective to highlight connections to symbols and archetypes that could be used in Poetry Therapy or other therapeutic environments. The results indicate that ChatGPT has the capacity to create poems related to existential questions which could open the way for new and enriching dialogs, capable of potentially supporting psychotherapeutic work. Poetry, whether human or machine generated, will remain an artistic means to explore and experience inner transformation.

OPTIMIZING MATHEMATICS LEARNING IN FIFTH GRADES: THE CRITICAL ROLE OF EVALUATION IN IMPROVING STUDENT ACHIEVEMENT AND CHARACTER

The aim of this research is to describe the role of learning evaluation in fifth grade elementary school mathematics subjects. This research was conducted on Fifth-Grades students of UPT SD Negeri 060809 Medan Kota. The research method used in this research is descriptive qualitative. The subjects in this research are Fifth-Grades students and Fifth-Grades teachers and the objects in this research are the results of interviews and observations. Data collection techniques in this research are interviews with students and teachers, conducting classroom observations, analyzing supporting documents and literature studies. The data analysis technique used in this research is content analysis. The research results show that evaluation of mathematics learning in Fifth Grades of SD Negeri 060809 Medan Kota has an important role in measuring learning achievement, providing feedback, identifying weaknesses and strengths, and directing learning improvements. The evaluation instruments used include oral tests, assignments and portfolios. Apart from that, evaluation also aims to measure academic achievement and character, foster multicultural awareness, and encourage the application of values in real contexts. Furthermore, evaluation also plays a role in developing student learning competencies by measuring student progress, identifying their learning needs, and planning appropriate interventions. It also involves providing constructive feedback, developing metacognitive skills, and encouraging reflection and continuous improvement for students.

Something about us with us: a reflection of disability studies within psychology in South Africa

Despite the fact that disability makes up the largest minority in the world, training in psychology in South Africa today does not give viable mention to the challenges associated to living with disability. Indeed, disability studies and psychology have had an awkward relationship for various reasons, resulting in lack of engagement with disability rights issues in the field of South African psychology. The article discusses what we see as the hiddenness of disability in and from South African psychology, despite disability’s argued centrality to South Africa’s history and present. After presenting key issues in the history of disability rights both globally and locally, the article moves to discuss the tendency of silencing disabled academics and of disability studies within psychology in the country. The stories of two disabled psychologists and academics are shared to illustrate how society is controlled along biopolitical lines, namely that of compulsory able-bodiedness, resulting in the continued silencing of disabled psychology academics; and the continued binary of ‘us vs them’, the able-bodied versus disabled, remains. Arguably, focusing on disability oppression and exclusion provides a way into understanding other forms of exclusion and oppression, including racial and gender oppression. We need to continue to integrate psychology and disability studies by celebrating disabled psychologists and encouraging psychological reflections on disabled experiences. Psychology cannot continue to allow disabled people to be silenced.

Critical Reflections on Hassan Zrizi’s Novel: I shall await you at theThreshold of Hope

This study examines the thematic exploration of social and spatial dynamics in I Shall Await You at the Threshold of Hope by Dr. Hassan Zrizi. The novel presents a decentralized social vision, inspired by the experiences of marginalized individuals. The novel portrays a poignant landscape characterized by suffering and expectation, with recurring motifs of disappearance and the tension between life and death. The author employs the metaphor of the mountain's base to represent the social proletariat in the ancient Roman sense, thereby highlighting a static, hierarchical structure. The narrative arc involves the reintegration of this base with the pinnacle, encouraging reflection on concepts of verticality, horizontality, and transversality. Artistically, the novel adheres to postmodern aesthetics through the fragmentation and re-appropriation of space, confronting the threat of oblivion while offering a message of boundless potential.

Interdisciplinary teaching squares enhance reflection and collegiality: A collaborative pedagogical approach

AimTo explore the experiences of interdisciplinary Higher Educational Academics within Nursing, Midwifery, Pharmacy and Biomedical Science in the use of teaching squares as a formative, collaborative pedagogical tool to promote reflection. BackgroundOne approach to enhancing academic teaching practice involves the provision of feedback to individual academics. This approach can be challenging for the reviewer, hence other less intimidating approaches are popular. One such approach is the teaching square. In this approach typically 4 other teaching staff are involved in observing their peers’ teaching methods (synchronous or asynchronous) and then engaging in a cycle of personal reflection. Reflection on teaching practices of their peers can provide opportunity to improve their own teaching. Typically teaching squares involve participants from the same academic discipline, however, in this study participants from related yet different disciplines were purposely connected and the benefits of this approach assessed. DesignA qualitative descriptive design was used to explore the participants’ experiences of undertaking interdisciplinary teaching squares through online questionnaires and focus group feedback opportunities. MethodsThis study was undertaken between August 2022 to June 2023 at an Australian university. Sixteen academic staff members from Nursing, Midwifery, Pharmacy & Pharmaceutical science and Biological science expressed an interest in the project. Five participants elected not to continue citing time pressures and 11 staff members participated in the project. Participation involved completing the teaching square experience and a subsequent focus group that were held to explore their experiences of undertaking a teaching square. The demographic survey data were presented and the focus group interviews were recorded, transcribed and analysed thematically. ResultsTriangulation of the findings resulted in the identification of four main themes: Teaching squares for professional networks; Perceptions of Safety; Stepping in and out of a reflective cycle; and Time Constraints vs. Time Value. ConclusionsThe study aimed to explore the effectiveness of teaching squares in encouraging academic reflection on teaching and fostering a collaborative teaching culture within interdisciplinary higher education academics. An unexpected finding was the value and promotion of interdisciplinarity professional relationships and networks. The findings from this research project offer valuable insights into the benefits of adopting teaching squares in health education and contributes to evidence-based pedagogical practices.

Addressing Health Illiteracy and Stunting in Culture-Shocked Indigenous Populations: A Case Study of Outer Baduy in Indonesia.

This research aims to determine the factors, impacts, and solutions for health literacy in the Outer Baduy hamlets of Kanekes Village, Indonesia. The method used in this research is qualitative, which produces an in-depth explanation of the existing problems. Data were collected through interviews and documentation. Interviews were conducted with key figures, including two female Baduy residents with stunted children, one retainer, the head of the NGO SRI, a midwife who works in the Baduy village, and the head of the Lebak social service. Apart from that, secondary data in the form of recordings of community service talk shows conducted by the University of Indonesia to overcome stunting in Baduy were also analysed. The results show that the factors associated with the low health literacy of the Baduy community are literacy, writing and reading, taboos on eating certain foods, people spending too much time in the fields, people learning by imitating their parents, demanding access to villages, lack of consistency from external parties in providing health programs, and gender segregation in Baduy society. The impact of the low health literacy of the Baduy community is fatalism, high maternal and child mortality rates, and high health costs. The proposed strategies for increasing the health literacy of the Baduy community based on the findings of this research include developing health literacy by targeting community leaders, managing information-technology-based health-information groups, and always presenting at least one health worker among the residents who provides an example of healthy living, encouraging collective reflection. when health cases occur, and balancing gender communication.

Time for tough conversations: Ableism in the life journey of young adults with visual impairment.

Visual impairment (VI) profoundly impacts many aspects of life and is well documented in various cross-sectional studies. Young people's views on growing up with VI are largely unexplored in the Indian context. This study explores a critical concept called "ableism" as they navigate through childhood and adolescence. The study used an exploratory research design, with QUAL+ QUAN methodology, where the data collection occurred almost simultaneously, and the qualitative was the dominant method. For the quantitative data collection , seventy youth with visual impairment aged 18-25 years were recruited through convenient and snowball sampling. For the qualitative data collection, 20 were selected based on purposive sampling. Kessler Psychological Distress Scale (K10) was used with 70 participants as part of quantitative data collection. An empirically based interview guide encouraged participants' reflection on growing up with VI, including the internal and external age-normative and vision-specific challenges. The interviews were analyzed using thematic analysis. Thirty percent of the participants reported psychological distress at varying levels from mild to severe. The account of growing up with VI also centered on a theme labeled "ableism." Six subthemes representing "ableism" are 1) invasion or avoidance, 2) you achieve, and I will respect, 3) disgraceful experiences, 4) you are our inspirational meme, 5) double vulnerability, and 6) internalized ableism. Each subtheme discusses different forms of ableism experienced by young people with VI. Findings are discussed in relation to the limiting attitude and structure of the society that affects the lives of young people with VI. They highlight the need to understand the nuances of ableism which helps to revisit and reflect as a society.

Pentingnya Konseling dalam Menumbuhkan Sikap Moderat Beragama

This study aims to examine in depth how counseling can contribute to fostering moderate religious attitudes in the community. The research method in this study is a qualitative method with a phenomenological research type, this research will explore the counselor's experience in helping counselees develop a balanced, tolerant, and inclusive understanding of religion. In addition, this study will also explore the challenges and obstacles faced by counselors in implementing counseling approaches related to religious issues. Factors such as cultural background, personal values, and counselor competence will be the focus of the study. In addition, to understand the role of counseling in fostering moderate religious attitudes, this study will use a qualitative approach. The results of this study indicate that counselors can apply various techniques to support counselees to be more open and tolerant of religious diversity. These techniques include building a sense of security and trust, exploring the religious background of the counselee, encouraging critical reflection, providing balanced information, exploring commonalities between traditions, facilitating dialogue between religious believers, and encouraging the counselee to have direct interfaith experiences. The application of these techniques proved to be effective in helping counselees to become more open, tolerant, and appreciative of religious perspectives that differ from their own. The findings provide practical implications for counselors in facilitating the development of religious moderation and enhancing social cohesion in religiously diverse communities.

How to undertake an effective coaching session.

Nurse leaders and managers are being encouraged to adopt developmental and transformational leadership styles, and coaching is one tool that they can use to that effect. Beyond formal coaching relationships, the principles of coaching can be relevant to a variety of conversations with staff, for example during appraisals, clinical supervision or training. Applying the principles of coaching as a nurse leader or nurse manager appears to have benefits for all involved. Coaching can help build trusting relationships and empower staff to set themselves meaningful and solution-focused goals and actions and therefore facilitate change. However, the practice of coaching is sometimes misunderstood, while coaching that is unplanned or implemented ineffectively may compromise relationships. •Coaching is not a directive approach, instead the coach needs to adopt a non-judgemental, supportive and collaborative stance. •Coaching requires both parties to enter a learning process aimed at bringing about change and should be built on a commitment to that learning process. •Asking 'curious' questions, encouraging critical reflection and using active listening form the basis of an effective coaching conversation. REFLECTIVE ACTIVITY: 'How to' articles can help to update your practice and ensure it remains evidence based. Apply this article to your practice. Reflect on and write a short account of: •How this article might improve your practice when coaching a member of your immediate team or a colleague. •How you could use this information to educate nursing students and colleagues on the appropriate techniques and evidence base relating to coaching.

The Worship of Suffering in the Chinese Mind

ABSTRACT This paper explores the phenomenon of “suffering worship” in the Chinese culture, drawing inspiration from a story written by a 12-year-old Chinese boy about a super-mosquito. The concept of “thriving in adversity, dying in comfort,” deeply ingrained in the Chinese collective consciousness, is examined for its influence, especially for its potential drawbacks. The paper discusses how the worship of suffering is manifested through the glorification of anxiety, the promotion of diligence, and the exaltation of studiousness. The influence of this mind-set on parenting and the potential psychological trauma it can cause are also explored. The paper argues that psychoanalysis can help people by validating human vulnerabilities and encouraging healthy reflection.