Formative Experiences Research Articles

Experiences of loneliness and social isolation among young people with chronic physical conditions: A thematic synthesis of qualitative studies.

Young people with chronic health conditions are among the most at risk of having poor social connections, however, little is known about their experiences of loneliness and social isolation. We aimed to describe the perspectives and experiences of loneliness and social isolation among young people with chronic physical conditions. We searched MEDLINE, Embase, PsycINFO, CINAHL, and CENTRAL from inception to May 2023 for qualitative studies that described the perspectives of loneliness and social isolation in young people aged 10-24 years with chronic physical conditions. Findings from the included studies were analyzed using thematic synthesis. We included 35 studies across 12 countries involving 723 participants (56% female). Most studies (63%) were conducted in young people with cancer. Four major themes were identified: suffering from repercussions of disease (struggling with body image and physical changes, intensified disconnection while hospitalized); hindering relationships with peers and friends (missing out on formative experiences, feeling stuck behind, restrictive parental attitudes); grappling with social exclusion (facing concerns alone, bullying and ostracism); seeking social support and self-help (reliance on family, kindness and empathy from friends, developing rapport with healthcare professionals, discovering self in adversity). Symptoms, treatments, and hospitalizations limited young people's social participation and ability to maintain friendships, and this was compounded by social exclusion and bullying. Supportive friends, family, and healthcare professionals helped mitigate feelings of isolation. Interventions and strategies are needed to improve social support and foster meaningful connections. This can be achieved through education and awareness initiatives that promote inclusion in schools and the community, as well as efforts to enhance social support and continuity of care in hospitals.

Narratives on the curricularization of cross cultural management and contributions to the internationalization of higher education

IntroductionThe objective of the research was to argue about the urgency of the Curricularization of Cross-Cultural Management, to provide better preparation for students in the face of social, economic and political dynamics.MethodsThe research takes a qualitative approach and uses a revisional methodology, considering articles published on the Web of Science and Scopus, with a search conducted in July 2024, with the descriptor “Cross-Cultural Management” considering the period from 2012 to 2024.ResultsThe narrative literature review was used, while the reading and choice of texts for the research corpus considered attention to the CCM approach, contributing to the construction of the argument about the curricularization of cross-cultural management.DiscussionIt is concluded that research and teaching on contemporary cross cultural management need to reflect on the varied worldviews and different paradigms, with attention to (i) digital transformation and virtual education; (ii) learning, connectivism, and formative experience; (iii) knowledge management and communities of practice; and (iv) conflict management.

The influence of emotions on science teaching: a case study with three early childhood education teachers

Teaching science in early childhood education (ECE) is crucial for fostering essential scientific thinking skills, which are vital for young learners’ development and formative trajectories. While this educational level presents exciting opportunities for integrating science teaching, it also poses challenges related to teachers ́ cognitive, pedagogical, and emotional constraints. Recognizing the pivotal role of teachers’ emotions in shaping their practices, we aim to specifically examine the influence of teachers’ emotions on science teaching in ECE, an area that remains underresearched. We conducted a multiple case study involving three ECE teachers in La Plata, Argentina, who demonstrated a strong interest in improving their pedagogical practices despite acknowledging their difficulties and insecurities in teaching science. We explored their emotions and how they relate to science lesson planning and implementation through surveys, in-depth interviews, and observations. Data collection was designed in three stages: pre-active, interactive, and post-active teaching. First, we surveyed the range of negative and positive emotions that teachers experienced toward sciences, rooted in their personal and formative prior experiences, and examined how these emotions influenced their planning (pre-active stage). Subsequently, we investigated the emotions associated with science teaching in the interactive stage and recorded classroom observations to document how they implemented their plans. Finally, we conducted in-depth interviews with the teachers while they watched the recorded class videos, allowing them to reflect on their decision-making and implementation characteristics (post-active stage). Our findings reveal a dichotomy: negative emotions derived from past experiences reduce engagement, while positive emotions enhance motivation and enrich the learning environment. Negative emotions arising from the implementation of science activities in real classroom contexts may lead to canceled classes, whereas positive emotions foster persistence and optimism. We discuss the significance of emotional awareness in teaching practices, emphasizing the importance of understanding and managing negative emotions through teacher training and professional development programs. This approach can enhance teacher confidence and satisfaction, ultimately contributing to improved early childhood science education.

Formation of Civil Identity in the Educational Policy System in the Context of Transformation of the Political Space

The relevance lies in the institutionalization of education in the new subjects of the Russian Federation (DPR, LPR, Zaporizhia, Kherson regions, the Republic of Crimea, the federal city of Sevastopol), as well as the processes of re-socialization, adaptation to the socio-cultural, political, value-ideological realities of Russian society, which affects the construction of the civic identity of school youth. Understanding the processes of formation of civic identity in the educational policy system in the context of the transformation of the political space allows identifying the mechanisms of actualization and transformation of identity. Тhe experience of the post-Soviet states, as well as the processes taking place in Russia today, enables making interesting theoretical generalizations and practical recommendations.Aim and Tasks. Identification and systematization of practices, mechanisms and technologies for the formation of civil identity of schoolchildren in new subjects in the educational policy system of the Russian Federation, determination of existing problems and barriers, identification of models of civil identity formation in the context of comparing the experience of Russia and the EAEU countries.Methods. The study uses a focus group interview with senior and middle school students living in the new territories of the Russian Federation, an expert interview with representatives of institutional structures involved in the processes of political socialization and implementation of identity policy, as well as the analysis of secondary data reflecting the processes of formation of civil identity in the EAEU countries.Results. As a result, the key practices of forming the civil identity of schoolchildren in the new subjects of the Russian Federation are revealed and systematized, barriers and problems of implementing educational policy in the system of forming civil identity are identified. The authors propose recommendations for improving the model of formation of the identity of schoolchildren in the new subjects of the Russian Federation. The article shows the difference between the model of formation of Russian civil identity in the new regions and the models of formation of civil identity used in the EAEU countries.Conclusions. The study revealed the existing contradictions that arise in the process of adaptation to a new educational and value-ideological model, manifested in the assimilation of new social norms and educational standards; the difference in the level of political education and the degree of involvement in civic activity of young people was noted. It is necessary to search for effective practices and technologies that contribute to building a consistent model of civic identity formation in the basic education system of new subjects of the Russian Federation. The EAEU member states can use the practical experience of civil identity formation in the education system of new subjects of the Russian Federation to improve their own models of civil identity formation.

An X-Ray Shell Reveals the Supernova Explosion for Galactic Microquasar SS 433

How black holes are formed remains an open and fundamental question in astrophysics. Despite theoretical predictions, it lacks observations to understand whether the black hole formation experiences a supernova explosion. Here we report the discovery of an X-ray shell north of the Galactic microquasar SS 433 harboring a stellar-mass black hole spatially associated with radio continuum and polarization emissions and an H i cloud. Its spectrum can be reproduced by a 1 keV underionized plasma, from which the shell is inferred to have been created by a supernova explosion 20–30 kyr ago, and its properties constitute evidence for canonical supernova explosions to create some black holes. Our analysis precludes other possible origins including heated by jets or blown by disk winds. According to the lower mass limit of the compact object in SS 433, we roughly deduced that the progenitor should be more massive than 25 M ⊙. The existence of such a young remnant in SS 433 can also lead to new insights into the supercritical accretion in young microquasars and the γ-ray emission of this system. The fallback ejecta may provide accretion materials within tens of thousands of years, while the shock of the supernova remnant may play a crucial role in the cosmic-ray (re)acceleration.

Educational transformations, territorial transformations: on the expansion of school formative experiences in the intercultural rural space of Misiones (Argentina)

En este artículo reconstruimos el proceso de expansión de experiencias formativas entre el pueblo Mbya Guaraní en la provincia de Misiones (Argentina). Desde un abordaje histórico-etnográfico que privilegia una lectura histórica y contextual de la relación entre la escuela y el espacio social rural intercultural, abordamos los vaivenes históricos de “la escuela” de Jakutinga a través de una trama histórica compleja en la que la iglesia católica, las políticas educativas estatales y los hombres y mujeres indígenas se hacen visibles como actores de un proceso en el que se entrelazan la cuestión territorial y las demandas educativas. Así, damos cuenta de la transformación de esta institución que originalmente fue una escuela para alfabetizar a adultos indígenas Mbya-Guaraní, que en 2009 pasó a ser una escuela secundaria con orientación artística exclusivamente para jóvenes Mbya, que retomando la pedagogía de la alternancia pasó a denominarse “EFA de Jakutinga” y desde 2015 habilitó la incorporación de estudiantes no indígenas, y finalmente, a partir de 2020 cambió su orientación de Arte a Agroambiente.

FORMATION OF PROFESSIONAL COMPETENCE OF FOREIGN STUDENTS AT THE DEPARTMENT OF CHILDREN INFECTIOUS DISEASES

The article highlights the experience of professional competence formation of foreign medical students with an English-language form of education at the Department of Children Infectious Diseases of the Ivano-Frankivsk National Medical University. Traditional and interactive teaching methods used during classroom work with students are described. Professional competence involves the ability to use knowledge, skills and abilities in practice effectively. For future doctors, it includes mastering diagnostic methods, emergency situations management, and using modern technics of diagnosis and treatment. Aim. The aim is to describe and analyze methods of professional competence formation of foreign students at the Department of Children Infectious Diseases during classroom work. Research results. At the Department of Children Infectious Diseases, foreign students study children infectious diseases and elective disciplines - immunoprophylaxis of infectious diseases, clinical parasitology and tropical medicine. When teaching medical disciplines to foreign students, it is necessary to take into account their insufficient level of Ukrainian language proficiency, which is an obstacle to communicating with patients and fully mastering the method of taking anamnesis when working in the hospital near the patient’s bedside. Therefore, the teacher also plays the role of an interpreter. During practical classes control of the input level of knowledge is carried out with the use of multiple choice questions. The final level of knowledge is monitored using situational tasks. Work with the theoretical material takes place in the form of a discussion, the "round table" method with "brainstorming". The main part of the practical class is conducted at the patient's bedside in the departments of the infectious disease hospital. The teacher translates during direct communication between students and patients, corrects the techics of the examination. During classes, students receive structured mini-cases with a description of a clinical case and work in small groups. During case discussions, the teacher is liberal, ready to listen to various opinions and ways of solving a problem situation. Students of the fifth year visit lectures, during which teachers demonstrate multimedia presentations with graphs, schemes of pathogenesis, photos of patients. Combining the lecturer's comments with video information and animation greatly enhances the attention of the audience. Demonstration of clinical cases during the lecture, followed by a discussion in a dialog mode, is valuable. During the lectures, information about the epidemiological situation regarding a particular disease in the countries from which the students came is presented and discussed. Conclusion. For professional competence formation of future doctors, a combination of traditional and interactive teaching methods is effective. In the process of the professional competence formation, all its components should be taken into account: cognitive, motivational and personal. The use of the case method increases cognitive interest, promotes the development of communication skills and clinical thinking. A competent, highly qualified teacher who is fluent in English and uses modern information sources, is an active organizer and participant in the educational process.

A life course approach to political preference formation across social classes

While social class has received renewed attention as a driver of political conflict in Western democracies, little is known about when political differences by classes emerge and consolidate. Are they a direct consequence of individuals’ economic prospects and daily experiences on the job, or are they driven by a sorting process responding to family origin and earlier formative experiences? This study applies a life course approach to identify the impact of (future) social classes during early adulthood, in the transition to employment, and the transition to the main class of destination. These longitudinal analyses using British and Swiss panel data allow for adjudicating the stage(s) at which political preferences become more marked across social classes. The results indicate that differences by (future) class are apparent early in life, and that they consolidate during employment. This research advances current and historical debates about social class as a relevant milieu of political socialisation and public opinion formation.

Designing the New World: Reconsidering Architectural Education and National Identity in Colonial Australia

ABSTRACT Understandings of architectural education in nineteenth century colonial Australia have generally focused on either formal articles or tertiary institutions. Presented as the official pathways into the profession, this framework has provided a limited viewpoint of the architectural community, concealing the diverse formative experiences of architects. Without a legal mechanism to define who could practice as an architect, the architectural community remained open and porous, with individuals having obtained different levels of education. This professional fluidity created a ready market for architectural education. From the earliest years of European colonisation until the end of the nineteenth century, private and public institutions offered classes in architecture, which provided an alternative pathway into the profession and undermined the apparent dominance of undertaking articles. This process was particularly pronounced in the colony of Victoria, home to Australia’s largest nineteenth century architectural community. This paper argues that examining these alternative avenues for education is critical to understanding the nineteenth century architectural community, the lives of individual architects, as well as the broader aims of colonial society. Ultimately, the localised nature of this education helped promote an Australian design aesthetic and encouraged a divergence from British precedent.

The COVID generation: A commentary on how the pandemic altered adolescents' life course.

The pandemic lockdowns interrupted critical developmental experiences especially for adolescents and emerging adults engaged in the challenge of constructing identities. This commentary focuses on four review articles that document both negative and positive consequences of the pandemic on family, peer, school, and community interactions. I argue that worldwide experiences of these interruptions led to a shared generational experience of disconnection and isolation, that, paradoxically, creates a shared generational identity. The COVID-19 generation shares a view of the world as unsafe, unpredictable, and unfair; yet, at the same time, they are perhaps more oriented toward social justice. Generational identities formed at pivotal developmental moments continue to reverberate across the life course. How these formative experiences of the pandemic will continue to influence the life course of the COVID-19 generation remains to be seen.

General practice trainee, supervisor and educator perspectives on the transitions in postgraduate training: a scoping review

Transitions are a period and a process, through which there is a longitudinal adaptation in response to changing circumstances in clinical practice and responsibilities. While the experience of the transition...

Becoming a homeroom teacher: spatial and temporal dimensions of identity formation

ABSTRACT Despite sustained focus in recent years on teachers’ identity construction, alongside researchers’ increasing acknowledgement of the roles of time and space in identity formation, a paucity of work explores the role of spatial – temporal dimensions in the formation of teachers’ identities. In this study we examine how teachers’ professional identities are constructed and practiced in relation to space and time. Our analysis is grounded in theories that conceptualise space and time as entangled with social relations, and it draws on semi-structured interviews with 142 homeroom teachers, who work in primary, middle and high schools in Israel. We argue that teachers’ identity construction is a spatially and temporally embedded process. We show how participants’ identity is constructed through temporal structures of formal, longer-term ‘cycles’ (e.g. the school year) and through mostly informal, shorter-term ‘moments’ (e.g. critical incidents), as well as through significant spatial structures such as the classroom and the staffroom. We also show how school trips – a space-time outside the boundaries of school grounds and timetables – facilitate formative experiences. Our findings show how teachers’ professional identity is part of the production and reproduction of these space-time constructs, which are constructed around interactions and relationships with others.

Scaling Imagination: The Language Machine and Poetry

The article focuses on the specificity and functions of metaphors in the poetry of Radosław Jurczak, and more broadly in the work of the youngest poets, for whom life in the world of digital media and the prospect of the development of artificial intelligence is an important part of their formative experience. The paper uses the terms introduced by Mark Fisher for this purpose: the weird and the eerie. The analysis compares poetic devices in Jurczak’s poems with the concept of poetic language of the first avant-garde, pointing out the changes occurring in the poetics and aesthetics of the works, also focusing on figures relating to the technological sphere of modernity. The paper polemizes with the view expressed by Jerzy Jarzębski, who considers the phrase “artificial intelligence” to be a fashionable and harmful oxymoron that defines the pragmatic, reductionist worldview of its users. The article argues that the incorporation of terms that have the status of catachreses and over-lexicalized metaphors in everyday language into the language of poetry allows their creative potential and ambiguity to be recovered. Finally, the paper considers scaling as a characteristic feature of the new poetic imagination, which also requires readers to take a new approach to the language of the new poetry.

Demographic isolation and attitudes toward group work in student-selected lab groups.

Small group work has been shown to improve students' achievement, learning, engagement, and attitudes toward science. Previous studies that focused on different methods of group formation and their possible impacts mainly focused on measures of students' academic ability, such as GPA, SAT scores, and previous familiarity with course content. However little attention has been given to other characteristics such as students' social demographic identities in research about group formation and students' experiences. Here, we studied the criteria students use to form lab groups, examined how the degree of demographic isolation varies between student-selected and randomly-formed groups, and tested whether demographic isolation is associated with group work attitudes. We used a pre-post survey research design to examine students' responses in a large-enrollment biology laboratory course. Descriptive analyses showed that "students sitting next to me" (57%) followed by the combination of "students sitting next to me" and "friends" (22%) were the two most common criteria students reported that they considered when forming research groups. Notably, over 80 percent of students reported forming groups with those who sat nearby. We studied instances where students were isolated by being the only members of a historically marginalized population in their lab groups. The prevalence of demographic isolation in student-selected groups was found to be lower than in the simulated randomly assigned groups. We also used multilevel linear regression to examine whether being an isolated student was associated with attitudes about group work, yielding no consistent statistically significant effects. This study contributes to growing knowledge about the relationship between students' demographic isolation in groups and group work attitudes.

Modeling when and how physics Ph.D. students search for a research group: The role of interests and prior research experiences in timely group integration

Studying the factors that influence the quality of physics Ph.D. students’ doctoral experiences, especially those that motivate them to stay or leave their programs, is critical for providing them with more holistic and equitable support. Prior literature on doctoral attrition has found that students with clear research interests who establish an advisor-advisee relationship early in their graduate careers are most likely to persist. However, these trends have not been investigated in the context of physics, and the underlying reasons for why these characteristics are associated with leaving remain unstudied. Using semistructured interviews with 40 first and second year physics Ph.D. students, we construct a model describing the characteristic pathways that physics Ph.D. students take while evaluating the interest congruence of prospective research groups. We show how access to undergraduate research and other formative experiences helped some students narrow their interests and look for research groups before arriving at graduate school. In turn, these students reported fewer difficulties finding a group than students whose search for an advisor took place during the first year of their Ph.D. Finally, we identify two characteristic types of students at a higher risk of leaving their programs: students who enter graduate school with broad interests and struggle to find a group and students who join a research group early based on research interest alone and subsequently encounter issues with a negative mentoring relationship. This work serves as a major step toward creating a comprehensive model of how Ph.D. students find a research group and opens the door for future work to investigate how factors such as group culture and working environment impact the search process. Published by the American Physical Society 2024

The lived experience of parents of children with disabilities as service users: A transformative learning theory perspective.

The study sought to examine the content and processes that characterize the lived experiences of parents of children with disabilities as service users. The study employed a qualitative approach, utilizing the photovoice methodology to explore formative experiences derived from participants' lived experiences. A total of 24 participants were interviewed; 19 were parents of children with autism and five were parents of children with other disabilities. The database was analyzed by content analysis. Four central themes were identified: (1) interactions with services and their representatives; (2) challenges embodied in the parents' lived experiences as service users; (3) translation into action: expanding the parental role; and (4) policy changing. Research findings emphasize the fact that as the child's primary caregiver, parents of children with disabilities should be treated as primary service users themselves. Services providing care and support for children with disabilities should consider parents' lived experience-based knowledge when designing and planning services. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

A - 62 Sexual Trauma in the Autistic LGBTQ+ Community

Abstract Objective Individuals with neurodevelopmental disabilities are more than twice as likely to be sexually abused than individuals without neurodevelopmental disabilities. Similarly, LGBTQ+ individuals experience greater instances of sexual assault than their heterosexual, cisgender counterparts. Using a qualitative approach, this study explored reports of sexual trauma in a sample of LGBTQ+ individuals diagnosed with autism spectrum disorder (ASD). Method Participants were recruited electronically, by word of mouth, and using handouts disseminated throughout the Chicagoland community. In addition to reporting a diagnosis of ASD and identifying as part of the LGBTQ+ community, participants had to be at least 18 years of age, independent of a legal guardian, and English-speaking. Sixty-four participants completed electronically-administered surveys with forced-choice and open-ended questions about their experiences of sexuality and gender identity formation. A secondary analysis was completed to identify participants who reported histories of sexual trauma. Results Five participants (7%) reported histories of sexual abuse. Two participants referenced learning about sex as a result of their abuse. One participant referenced their sexual abuse as a contribution to their identity formation as a queer, non-binary individual. Participants noted current personal struggles as a result of their trauma (e.g., sexual and relationship difficulties, loneliness, isolation). Conclusions Participant responses demonstrate the lasting, pervasive impact sexual assault has on social and emotional wellbeing. Findings from this analysis indicate a need for early educational opportunities for children regarding consent, boundaries, and sexual safety. Future research to address abuse and trauma prevention in sex education curriculum is warranted.

Unusual times: Remembering Turkey’s long sixties

The two decades spanning from 1960 to 1980 in Turkey marked a period of profound socio-political change, characterized by the emergence of new ideas, movements, and transformations that significantly influenced the entire society. This era, punctuated by three coups d’état and other pivotal historical events, shaped the formative experiences of diverse members of the young generation of time, regardless of their level of involvement. This article seeks to present a pluralistic memory narrative of Turkey’s long sixties, derived from the lived experiences of ordinary people, rather than solely focusing on the perspectives of activist individuals of the time. In doing so, the article aims to provide a more nuanced understanding of Turkey’s long sixties, shedding light on both the violence and utopian ideals that characterized the era. Furthermore, it seeks to contribute to an “agonistic memory” narrative of this contested period by acknowledging its complexity and bringing to light other perspectives alongside the dominant narratives.

The Ecological Rift in the Anthropocene

In an interview with Brazilian magazine Margem Esquerda, John Bellamy Foster shares with Fabio Querido, Maria Orlanda Pinassi, and Michael Löwy the formative experiences that contributed to his work as a young activist and, later, a preeminent scholar of ecological Marxism. The interview concludes with a message to the ecological left in Brazil and elsewhere: "Whatever solutions there are to the present planetary crisis must, in historical-materialist terms, arise from concrete social formations, on the basis of which the new revolutionary transformations will take place."

Integrating Simulation in Pediatric Health Care: Collaboration of Primary and Acute Care Pediatric Nurse Practitioners Across Settings

Pediatric nurse practitioner (PNP) education continues to evolve. Clinical placement availability significantly impacts student’s exposure to complex pediatric patients. The intricacy of pediatric health care demands innovative educational approaches, especially in managing high-risk, low-frequency emergencies. Simulation-based education is a vital tool to bridge learning gaps and enhance core competencies, particularly in diagnosing and managing pediatric patients across diverse health care settings. Here we explore a collaborative formative simulation experience for primary care PNPs and acute care PNPs, focusing on a single patient transitioning through primary care, emergency, and acute care settings. Results demonstrate enhanced student satisfaction and self-confidence, underscoring the efficacy of such simulations in preparing future pediatric health care providers. Opportunities for improvement and future directions are discussed, highlighting the significance of interprofessional collaboration and continuous innovation in PNP education.