Need For Self-reflection Research Articles

EmoVis: exploring data-enabled analogue journaling to promote self-reflection for mental wellness among college students

ABSTRACT College students are known to face many stressors, making them one of the most vulnerable groups to mental disorders. To tackle such an issue, this paper presents a design study that investigated data-enabled analogue journaling (DEAJ) to help college students improve their mental wellness through paper-based self-reflection aided by automatic self-tracking. Specifically, based on several design iterations we developed a DEAJ tool, called EmoVis, which could generate a printed visualisation based on daily physiological data and event tags to support doodling or structured writing in analogue journaling for everyday stress management. We conducted a six-day mixed methods field study with 32 college students to evaluate the effectiveness and user experience of EmoVis. Results suggested that EmoVis can significantly improve the engagement and need for self-reflection due to context-based reflection and data-enabled exploratory journaling. Furthermore, the doodling canvas was experienced as a joyful tool for mindfulness and creative DEAJ, while reflecting with a writing template was perceived as efficient. The paper concludes with a discussion of the implications of DEAJ approaches for daily stress coping in students’ college life.

Investigating the Educational Challenges Related to Cultural Competence Faced by Iraqi Nursing College Students

English for specific purpose is becoming increasingly considerable in various sectors, including medical sectors. Although numerous studies have investigated the effectiveness of such programs o n cultural competence behaviors and client outcomes, limited research has explored professionals' perceptions of cross-cultural educational representations (such as cultural consciousness and cultural competence) and the magnitude to which they and their administrations implement these values in preparation. In light of this gap, this study is directed to investigate the perceptions of healthcare professionals regarding customarily competent care, their involvements with multicultural patients, their own levels of cultural competence, and the degree to which they believe their cultural competencies discourse multicultural encounters. Data for this study are collected from a sample of 56 healthcare professionals affiliated with a Baghdad university in Iraq, representing various healthcare systems. A 19-item questionnaire, consisting of open-ended inquiries and multiple-choice items, is used to gather participants' perspectives and experiences. The majority of participants seem to perceive cross-cultural education primarily from a "cultural awareness" perspective. They emphasize on the importance of possessing practical cultural knowledge, such as understanding norms and customs, and facilitating communication through the use of interpreters. The study participants pay little attention to the principles of systemic cross-cultural approaches, such as cultural competence, cultural safety, and addressing issues like racism, power imbalances, and biases ingrained in the majority culture. Additionally, the need for self-reflection and awareness of personal prejudices was rarely acknowledged.

Self-Reflection, Emotional Self Disclosure, and Posttraumatic Growth in Nursing Students: A Cross-Sectional Study in South Korea.

During the Coronavirus disease 2019 pandemic, several studies were conducted on mental health among various populations; however, only a few studies have focused on post-traumatic growth (PTG) in nursing students. By understanding the PTG involved in coping with emotionally challenging situations, educators, and institutions can prepare nursing students to navigate the demands of their profession and ultimately provide more empathetic and effective patient care. This study aimed to explore whether self-reflection and emotional self-disclosure are associated with PTG. A total of 195 nursing students completed the self-report questionnaire. This study used standardized instruments, including the self-reflection scale, emotional self-disclosure, and the Posttraumatic Growth Inventory (PTGI). Data were analyzed using descriptive statistics, a t-test, Pearson's correlation coefficient, and hierarchical regression analysis using the SPSS/WIN 25.0 program. The factors influencing PTG included self-reflection (β = 0.36; p < 0.001), emotional self-disclosure (β = 0.24; p < 0.001), grade (β = -0.18; p = 0.008), and religion (β = -0.15; p = 0.013). The explanatory power of these four factors was 31.4%, and self-reflection was found to have the greatest influence on PTG. The results indicated the need for self-reflection and emotional self-disclosure promotion programs to improve PTG, especially for senior and non-religious students.

Research Proposal: Exploring Phenomenological Change and Improving Attunement Through the Use of Dance/Rhythmic Movements

A description of a proposed research study is provided and feedback is welcomed. The research aim is described as an exploration of whether dance, defined here as movement of the body in a rhythmic way, can become a tool for a practitioner to use with clients within a model of the sub-symbolic communication. A literature review beginning with psychoanalysis and coming up-to-date with trained dancers working with dementia includes references to a range of TA materials. The author emphasises the need for self-reflection, ethical considerations and cultural implications. The article also includes an initial draft of the research methodology to be used, initially by the author, and how it might then be used by colleagues.

Supporting occupational therapists to initiate conversations about sexuality with people with intellectual disability: Co-design by deliberative dialogue.

Occupational therapists routinely report low levels of confidence in addressing needs related to sexuality and intimacy. These issues are compounded when supporting clients with intellectual disability, due to prevailing assumptions about capacity and few practical support resources. At a disciplinary level, there is ongoing discourse around how to best conceptualise and support sexual and gender identities generally, within models of human occupation. Leveraging interdisciplinarity, where sexuality overlaps as a sphere of interest, can aid the development of practical support resources. Engagement with sociology (focussed on relationality) and disability studies (focussed on embodiment) offers a generative path forward. The deliberative dialogues framework was used to develop a co-designed resource by occupational therapists for occupational therapists. Six Australian occupational therapists with experience working with clients with intellectual disability and/or sexuality were purposively recruited to participate in co-design groups. Using the eight features of deliberative dialogue, data was collected and analysed by an interdisciplinary research team to collaboratively produce a practical support resource. Participants agreed the greatest need was to develop a resource for clinicians, to support conversations with clients about sexuality. Five key themes emerged: (1) Theoretical explanations addressing why sexuality is important must be paired with practical advice; (2) make a conversational call to action from 'OTs' for 'OTs' by locating sexuality within the domain of occupational therapy; (3) make explicit that people with intellectual disability are sexual beings; (4) need for self-reflection; and (5) demonstrate how existing understandings of occupation apply to sexuality. A resource in the form of a brochure was developed, intended to be used as a conversation primer. The process used to develop the resource demonstrated the value of interdisciplinary collaboration and the utility of deliberative dialogue as a co-design method.

Topos of War in Modern Ukrainian Combatant Prose

The paper deals with the problem of the literary development process during the war. The object of analysis is combatant prose, which would not exist without wars. The human culture is strongly shocked in war circumstances, that affect both society and the individuality, and this experience becomes the driving force for the emergence of art patterns that are inherent only in a certain time frame. Combatant literature is a phenomenon that appears after each war, but at the same time it is tied to an era that generates its own characteristics. The Russian-Ukrainian war, which began in 2014 as the Donbas War, was a tragedy that prompted its participants to begin describing their unique experiences as well. The paper states that the reasons for the appearance of combatants texts are more in the need for self-reflection than in the desire to write a work of art. In fact, it is not surprising that many of these texts are not entirely artistic. This is why a large number of texts are close to documentaries and are subjective in thoughts expression, and the dominant genre is that of diaries and memoirs. The main subject of the study is the topos of war in combatant prose, which is considered on the basis of the books written both by fighters who have no writing experience and by professional writers who participated in fight in the eastern Ukraine. Analysis of the texts showed that, despite the differences in writing experience, they have common features, which can be traced at the level of the war topos reflection. The study concluded that the topos of war in combatant prose also appeared as a space of change in addition to the space of trauma and death, by getting into it, the characters change both externally and internally, and the latest changes are irreversible.

상담자들의 교육분석 부정적 경험 의미 연구

Objectives This study was conducted to reveal the structure and meaning of negative experiences by counselors in educational analysis.&#x0D; Methods To this end, in-depth interviews were conducted with 11 counselors who held counseling-related certificates and had more than 10 educational analysis experiences since the beginning of the training course. The result was analyzed with the phenomenological approach of van Manen(1990) in order to capture and reveal the meaning contained in their experiences.&#x0D; Results As a result of the analysis, 32 central meanings, 16 sub-themes, and 4 essential themes are revealed. The 4 essential themes are desire and thirst of counselors, disappointment and discouragement toward psychoanalysts, defence strategies of the counselors, and structural ambivalence of educational analysis.&#x0D; Conclusions The key topics derived from these findings were first, the psychological vulnerability of the counselors and the unmet need for dependence, second, the need for self-reflection and awareness of the counselors, third, the establishment of ethical and structural identity and the direction of educational analysis, and fourth, the necessity of containing and expanding psychoanalysts’ understanding of counselors.

'Waiting with Bated Breath'

'Waiting with Bated Breath'

Travel after tragedy: A phenomenological study on what it takes for women to travel solo after tragedy

Tragedies are encountered and experienced by almost everyone. While many give in to the tragic times, there is a recent trend of women who choose to travel solo after encountering tragedies. Drawing on Horowitz’s stage model of reschematization, Tedeschi and Calhoun’s posttraumatic growth model, and Iso Ahola’s theory of travel motivation, this research explores what motivates women to travel after tragedy and how it helps them in coping with trauma. The phenomenological study based on interviews with twelve women travelers suggests four themes: family trust and support; fighting the fright; need for self-reflection, restoration, and growth; and financial independence. Implications and future research agenda are also discussed.

Longitudinal self-directed competence development of university students through self-reflection

ABSTRACT This article presents and explores a framework for self-directed competence development (SDCD) for tertiary students to advance conceptual understanding and practical applications of self-development approaches for the critical assimilation of core competences. The study is based on a four-year longitudinal follow-up of science students from four bachelor’s degrees in a science faculty. The students reflected on five basic self-development competencies individually, but were supported by continuous tutoring. The nature of student self-development was thereby explored. The analysis was based on the students’ perceptions of how the year-to-year longitudinal reflection process on competencies developed in classes generated self-knowledge, connections between experience and knowledge, self-reflection, and self-regulation of competencies. Participants showed a significant increase in their awareness of self-knowledge over the four years, along with a decreasing need for self-reflection and self-regulated acquisition of competencies. It is argued that supporting effective SDCD through reflection results in instruction that may intervene in managing one’s emotional reactions to a daily or professional situation, critically increase one’s awareness of the practice of self-reflection, and enact processes of self-regulation for one’s individual development.

Social Workers’ Reflections on Forced Migration and Cultural Diversity—Towards Anti-Oppressive Expertise in Child and Family Social Work

Social work in Finland, like in many other countries, has faced various challenges after the large scale of forced migration in 2015. Although working with migrants is not a new area in social work, the exceptionally large amount of asylum seekers in the Finnish society caused a need for improved social work expertise. Our article deals with Finnish social work practitioners’ reflections on multicultural, multilingual and transnational issues with a client group, which is in a vulnerable situation after forced or other forms of migration. The practitioners participating in our study have either attended a specializing education of child, youth and family social work or taken part in peer group discussions in order to develop multicultural expertise. All attendants worked in child and family social work during the study periods in the years 2018–2020. Applying a qualitative methodology by using thematic analysis, we analyze the social workers’ texts and discussions in order to find out the challenges and possibilities as well as needs and tools towards anti-oppressive practice in social work. The identified challenges are connected to differentiated local services, social workers’ uncertainty of their expertise in working with forced migrants, nationally defined welfare services and communication skills in client encounters. Some ways ahead were recognized in structural social work and further education to improve knowledge and skills. Social workers emphasize the need for self-reflection on their prejudices and in developing anti-oppressive practices, which contain human rights aspects and client-oriented practices. Specializing education and reflective group discussion gave a platform to social workers for reflective professional discussions and writings, which seem to have broadened their expertise in multicultural social work.

Da crítica à criatividade: reflexões sobre o realismo de Eugenio Raúl Zaffaroni diante dos desafios da criminologia crítica brasileira

O artigo discute a contribuição da dogmática de Eugenio Raúl Zaffaroni para as Ciências Criminais no Brasil, desde o processo de recepção da Criminologia na América Latina até sua versão crítica a partir da concepção funcional redutora. Contextualiza-se a contribuição do autor ao debate sobre raça nos campos criminológicos brasileiro e latino-americano, empreendendo esforços epistêmicos de não silenciar privilégios de branquitude, deixando de lado o sujeito abstrato – categoria alienante do branqueamento, própria da tradicional dogmática – para considerar o sujeito concreto, em suas dimensões individualizadas, a partir das experiências do controle penal latino-americano. O objetivo é discutir a contribuição de Zaffaroni para uma teoria crítica do exercício do poder punitivo. O texto aponta potencialidades do saber dogmático crítico desenhado pelo autor desde a década de 1980, quando indicava a necessidade da autorreflexão do saber criminológico-crítico, inaugurando uma perspectiva criativa de abordagem realista desde a margem latino-americana. Para tal análise, realiza-se revisão de literatura e uma análise teórica, a fim de a possibilidade de contenção do exercício do poder punitivo pela dogmática penal, com os olhos na Criminologia Crítica brasileira.

The Relationships of Problem-Solving, Anger Expression and Control, Self-Reflection and Insight of Prospective and In-Service Teachers

The article presents the research on relations of problem-solving, anger, self-reflection of prospective and in-service teachers. The research within the sample of Lithuanian teachers disclosed positive correlations between their rationality in problem-solving, self-reflection, and anger control as well as between anger expression and emotionality in problem-solving. The regression analysis allowed stating that emotionality, rationality, need for self-reflection, and insight can help to forecast the expression of anger index.

The effects of self-reflection on individual intellectual capital

PurposeThe aim of this paper is to develop a tool measuring individual intellectual capital (IIC) and investigate the relationship between self-reflection and IIC.Design/methodology/approachThis study developed a theoretical model based on social cognitive theory and the literature of self-reflection and intellectual capital (IC). This research collected responses from 502 dyads of employees and their direct supervisors in 150 firms in China, and the study tested the research model using structural equation modeling (SEM).FindingsThe results indicate that three components of self-reflection, namely, need for self-reflection, engagement in self-reflection and insight, significantly contribute to all the three components of IIC, such as individual human capital, individual structural capital and individual relational capital. The findings suggest that need for self-reflection is the weakest component to impact individual human capital and individual relationship capital, while insight is the one that mostly enhances individual structural capital.Practical implicationsThis paper suggests that managers can enhance employees' IIC by facilitating their self-reflection. Managers can develop appropriate strategies based on findings of this study, to achieve their specific goals.Originality/valueFirst, this study develops a tool for measuring IIC. Second, this study provides an enriched theoretical explanation on the relationship between self-reflection and IIC – by showing that the three subdimensions of self-reflection, such as need, engagement and insight, influence the three subdimensions of IIC, such as individual human capital, individual structural capital and individual relational capital.

A Constructive Blended Approach to Ethical Reasoning: The Impact on Medical Students’ Reflection and Learning

Background: Teaching medical ethics is currently one of the most essential parts of medical education. Objectives: The present study aimed to design a blended learning program based on a constructive approach to ethical reasoning and determine its effect on the students’ reflection and learning. Methods: This quasi-experimental, single-group, pretest-posttest study was conducted on 35 students who took the medical ethics course in a university of medical sciences. Case studies were presented to the students in a discussion forum, and the main concepts in question were then addressed through interactive lectures and group discussions. Data were collected using the Self-Reflection and Insight scale (SRIS) developed by Grant et al. to assess reflection, with 20 items in three domains. The students’ ethical reasoning was assessed using multiple-choice and open-ended questions and the Objective Structured Clinical examination (OSCE). The relationships between the tests were assessed by calculating the correlation between them. The results of the multiple-choice questions were compared with those of students in the previous year (with the same teacher and content), using the independent t-test. Results: Assessing the mean scores before and after the intervention showed a significant increase in the students’ reflection in all three domains, including the need for self-reflection, encouraging reflection, and insight after the intervention. The findings also showed a significant relationship between the students’ final scores and their virtual round and OSCE scores (P &lt; 0.05). In the final theoretical test, the students’ mean scores were significantly higher than those of students in the previous year (P &lt; 0.001). Conclusions: The proper use of technology with a blended learning approach can help improve the students’ quality of learning and reasoning.

How does coach training change coaches-in-training? Differential effects for novice vs. experienced ‘skilled helpers’

ABSTRACT Coaches are essentially in the business of facilitating change in others. Yet little is known about the changes that trainee coaches themselves go through as they learn coaching skills and theory. This study identifies some of the key inter- and intra-personal attributes that developed over a nine-month programme of coach-specific training, while comparing differences in impact on trainee coaches who have prior working experience as a therapist with those without therapist experience. The group as a whole had significant increases in satisfaction with life, mindfulness, solution-focused thinking, self-insight, and a need for self-reflection. The training had less impact in terms of inter- and intra-personal skills on experienced therapists than the non-therapists. Nevertheless, coach training is beneficial even for those with prior experience in working as a therapist. This study suggests that coach training typically induces a wide range of personal changes and development that are impactful on a deep personal level. Although therapists already have many of the so-called soft skills required in coaching, those from a therapeutic background still benefit considerably from coach training. One key area highlighted in this study is the need for those coming from a therapeutic background to increase their skills in problem disengagement.

The Struggling Trainee: Principles of Effective Remediation.

Struggling trainees exist in all residency programs across all fields. Remediation, the act of improving deficiencies in struggling trainees, is necessary to promote the graduation of competent physicians. Deficiencies may be primarily cognitive or behavioral, and occasionally physical limitations do arise during residency. Remediation is challenging for all parties involved, and there is a paucity of literature to help guide the most effective process. In this review, we outline key principles of effective remediation of a struggling trainee in the modern era of medical education. A systematic approach that begins early, is consistent, and remains sensitive to a trainee's need for self-reflection in a nonjudgmental culture is essential for successfully remediating a trainee.

The 'values journey' of nursing and midwifery students selected using multiple mini interviews; Year One findings.

To explore how adult, child and mental health nursing and midwifery students, selected using multiple mini interviews, describe their 'values journey' following exposure to the clinical practice environment. Values based recruitment (VBR) incorporates assessment of healthcare students' personal values using approaches like multiple mini interviews. Students' experience of adjustment to their values during their programme is conceptualized as a 'values journey'. The impact of VBR in alleviating erosion of personal values remains unclear. A cross-professional longitudinal cohort study was commenced at one university in England in 2016 with data collection points at the end of years one, two and three. Non-probability consecutive sampling resulted in 42 healthcare students (8 adult, 8 child and 9 mental health nursing and 17 midwifery students) taking part. Six semi-structured focus groups were conducted at the end of participants' Year One (DC1). Data analysis incorporated inductive and deductive approaches in a hybrid synthesis. Participants described a 'values journey' where their values, particularly communication, courage and wanting to make a difference, were both challenged and retained. Participants personal journeys also acknowledged the: 'courage it takes to use values'; 'reality of values in practice' and 'need for self-reflection on values'. A 'values journey' may begin early in a healthcare student's education programme. This is important to recognize so that appropriate interventions designed to support students in higher education and clinical practice can be implemented. The values incorporated in VBR should be continually evaluated for fitness for purpose.

Дискурсивное насилие как инструмент социологической легитимации идеологического порядка разделенного общества

В статье рассматриваются особенности социального порядка разделенных обществ. Ставится вопрос о роли социологического дискурса в легитимации социальной разделенности. Внимание акцентируется на необходимости саморефлексии социологического сообщества. Раскрываются особенности функционирования социологического дискурса в разделенном обществе как инструмента легитимации.&#x0D; Для достижения поставленной цели – выявления степени идеологической ангажированности дискурса публичной социологии – анализируются материалы, которые были опубликованы на официальном сайте Украинского центра экономических и политических исследований им. А. Разумкова в течение 2018 г. Анализ основывается на заголовках публикуемых данных; также анализируемая информация выделяется тематически. Обозначаются маркеры дискурсивного насилия в материалах, публикуемых на официальном сайте исследовательского центра.

Brain Based Teaching Model as Transformation of Learning Paradigm in Higher Education

Brain -based teaching model is a new paradigm that can facilitate students in optimizing student learning by the functioning the brain as a whole. Lessons are held today assume that all students equally so that learning provide the same services to each student in the class. With this model, the students are given different stimulation according to their abilities and needs. Base on brain learning theory -based teaching, the learning should pay attention to the five needs of the brain in general. The fifth factor is the need for a sense of comfort, the need for interaction, the need for knowledge, the need for the activity and the need for self-reflection. All these needs will be connected if the lecturers able to present emotional learning, social learning, cognitive learning, physical learning and teaching reflection. Key Word : Instrucetional, Brain Based teaching, Learning.Copyright © 2015 by Al-Ta'lim All right reserved