Personal Development Research Articles

Resilience, masculinity, and hedonic-eudaimonic dynamics: An autoethnography of an extended gratitude intervention

This autoethnography explores a 23-day gratitude project, focusing on the experiences, challenges, and outcomes of writing and sending daily gratitude letters. Analysis of audio transcripts recorded before and after each letter reveals several key themes: the dynamic interplay between eudaimonic and hedonic well-being; the significant role of gender and perceptions of masculinity as obstacles to gratitude expression; the value of benefit-triggered gratitude expression; and the development of resilience through communicative acts of gratitude. Despite the considerable benefits observed, the findings recommend prioritizing the quality of gratitude expressions over their frequency in future interventions. This work provides a nuanced understanding of the emotional journey in gratitude practices and its impact on personal growth and resilience.

Critical soft skill competencies that clinical nurse educators consider important to evaluate in nurses.

Guided by Benner's framework, From Novice to Expert, this study aimed to identify (1) critical soft skills to be evaluated in nurses and (2) levels of nursing behaviour indicating achievement of soft skills to provide a framework for developing a soft skills rubric. Nurse shortages are often attributable to high turnover rates among nurses. To improve this situation, healthcare facilities implement transition programmes and continuing education with a primary focus on developing and maintaining nurses' knowledge and performance (hard skills). However, balancing hard and soft skills (beliefs, values and attitudes) is key to nurses' quality of care and ultimately to their retention. Despite the importance of soft skills, their intangible nature creates problems in evaluating nurses' attainment of these skills and in providing constructive feedback to help them set concrete goals for improving their practice. This qualitative descriptive study described critical soft skills in the nursing context. A purposeful sampling strategy was used to enrol 13 clinical nurse educators from multiple hospital units; each had more than 2 years of clinical nurse educator experience and had completed preceptor training. One-to-one interviews with these individuals were audio recorded, transcribed and subjected to direct content analysis using NVivo 12. The study follows the Consolidated criteria for reporting qualitative research (COREQ) guidelines for qualitative studies. Five main competencies, comprising 20 subcompetencies, were identified: personal growth, effective interactions, professionalism, teamwork and the caring role. For each subcompetency, four skill levels were delineated using clinical indicators. This study's findings can enhance understanding of clinical nurse educators' perceptions regarding soft skills required of nurses. The soft skills identified can be incorporated into a rubric to be used by clinical nurse educators to evaluate and guide nurses' professional development and contribute to improving quality of care. No patient or public contribution is required for this study.

The impact of a prehospital simulation on medical students' resourcefulness, personal growth initiative, and uncertainty tolerance.

Emergency medicine (EM) physicians often practice in dynamic, high-stress, and uncertain settings with limited resources. Although simulation has been shown to enhance various aspects of student development, its impact on medical students' personal growth initiative, resourcefulness, and tolerance of uncertainty-crucial traits for managing future crises as emergency physicians-remain unclear. The purpose of this study, therefore, was to determine a high-fidelity prehospital simulation's impact on medical students' resourcefulness, personal growth, and tolerance of uncertainty. We surveyed 107 fourth-year medical students before and after a multiday, high-fidelity prehospital simulation. The survey included items from the Intolerance of Uncertainty Scale-12 Item Form, the Personal Growth Initiative Scale, and the Resourcefulness Skills Scale. We compared students' pre- and post-simulation responses to investigate any change in their uncertainty intolerance, personal growth initiative, and resourcefulness following simulation participation. Students' scores significantly increased following the simulation for both resourcefulness (t(106) = -6.89, p < 0.001, d = -0.67) and personal growth initiative (t(106) = -6.22, p < 0.001, d = -0.60). Effect size calculations suggest that participating in the simulation had a medium to large effect on participants' resourcefulness and personal growth initiative. However, participants' tolerance of uncertainty scores prior to and following the simulation did not significantly differ (t(106) = 1.66, p = 0.100, d = 0.16), indicating that the simulation had little effect on participants' tolerance of uncertainty. Our results indicate that simulation is a promising educational tool for developing students' resourcefulness and personal growth initiative so they can navigate high-stress, low-resource environments. Follow-on research is needed to determine how to leverage simulation to enhance students' uncertainty tolerance in high-stress, low-resource environments.

Psychological well-being and its associations with sociodemographic characteristics, physical health, substance use and other mental health outcomes among adults in Canada

Introduction Psychological well-being (PWB) is an important component of positive mental health (PMH) and an asset for population health. This study examined correlates of PWB among community-dwelling adults (18+ years) in the 10 Canadian provinces. Methods Using data from the 2019 Canadian Community Health Survey Rapid Response on PMH, we conducted linear regression analyses with sociodemographic, mental health, physical health and substance use variables as predictors of PWB. PWB was measured using six questions from the Mental Health Continuum—Short Form, which asked about feelings of self-acceptance, personal growth, environmental mastery, autonomy, positive relations and purpose in life during the past month. Results In unadjusted and adjusted analyses, older age, being married or in a commonlaw relationship and having a BMI in the overweight category (25.00–29.99) were associated with higher PWB, while reporting a mood disorder, anxiety disorder, high perceived life stress, engaging in heavy episodic drinking and frequent cannabis use were associated with lower PWB. Sex, having children living at home, immigrant status, racialized group membership, educational attainment, household income tertile, having a BMI in the obese category (≥30.00), major chronic disease and smoking status were not significantly associated with PWB. Conclusion This research identifies sociodemographic, mental health, physical health and substance use factors associated with PWB among adults in Canada. These findings highlight groups and characteristics that could be the focus of future research to promote PMH.

ORGANIZATION OF NON-FORMAL EDUCATION FOR STUDENTS AND ITS EFFECT ON THEIR ACADEMIC PERFORMANCE

The use of massive open online courses as one of the main resources for non-formal education in the Republic of Kazakhstan is discussed in the article. The purpose of the article is to describe the organization of non-formal education for the students of the educational program “Pedagogy and psychology” and determine its effect on students’ academic performance. To demonstrate the data collected throughout the research process, a number of pedagogical methods as theoretical and comparative analysis, testing, content analysis and pedagogical experiment were utilized. The description of organization of non-formal education at the university aims at providing a comprehensive overview for readers the ways to understand and compare the key concepts and organization stages in the field of non-formal education. 4 massive open online courses on the Coursera platform were included into the educational process as non-formal education. Moreover, the courses content, strategies and assessment effected on students’ learning outcomes and their academic performance in general. The results of empirical study illustrated that massive open online courses offered by Coursera improved students’ academic performance by 15.6% and gave them the opportunity to pursue their goals outside the classroom, moreover, fostered the development of their metacognitive skills. Keywords:non-formal education, professional development, personal development, Coursera, academic performance, university students.

THEORETICAL APPROACHES TO SOCIO-CULTURAL COMPETENCE AND ITS DEVELOPMENT PROCESSES IN EDUCATION

This article analyzes the theoretical approaches to the term “socio-cultural competence” and its role in the educational process. Various interpretations of this concept by different authors are examined, highlighting the significance of socio-cultural competence in language learning, intercultural communication, and personal development. The role of socio-cultural competence in foreign language teaching and its connection with communicative abilities is discussed. The article also addresses the importance of socio-cultural competence in shaping the ethical values of future managers and young people. It is emphasized that the harmony between national and universal values serves as a foundation for developing a culture of communication in educational institutions.

Facilitating and limiting factors in the implementation of Revie ⊕ among registered nurses: A multimethod study

PurposePeople with advanced cancer face long-term physical, psychological, and existential challenges. Revie ⊕ is a life review intervention based on building the strengths and resources of this patients. A randomized clinical trial evaluated the effectiveness of the intervention on self-esteem, well-being, personal development, life satisfaction and perceived interaction with registered nurses. In addition, the research team analysed the process of implementation with registered nurses, which was the subject of the present study. The aim of our study was to describe the facilitating or limiting factors in the implementation of Revie ⊕ with registered nurses in oncology units. MethodThis study used a multimethod cross-sectional research design and was conducted in the context of a randomized controlled trial. The selected sample included 57 registered nurses. Organizational readiness for change, satisfaction, and compassion fatigue were measured for the quantitative component, and two focus groups were conducted for the qualitative component. ResultsOrganizational readiness for change reveals favourable results conducive to the implementation of Revie ⊕. The professional quality of life measures highlighted high compassion satisfaction and a low risk of burnout and exposure to secondary traumatic stress. Participants with additional postgraduate training felt more strongly that the intervention was evidence-based, considered clinical experience, and respected patient preferences. The analysis of the qualitative data allowed for the extraction of 7 themes and 21 subthemes. ConclusionsThis study highlighted facilitating and limiting factors in the implementation process of Revie ⊕, good professional quality of life of registered nurses, and supportive preparation for change.

METHODS OF PROPER ORGANIZATION OF PROFESSIONAL CULTURE AND ACMEOLOGICAL CRITERIA IN TEACHER'S ACTIVITY

In this work, written on the topic of "methods of correct organization of professional culture and acmeological criteria in teacher's work", the importance of formation of professional culture and correct organization of acmeological criteria in pedagogical activity is analyzed. Acmeology is the professional and personal development of a person is a science that studies the process of growth and self-development, and this process takes an important place in the work of teachers. In this study, teachers' professional culture and how to achieve their personal and professional growth through acmeological approaches The abstract emphasizes the importance of using effective strategies, methods and technologies for the proper organization of professional culture and acmeological criteria in the teacher's activity.Approaches to self-development of the teacher, improvement of professional competencies, as well as ways of using creative and innovative methods in pedagogical processes are studied. Through this, the teacher achieves high results in his work and contributes to the development of his students. The importance of this work is that the relationship between professional culture and acmeological criteria in improving the quality of education is analyzed on a scientific basis. Opinions expressed by scientists and presidents on the topic "Professional culture and methods of correct organization of acmeological criteria in teacher activity" play an important role in the formation of pedagogical culture and the role of teachers in improving the quality of education.

Developing a safe learning environment in primary-level innovative schools in the Czech Republic

ABSTRACT This study examined how teachers in the Czech primary schooly create a safe learning environment, and identified key strategies they employ to foster a supportive and respectful classroom climate. Particular emphasis was placed on methodological analysis due to new requirements set by the Ministry of Education, which, within the new Competency Framework for Teaching Graduates, demands that teachers be capable of effectively establishing a safe educational setting. Innovative schools serve as crucial sources of inspiration for fulfilling this competence, as they implement progressive pedagogical approaches and methods that can be effectively adapted and applied across various educational contexts. The research was conducted through observations of teachers during classroom instruction and notes taken in field journals using a log. The results revealed that teachers utilise participatory rule-making, promote cooperation over competition, engage in open and non-violent communication, and adopt an individualised approach to teaching. These practices not only contribute to a safe classroom climate but also support the overall personal and academic development of students. The research also uncovered challenges faced by teachers, including maintaining discipline in an environment with high student autonomy and diversifying educational needs. Teachers overcome these challenges with flexible and expert approaches that support safe and inclusive education.

Neurodevelopmental outcomes of infants after in utero exposure to SARS-CoV-2 or mRNA COVID-19 vaccine compared to unexposed infants: a COVI-PREG prospective cohort study

OBJECTIVESData are lacking regarding the long-term consequences of SARS-CoV-2 and COVID-19 mRNA vaccine on infants exposed in utero. We aimed to evaluate the neurodevelopment of infants exposed prenatally to SARS-CoV-2 or mRNA-COVID-19 vaccine during pregnancy at 12 months after birth. METHODSInfants born from mothers exposed to SARS-CoV-2 or mRNA-COVID-19 vaccine during pregnancy, or unexposed to either the virus or the vaccine were enrolled from 2021 to 2023. Infants with prenatal exposure to the virus or vaccine were compared to infants without prenatal exposure to the virus and/or vaccine. Parents received a neurodevelopmental questionnaire (ASQ-3) at 12 months after birth assessing 5 subdomains: communication, gross motor, fine motor, problem solving and personal social development. A low score was defined as <2 standard deviations below the normative mean in at least one of the subdomains. RESULTSA total of 330 infants were included (76 in the SARS-CoV-2 group; 153 in the mRNA-COVID-19 vaccine group; 101 in the reference group). In utero exposure to SARS-CoV-2 or mRNA-COVID-19 vaccine were not associated with an increased risk of a low score for at least one subdomain compared to the reference group. The crude odds ratios were 1.16 (95% confidence interval [CI] 0.59-2.28) and 1.04 (95% CI 0.58-1.86), respectively. Results remained consistent in the multivariate analysis, showing no increased risk of a low score for at least one subdomain for infants exposed to SARS-CoV-2 or mRNA-COVID-19 vaccine, compared to the reference group. The adjusted odds ratios were 1.74 (95% CI 0.76-3.99) and 0.76 (95% CI 0.39-1.49), respectively. CONCLUSIONIn utero exposure to SARS-CoV-2 or mRNA-COVID-19 vaccine was not associated with an increased risk of a low score for at least one ASQ-3 subdomain at 12 months after birth. Additional studies are needed to confirm our results, especially longer-term evaluation of infant development.

Perceptions and Use of Automated Hospital Outcome Data by EMS Providers: A Pilot Study

Background: Our primary objective evaluated the perception of emergency medical service (EMS) providers’ review of automated hospital outcome data. Secondarily, we assessed participation in outcome review as a means of microlearning to obtain continuing education (CE). Methods: From October–December 2023, three high-volume EMS systems participated in a three-part intervention with results evaluated using a mixed-methods approach. First, EMS providers (emergency medical technicians and paramedics) were invited, via their electronic health record (EHR), to complete a presurvey evaluating their perceptions of reviewing outcomes. Then, EMS providers were notified about the opportunity to earn CE via a microlearning intervention, offering Commission on Accreditation for Pre-Hospital Continuing Education (CAPCE)-approved CE hours for completion of outcome reviews and associated learning modules. Finally, EMS providers were invited to complete a post-survey mirroring the pre-survey. Qualitative analyses identified themes among open-ended responses. Quantitative analyses examined perceptions between pre- and post- surveys. Results: Of 843 providers contacted, 217 responded to the pre-survey (25.7%). The most endorsed rationale for reviewing outcomes included improving clinical knowledge (95%), improving patient care (94%), and knowing whether care made a difference (93%). Nearly all (91%) reported being more likely to review outcomes if CE were awarded. Among the 67 who completed the open-ended items, the three dominant themes included enhance personal confidence and competence (43%); acquire personal knowledge (39%); and operations (21%). Of 211 providers who participated in the intervention, 56 (27%) were awarded CE. A total of 152 providers responded to the post-survey, and the percentage who agreed that reviewing outcomes improves job satisfaction rose from 89% to 95% between pre- and post-surveys (P = 0.05). Conclusion: EMS providers supported the personal and professional development and patient care improvement of reviewing patients’ outcomes with associated CE. Further study is warranted to evaluate the generalizability of these findings and the best user experience.

A Phenomenological Study of the Lived Experiences of Counseling Students in a Co-Facilitated Experiential Group

Research on experiential learning, group psychotherapy, and neuroscience has supported the inclusion of the experiential group in counseling training programs for the positive impact on students’ personal and professional development (Denninger, 2010; Zhu, 2018). This phenomenological study explored the lived experiences of master’s level counseling students in a group co-facilitated by a doctoral student and a professor. Results of this research provide a deeper understanding of counseling students’ experiences in a co-facilitated experiential group and offer a rationale for best practices in the facilitation of the required group experience in counseling training programs.

The Development of a Comprehensive Dimensions Scale for Assessing Clinical Teachers' Occupational Well-Being.

In Taiwanese clinical and healthcare environments, there is a dearth of appropriate and effective tools to evaluate clinical teachers' occupational well-being. Therefore, this study aimed to develop a culturally adapted scale, a Taiwanese version of the Clinical Teachers' Occupational Well-Being Dimensions Scale (CTOWDS), to accurately measure the occupational well-being of clinical teachers in Taiwan. Following a comprehensive literature review and expert panel discussions, the study developed the CTOWDS and conducted exploratory factor analysis (EFA) with 346 participants using SPSS to identify its underlying dimensional structure and psychometric properties. Confirmatory factor analysis (CFA) was then performed with 255 participants using AMOS to validate the EFA results. The study also assessed internal consistency, convergent and discriminant validities, and goodness-of-fit indexes to ensure that the scale was valid and reliable in the Taiwanese cultural setting. The EFA refined the scale from 51 to 29 items across five dimensions: personal qualities (11 items), academic research and career development pressure (6 items), teaching experience (4 items), learning experience (4 items), and teaching and communication pressure (4 items). These five dimensions explained 65.279% of the total variance. The CFA confirmed the five dimensions and 29 items, with good convergent and discriminant validities, goodness-of-fit indexes, and Cronbach's alpha values exceeding 0.70. The findings affirm the utility of the developed CTOWDS as a reliable and culturally relevant instrument for assessing the occupational well-being of clinical teachers.

From Theory to Practice: The Effects of Community of Practice Implementation on Out-of-School Youth in the Philippines

Communities of Practice (CoP) aims to provide services and skills to partner communities while also establishing links to communicate learned knowledge to broader groups of people. This study identified and analyzed the impact of communities of practice in Barangay Nagtenga, Sta. Cruz, Ilocos Sur. It used a mixed quantitative and qualitative study approach to evaluate the level of satisfaction of the 18 CoP participants as well as their CoP learning and experience. The data demonstrated high levels of CoP satisfaction, notably with resource speakers and the quality of service provided. Participants shared their learning experiences during the CoP, focusing on themes such as knowledge acquisition, skill development, learning transfer to practice, and entrepreneurial management. This study emphasizes the importance of CoPs in empowering marginalized groups and promoting personal and professional development. Recommendations include maintaining and growing CoP initiatives, as well as conducting frequent evaluations to ensure continuous improvement.

Human Subjectivity in Information Practice and AI Governance

ABSTRACTThe rise of Artificial Intelligence (AI) introduces a notable tension in the realm of traditional, human‐centric information practices, where human subjectivity has been pivotal in both influencing and being influenced by our interactions with information. An excessive reliance on AI distances humans from practices, potentially diminishing human subjectivity. Additionally, as AI takes on roles once exclusively human, it might constrict opportunities for personal growth and the cultivation of unique insights. Moreover, this technological dependency could dilute the richness of direct human interactions, weakening the fabric of social bonds. These issues—increased AI dependence, AI's encroachment on human roles, and the degradation of social ties—underscore the urgent necessity to revisit our interaction with technology, ensuring it serves to enrich rather than undermine the human experience. In light of this, our panel gathers experts to explore strategies for preserving human subjectivity through cognitive autonomy, creative agency, and social connectivity in the age of AI‐driven information practices. Our dialogue also aims to develop a comprehensive AI governance framework, scrutinized from an interdisciplinary perspective, continually refined in collaboration with academic communities, such as ASIS&amp;T, to solidify and enhance our approaches.

Does the apple fall far from the tree? A meta-analysis linking parental factors to children's intrinsic and extrinsic goals.

Self-determination theory (Ryan & Deci, 2017) has highlighted the differential roles that intrinsic life goals (for personal growth, close relationships, community connections, and physical health) and extrinsic life goals (i.e., for wealth, image, and status) play in supporting well-being. Less is known about how orientations toward these two types of aspirations develop. It is likely that early environmental influences, namely one's parents, impact individuals' aspirations. We address this gap by systematically reviewing the links between relevant parents' characteristics and the intrinsic and extrinsic goals of their children. We identified 49 eligible reports. Children's intrinsic aspirations were higher when parents provided a need-supportive environment (characterized by support for autonomy, relatedness, and competence) and when they endorsed intrinsic aspirations themselves, whereas children's extrinsic aspirations were higher when parents exhibited extrinsic aspirations themselves, promoted the pursuit of extrinsic aspirations, and provided environments characterized by need frustration. Therefore, fostering basic psychological need satisfaction may support children's intrinsic aspiring. In addition, parents should also be mindful of their own extrinsic goals, as they may influence extrinsic aspirations in their children and possibly compromise their well-being over the long term. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

PSYCHOLOGICAL AND PEDAGOGICAL EXPERIENCE OF MEDIA EDUCATION

The article highlights the importance of developing media competence among students. The authors discuss theoretical and practical ways to promote media literacy education and develop media competence essential for students’ comprehensive preparation to use mass media. As practice shows the digitalization of all areas of social life brings not only advantages as professional and personal growth opportunities but also other additional concerns. People struggle to analyze, evaluate and comprehend the information because there are so many resources, the information is disseminated through various channels with tremendous speed. There is a rising need to promote media competences among students who consumes large amounts of information. In this rapidly developing digital world information consumers need a new set of competences to search for information effectively, intake and analyze it. It is important to facilitate systematic knowledge transfer on media and promotion of media competence needed to analyze the subject of the information and its purpose. Keywords:mass media, media education, media literacy, media competence.

Ideas of physical education of the younger generation in works of classic writers of Russian literature of the XIX - early XX centuries

The upbringing of the younger generation as one of the urgent socio-cultural problems of mankind described in the works of thinkers of Antiquity, the Renaissance and Enlightenment by foreign and domestic authors of the 19th-20th centuries. In the paradigm of the upbringing of the younger generation the emphasis is on a comprehensively developed personality that embodies the unity of the spiritual, intellectual and physical principles. The subject of research is the ideas of physical education of the younger generation, reflected in the storylines of the works of art of the Russian literature classics. The purpose of the study is to actualize the ideas of physical education reflected in the works of Russian classics of the 19th - early 20th centuries, in the context of the problem of harmonious personal development. The used methodology of the interdisciplinary approach determines the inclusion in the study of an analysis of examples from the works of L. N. Tolstoy, A. P. Chekhov, I. A. Bunin, A. I. Kuprin, G. I. Uspensky, V. V. Nabokov, etc. illustrating the reflection of the phenomenon of physical culture and sports in Russian literature. The author concludes that the texts of works of art reflect an understanding of the positive impact of physical education and sports on the comprehensive harmonious development of the individual, and therefore the experience of the past can be considered as positive. In educational institutions of prerevolutionary Russia, as well as in noble families, the issues of physical education and the development of the younger generation were of great importance in the formation of the need for a healthy lifestyle, active leisure, and health promotion.

The Effect of Mindfulness and Loneliness on Sense of Purpose in Individuals in the Age of Quarter Life Crisis

Sustainable Development Goals (SDGs) represent a global effort to achieve sustainable prosperity for all, with a strong focus on the quality of the next generation, particularly the youth. The future of a nation is closely tied to the quality of its young population. Early adulthood is a crucial period for determining career paths and life goals, which directly impact personal development and self-quality. One of the critical challenges faced during this period is the quarter life crisis (QLC), characterized by confusion over life purpose. In Indonesia, data shows that more than half of youth experience QLC, typically occurring between the ages of 18 and 35. This study aims to explore the factors influencing a sense of purpose to offer effective strategies for addressing the quarter life crisis. The research was conducted using a quantitative approach with non-probability sampling and survey methods. The sample consisted of 196 respondents (71.7% female and 28.3% male). Data analysis was performed using multiple linear regression with the assistance of SPSS version 8.0 software. Results revealed that mindfulness and loneliness have a significant impact (p&lt;0.05) on the sense of purpose in individuals experiencing QLC, with an R-squared value of 0.090, indicating a 9% influence. These findings highlight the need for targeted counseling and psychological support services to address the quarter life crisis. Providing counseling that focuses on enhancing mindfulness and reducing loneliness can help individuals strengthen their sense of purpose, ultimately enabling them to navigate this challenging life stage more effectively.

Service-Learning and Project-Based Learning Methodologies in Higher Music Education: a review of the literature

INTRODUCTION. Recent research highlights the potential of multidimensional and holistic learning in educational transforation, the provision of social services from the university and development of professional identity. This article aims to analyse the relationship between the Service-Learning and Project-Based Learning methodologies in higher music education and the acquisition of transversal competences. METHOD. A review of 29 articles on both methodologies in higher music education, published between 2012 and 2022, was conducted. The articles were selected from WoS, Scopus, and ERIC databases. Four categories were explored: (1) Social interaction, (2) personal growth, (3) academic learning, and (4) challenges related to the implementation and contextualization of the methodologies. RESULTS. Results show that, in the context of higher music education, both methodologies have a potentially positive impact on the development of transversal competencies in students. The review shows benefits in social aspects such as the development of civic responsibility and communication skills among peers and teachers; academic aspects such as adaptation to complex learning environments, mutually beneficial goals and shared authority; and personal development aspects such as flexibility, solidarity and respect. The review also shows that reflective practice contributes to developing students’ openness to constructive criticism, which is perceived as a positive contribution to learning. CONCLUSIONS. The methodologies studied can foster students’ personal growth, the mitigation of their biases in the classroom and the reflective and conscious appreciation of their own learning. To be taken into account are the challenges related to the complexity of adjusting the projects to the academic curriculum and community needs, as well as the large amount of time and effort required for the process. Finally, further research using different search terms and criteria is encouraged to achieve a broader understanding of how music initiatives can be designed and implemented through these methodologies, the projection they can have, and how research is conducted in this field.