Process Of Reflection Research Articles

Abortion Law Changes and Occupational Therapy Practice in the United States.

The U.S. Supreme Court overturned Roe v. Wade in 2022, changing access to abortion in many states. The impact of these changes on occupational therapy practice has not yet been explored through empirical research. To explore the perspectives of occupational therapy practitioners on how restrictions to abortion in the United States may have influenced their clients' needs and thus their practice. This was a qualitative research study. We used an interpretivist epistemological approach and an inductive, thematic content analysis. Participants were recruited through state occupational therapy associations and social media. Two independent researchers coded data and had an initial agreement percentage of 88%. Data trustworthiness was enhanced through documentation of decisions, reflexive thinking about our positionality and the data, and team-based discussions. Occupational therapy practitioners (N = 15) working in states with new abortion law changes at the time of interviews. The four key themes of this study were as follows: (1) abortion restriction laws are affecting some occupational therapy clients' mental health, (2) clients are discussing reproductive health with occupational therapy practitioners across a variety of settings, (3) occupational therapy practitioners are using clinical judgment and their personal beliefs to support clients affected by abortion restrictions, and (4) occupational therapy practitioners are seeking guidance and evidence-based resources to best support clients in the wake of abortion-related legislation changes. Our findings underscore the relevance of reproductive health to occupational therapy practice and highlight the importance of preparing occupational therapy practitioners to respond to client needs related to abortion care. Plain-Language Summary: We sought to determine whether occupational therapy practitioners perceive that the 2022 abortion-related restrictions are affecting occupational therapy practice; specifically, we wanted to know whether and how practice is being affected and what resources occupational therapy practitioners might need to address clients' needs. Fifteen occupational therapy practitioners were interviewed and revealed that many of their clients were experiencing stress and anxiety (i.e., mental health challenges) specifically related to abortion access. We also found that occupational therapy practitioners who routinely discuss reproductive health with clients were commonly hearing from clients about abortion-related needs. Overall, this research uncovers a need for resources and guidance from state or national occupational therapy organizations so that occupational therapy practitioners can better support their clients given these new changes in abortion access. Positionality Statement: We are a team of three researchers who identify as cisgender women, and we reside in an urban area in the northeastern United States. Two of us identify as White, and one identifies as a person of color. We have all participated in reproductive health access advocacy and critically examined our own lenses as we engaged in this analysis.

Self-induced transparency of long water waves over bathymetry: the dispersive shock mechanism

The shoreline hazard posed by ocean long waves such as tsunamis and meteotsunamis critically depends on the fraction of energy transmitted across the shallow near-shore shelf. In linear setting, bathymetric inhomogeneities of length comparable to the incident wavelength act as a protective high-pass filter, reflecting long waves and allowing only shorter waves to pass through. Here, we show that, for weakly nonlinear waves, the transmitted energy flux fraction can significantly depend on the amplitude of the incoming wave. The basis of this mechanism is the formation of dispersive shock waves (DSWs), a salient feature of nonlinear evolution of long water waves, often observed in tidal bores and tsunami/meteotsunami evolution. Within the framework of the Boussinesq equations, we show that the DSWs efficiently transfer wave energy into the high wavenumber band, where reflection is negligible. This is phenomenologically similar to self-induced transparency in nonlinear optics: small amplitude long waves are reflected by the bathymetric inhomogeneity, while larger amplitude waves that develop DSWs blueshift into the transparency regime and pass through. We investigate this mechanism in a simplified setting that retains only the key processes of DSW disintegration and reflection, while the effects such as bottom dissipation and breaking are ignored. The results suggests that the phenomenon is a robust, order-one effect. In contrast, the increased transmission due to the growth of bound harmonics associated with the steepening of the wave is weak. The results of the simplified modelling are validated by simulations with the FUNWAVE-TVD Boussinesq model.

Community, Socialisation, and Empowerment in Cultural Game Jams with Youth Citizens

This paper examines social and collaborative elements of Cultural Game Jams developed and implemented in the large-scale Europe Horizon research and innovation project, EPIC-WE: Empowered Participation through Ideating Cultural Worlds and Environments (2023-2026). The project explores and develops transdisciplinary collaboration and co-creation across cultural heritage institutions, creative industries, higher education institutions, and youth citizens (ages 16-25) towards Cultural Game Jam interventions across three European sites: Óbidos (Portugal), Hilversum (Netherlands), and Aarhus (Denmark). The Cultural Game Jams are held at cultural heritage sites and are aimed towards value-sensitive game design and youth empowerment. This paper explores Cultural Game Jams as a potential format for enabling and developing youths’ empowered participation, communality, and cultural socialisation by analysing the first Cultural Game Jam (2024). Framed by a Design-Based Research methodology and guided by experimental and short-term ethnography and design experiments, the analyses draw from qualitative empirical material, e.g., interviews, participatory observations, field notes, and the Cultural Game Jam participants' reflective process and design documentation. The analyses illustrate how co-creating games within cultural heritage contexts can develop youth perceptions of community, cultural socialisation processes, and individual/collective empowerment. Furthermore, the paper offers insights into the co-creation of games as new expressions of cultural heritage through epistemic collaboration and cultural participation in game jams while discussing possibilities for enabling new experiences of empowered participation, social learning, and community among youth citizens.

Introduction

The challenges presented by the Covid-19 pandemic forced individuals to become more inward looking. To facilitate a process of reflection and stimulate and re-energize research within the research community, the guest editors of this special issue planned and implemented an online conference. This Conference served as a platform for researchers from various parts of the world can share initiatives that have enabled or challenged community transformation. It also provided an opportunity for researchers to connect with financial agencies, recognizing that funding is critical during both the research and implementation phases of any recommendations.

Integrating Islamic Values and Sports for Children's Moral Development

The general background shows the need for an educational approach that integrates Islamic values and sports activities to shape children's morals holistically. The specific background underscores the importance of this research at TPQ Al-Mu’minun, which teaches the Qur’an and integrates sports into its curriculum. The existing knowledge gap is the lack of in-depth understanding of the impact of integrating Islamic values in sports on children's behavior. The aim of this research is to analyze how this integration affects the morals of children at TPQ Al-Mu’minun. The results show that sports activities such as archery and martial arts enhance children's discipline, responsibility, and ability to manage emotions. The novelty of this research lies in the holistic approach that combines physical and moral aspects in children's education. The implications of these findings indicate that character education that integrates Islamic values and sports can provide significant benefits in shaping positive morals in children, which in turn strengthens their self-confidence, respectful attitudes, and obedience in daily life. Highlights: The integration of Islamic values in sports contributes to the positive development of children's morals. Activities such as archery and martial arts enhance discipline, responsibility, and the ability to manage emotions. The post-activity reflection process deepens children's understanding of Islamic values in their daily lives. Keywords: Integration Islamic Values, Sports, Children's Morals, Character Education, Reflection

Analysis of the Work of Foreign Researchers on the Prevention of Typical Errors made by Students

The article reviews the theoretical literature on the issue of the occurrence and causes of errors in learning, identifies the types of errors. The author analyzes studies on typical errors made by students when mastering geometric problems. This article investigates how foreign researchers, including Schleppenbach and others, examine student errors in classroom settings. A key comparison is made between Chinese and American teachers, revealing different approaches: American teachers often hide or avoid discussing student mistakes, while Chinese teachers encourage students to reflect on their errors conceptually. This reflective process is essential for students to develop a deeper understanding of the material. Ball emphasizes that teachers should use mistakes as a learning tool, delving beyond simple "right or wrong" analyses. Newman's error analysis also plays a crucial role, highlighting stages where students encounter difficulties—reading, comprehension, transformation, and processing. The study also emphasizes spatial intelligence, including skills like spatial perception, mental rotation, and visualization, to assess how students solve geometric problems. Understanding the types of errors, such as procedural or encoding mistakes, is essential for improving teaching methods. Furthermore, researchers like Jacobs and Ambrose suggest that teachers can guide students to think critically about their mistakes, allowing them to correct misconceptions.

AI in the L2 Classroom: Serving Language Educators through Professional Development

The spread of generative AI has been praised and criticized for engendering new possibilities and limitations for language education. While educators have praised AI’s ability to serve as a conversation partner, generate novel ideas for lesson plans, and offer tailored feedback, many instructors and scholars have voiced concerns related to AI’s biases and its impact on student learning and academic integrity. Responding to a need for further training and dialogue about AI, members of the Davis Language Center organized a professional development event in which instructors, students, and instructional technologists shared their perspectives and strategies for AI-mediated language education. The event also included guided practice on using these tools for pedagogical purposes, including writing effective prompts, interacting with AI tools, and engaging in an iterative, reflective process. Through our planning process, we discovered that balancing scheduled asynchronous tasks with focused synchronous check-ins was crucial for ensuring accountability, clear communication, and timely progress, ultimately helping us coordinate and achieve our event planning goals effectively. We report on insights from organizing and participating in the event, highlighting several advantages of using AI in language education, critical issues, and questions for further inquiry. Leveraging lessons learned at this event, we offer suggestions for coordinating trainings about AI-enhanced language education.

Practice and Reflection of English Major Courses under the Background of Teacher Certification Examination—A Case Study of English Teaching Methodology

In the context of the national examination for teacher certification, curriculum reform of English majors in particular have raised concerns. The course of English Teaching Methodology, as one of the core courses for English major, has a key role to play in its practice and reflection for improving the quality of teaching. This study examines the English Teaching Method course in detail, analyzing the particular strategies employed in the design of the course content, the teaching methods and practices used, and the processes of reflection and improvement associated with the course. It is hoped that this study will provide some practical experience for the reform and some ideas for reference in other English major courses.

Innovative approaches to mentoring: applying abduction to mentorship practices

ABSTRACT The reflective professional mentoring process has implications for pedagogical practices. Thus, the study of mentor teachers’ activities can be incorporated into the theoretical framework generated by reflections and beliefs. This study explores how abduction manifests in mentoring by analyzing Seidman’s in-depth phenomenological interviews within a qualitative mixed-methods framework. In addition to the in-depth interviews, a quantitative questionnaire survey was conducted with 113 participants divided into two groups: teachers who had been enrolled in a mentor teacher training program (N = 75) and teachers who had been mentor teachers for several years (N = 38). Nine Seidman interviews with three teachers were analyzed using Mayring’s qualitative content analysis. The analysis revealed that mentor teachers recognized the underlying patterns through abduction during reflective sessions, leading to modifications in their belief systems. This cyclical enhancement in mentoring underscores abduction as an integral aspect. These findings contribute to a new abduction model applicable to various teacher activities.

Unearthing AI coaching chatbots capabilities for professional coaching: a systematic literature review

PurposeRecent advances in coaching technology enhanced its accessibility and affordability for a broader population. In the imposing growth of economy and the demand for extensive coaching intervention for executives, artificial intelligence (AI)-based coaching is one of the possible solutions. While the evidence of AI coaching effectiveness is expanding, a comprehensive understanding of the field remains elusive. In particular, the true potential of AI coaching tools, ethical considerations and their current functionality are subjects of ongoing investigation.Design/methodology/approachThe systematic literature review was conducted to extract experimental results and concepts about utilizing AI in coaching practice. The paper presents the primary capabilities of state-of-the-art coaching tools and compares them with human coaching.FindingsThe review shows that AI coaching chatbots and tools are effective for narrow tasks such as goal attainment, support for various psychological conditions and induction of reflection processes. Whereas, deep long-term coaching, working alliance and individualized approach are out of current AI coaching competence. In the current state, AI coaching tools serve as complementary helping tools that cannot replace human coaching. However, they have the potential to enhance the coach’s performance and serve as valuable assistants in intricate coaching interventions.Originality/valueThe review offered insights into the current capabilities of AI coaching chatbots, aligned with International Coaching Federation set of competencies. The review outlined the drawbacks and benefits of chatbots and their areas of application in coaching.

How context influences the processing of relevant information and judgment accuracy-the role of information restriction in judgment processes in diagnosing misconceptions.

To adapt teaching to the prerequisites of students, teachers have various options at their disposal to gather and process information as the basis to form a judgment, such as carrying out tests, talking to and observing the behavior of students, or administering tasks. The complexity of such a judgment arises from the multitude of observations and their different possible explanations. This complexity might be reduced when teachers focus on one hypothesis instead of considering multiple hypotheses, interpret information in a confirmatory way, and not collect diagnostically relevant information. However, in this way, they run the risk of undesirable biased judgments. It therefore seems important to improve diagnostic judgments by selecting and processing information in a more reflective way. Research indicates that if information on a student is not easily available but restricted (e.g., by time pressure, difficult access to the student or high effort), a teacher who wants to make a careful decision is forced to rely on more reflective processes in the selection of tasks and in the interpretation of solutions. The present experimental study therefore investigates how the restricted availability of information in a specific diagnostic situation-when diagnostically inexperienced prospective mathematics teachers determine misconceptions in decimal fractions-influences the underlying cognitive processes. We assume that restricting the availability of information on student behavior augments the attentional focus and therefore reduces cognitive biases. Such more reflective processing can be observed by an increased time spent per piece of information, which should lead to the processing of relevant information and further increase judgment accuracy. To investigate these hypotheses, prospective teachers without prior knowledge in diagnosing misconceptions (N = 81) were asked to diagnose misconceptions on decimal fractions of virtual students by collecting information on students' solutions. Data concerning the effects of restricting the availability of information on teachers' cognitive processes were analyzed. The results show that with restricted information, participants indeed select a greater proportion of diagnostically relevant tasks, which positively influences judgment accuracy. These results are discussed with respect to their significance for framing teacher training and for further research.

Transmission coefficient and probability of intersubband transitions in [formula omitted] superlattices: Effect of non-parabolicity

Our study investigates optical transition energies in GaAs/AlGaAs quantum multiwell infrared photodetectors. These devices exploit transitions within subbands, necessitating accurate theoretical predictions to optimize their performance. We first determine the energetic positions of conduction minibands and investigate how band non-parabolicity influences the width of these minibands. Furthermore, we analyze the impact of non-parabolicity on transition probabilities within the quantum wells. Additionally, our study explores the transmission coefficient, which exhibits a decrease with increasing barrier height. This phenomenon affects electron transmission efficiency and is associated with quantum reflection processes. Higher barrier heights require greater energy for electrons to traverse, influencing device functionality. Understanding these factors is crucial for advancing the design and performance of GaAs/AlGaAs quantum multiwell photodetectors, offering insights into their operational limits and potential optimizations.

Exploring diversity in PE teacher training: Immersive learning challenges & potentials

The aim of teacher training in PE is to teach subject-specific content and to promote a reflective attitude. This is particularly important in preparation for inclusive physical education (Meier et al., 2017). Additional, research shows that videography is an effective tool for prospective and practicing teachers (e.g. Walshe & Driver, 2019). Immersive teaching methods such as VR-based learning scenarios could further strengthen such methods (Huang et al., 2023). Based on this, questions arise about the learning-effective design features of immersive methods regarding complex learning objectives in teacher training. This contribution will present a sports didactics seminar that focuses on teaching reflection within the framework of diversity-sensitive sports didactics and initial exploratory results in this regard. Thereby reflection is understood as a mental mediation between practical experience, professional knowledge, and teachers’ convictions (Leonard, 2022). The explorative evaluation focusses on the question whether the immersive experience of physical education can be used as a starting point for a reflection process among (prospective) teachers and if so how the immersion experience influences the students' ability to reflect sensu Leonard (2022) by confronting them with 360° instructional videos. A control group design is pursued (360° technology vs. videography). Firstly, standardized questionnaires are used to assess the students’ sense of immersion directly after watching the 360° video resp. standard video. A T-Test is used to analyse the difference in sense of presence and sense of immersion between the groups. The analysis reveals a significant difference between the groups in the sense of presence (t(77) = −4.78, p < .001) and in the sense of immersion (t(77) = -5.85, p < .001). The 360° group shows significantly higher values in both areas. Secondly, the students’ attitudes towards inclusive physical education are evaluated (Meier et al., 2017), the data show no differences between the groups (e.g. t(75) = -0.09, p = .93). In contrast, the depth of reflection indicates qualitative differences which will be discussed in the contribution (Hatton & Smith, 1995). These first results regarding the feelings of presence and immersion, as well as noticing situations and their relationships to each other, will be reported and insights into the immersive PE scenarios will be provided. References Hatton, N., & Smith, D. (1995). Reflection in teacher education: Towards definition and implementation. Teaching and Teacher Education, 11(1), 33-49. https://doi.org/10.1016/0742-051X(94)00012-U Huang, Y., Richter, E., Kleickmann, T., & Richter, D. (2023). Virtual reality in teacher education from 2010 to 2020. In K. Scheiter, & I. Gogolin (Eds.), Bildung für eine digitale Zukunft (pp. 399-441). https://doi.org/10.1007/978-3-658-37895-0_16 Leonard, T. (2022). Reflexionsregime in Schule und Lehrerbildung. Zwischen guter Absicht und transintentionalen Folgen. In C. Reintjes, & I. Kunze (Eds.), Reflexionsregime in Schule und Lehrerbildung (pp. 77–93). Verlag Julius Klinkhardt. https://doi.org/10.25656/01:25404 Meier, S., Ruin, S., & Leineweber, H. (2017). HainSL – Ein Instrument zur Erfassung von Haltungen zu inklusivem Sportunterricht bei (angehenden) Lehrkräften [HainSL — A testing instrument to assess attitudes of (trainee) teachers regarding inclusive physical education lessons]. German Journal of Exercise and Sport Research, 47(2), 161–170. https://doi.org/10.1007/s12662-016-0429-9 Walshe, N., & Driver, P. (2019). Developing reflective trainee teacher practice with 360-degree video. Teaching and Teacher Education, 78, 97-105. https://doi.org/10.1016/j.tate.2018.11.009

Epistemic Privilege, Phenomenology and Symptomatology in Functional/Dissociative Seizures

ABSTRACT Much work on clinical testimony assumes that none can know better than the patient what they experience. We show that in certain contexts this assumption is unwarranted; clinician expertise encompasses disease phenomenology, to the extent that the clinician may know better than the patient what the patient is experiencing or has experienced. Conversations between clinicians and people with functional/dissociative seizures (FDS) show that initial phenomenological reports of FDS (what we call ‘surface’ phenomenology) are often inconsistent with more fine-grained descriptions produced after detailed inquiry (‘reflective’ phenomenology). Assuming the initial reports are made in good faith, this process involves the clinician showing the patient something about their experience they did not already (explicitly) know. Failure to engage in this reflective process can result in misdiagnosis and mistreatment. Thus, uncritical acceptance of patient testimony – an unwarranted credibility excess – may be as harmful as its unwarranted dismissal. We conclude that: the epistemically just clinician cannot rely on expertise in le corps objectif alone, they must also cultivate an understanding of le corps propre for the patients they encounter; and epistemic (in)justice cannot be considered solely something a clinician does to the patient. Instead, epistemic justice in the clinical encounter is an intrinsically collaborative process.

Current challenges for plant biology research in the Global South.

In an attempt to address the large inequities faced by the plant biology communities from the Global South (i.e. countries located around the tropics and the Southern Hemisphere) at international conferences, this Viewpoint is the reflexive thinking arising from the concurrent session titled 'Arabidopsis and its translational research in the Global South' organized at the International Conference of Arabidopsis Research 2023 (ICAR 2023) in Chiba, Japan in June 2023. Here, we highlight the main obstacles plant biology communities in the Global South face in terms of knowledge production, as measured by the unequal production and citation of publications, investigating and advancing local plant genomics and biodiversity, combating disparities in gender and diversity, and current initiatives to break isolation of scientists.

The uptake and utility of a reflective practice group for psychiatry registrars in a state-wide forensic service.

It is essential that mental health clinicians have access to reflective processes where they may understand and make sense of emotional responses to patients, teams, and organisations. The authors share their experience of initiating and successfully running a reflective practice group, framed with Balint principles, for psychiatry registrars working in forensic settings across Victoria. We describe the process of setting up a Balint group for this professional population. Qualitative feedback was obtained from group members. The data was analysed thematically, regarding motivating factors for group attendance and feedback post pilot group. Overall, feedback on the pilot Balint group was positive, which led to the group being extended for recurring 6-month periods. We share an illustrative example of a complex case which could be formulated in a forensic psychiatry Balint group setting, alongside reflections of the facilitators of the group. Reflection is paramount for safe, effective mental health treatment, particularly in the context of forensic psychiatry. Our pilot results highlight areas where the approach of setting up a fledgling Balint group has been successful. We hope to inspire others to engage and participate in routine reflective practice.

Bringing morality back in: Accounting as moral interlocutor in reflective equilibrium processes

The situations in which accounting is practiced raise moral concerns about customer and employee safety, community welfare, environmental sustainability, and human rights. Traditional accounting practices, such as budgets and performance measurement systems, have been widely regarded as ‘crowding out morality’ by objectifying the people affected by a firm's actions. In two North American utilities, we observed a stepwise structured process of moral reflection (which we identify as an instance of Rawls's reflective equilibrium approach), in which accounting, in the form of the risk appetite radar, helped guide executive decision making informed by moral principles. We develop two dimensions of accounting's role as ‘moral interlocutor’: enabling organizational value consensus and organizational value coherence. We identify three features of the observed accounting practice that enable it to act as moral interlocutor: subjectification rather than objectification of potential victims of the firm's actions; de-monetization, that is, considering trade-offs in terms of multiple organizational values, not only in terms of cost; and visualization of the organizations' moral principles on value priorities and how they are shaped by organizational decision making and action. The accounting visualizations did not only enable executives' reflection on rights and wrongs, but also triggered a fuller and richer moral vocabulary that was used for complex decision making involving, for instance, automation and the risk of suicides.

Experience of regret is unaffected by concurrent working memory load

Background When facing the consequences of decisions, people often experience evaluative emotions such as regret. The experience of regret is the result of the comparison between the actual outcome of one’s actions and a better counterfactual outcome that could have occurred had one acted differently in the past. Despite increasing interest in counterfactual thinking and regret, little is known about the type of cognitive processes involved with regret –whether it is underpinned by reflective or intuitive processes. The extant literature provides contradictory evidence: theoretical assertions and developmental work point towards reflective processes, requiring access to capacity-limited cognitive resources whereas, some experimental and neuroscientific evidence point towards intuitive processes. Methods In the current study, adults (N = 20) completed a commonly used gambling task known to elicit regret under high or low working memory load. Results Ratings of regret were not affected by concurrent working memory load (Bayes Factors provided strong evidence for the null hypothesis). Conclusions We conclude that the experience of regret in a commonly used gambling task is unaffected by concurrent working memory load. This suggests that, in adults, regret is not always reliant on reflective cognitive processes and does not require access to central cognitive resources.

Remote sensing of backward reflection from stimulated axion decay

We propose a method for remotely detecting backward reflection via induced decay of cold dark matter such as axion in the background of a propagating coherent photon field. This method can be particularly useful for probing concentrated dark matter streams by Earth’s gravitational lensing effect. Formulae for the stimulated reflection process and the expected sensitivities in local and remote experimental approaches are provided for testing eV scale axion models using broad band lasers. The generic axion-photon coupling is expected to be explorable up to O\\documentclass[12pt]{minimal} \\usepackage{amsmath} \\usepackage{wasysym} \\usepackage{amsfonts} \\usepackage{amssymb} \\usepackage{amsbsy} \\usepackage{mathrsfs} \\usepackage{upgreek} \\setlength{\\oddsidemargin}{-69pt} \\begin{document}$$ \\mathcal{O} $$\\end{document}(10−12) GeV−1 and O\\documentclass[12pt]{minimal} \\usepackage{amsmath} \\usepackage{wasysym} \\usepackage{amsfonts} \\usepackage{amssymb} \\usepackage{amsbsy} \\usepackage{mathrsfs} \\usepackage{upgreek} \\setlength{\\oddsidemargin}{-69pt} \\begin{document}$$ \\mathcal{O} $$\\end{document}(10−22) GeV−1 for the idealized local and remote setups, respectively.

Generative AI and the public-speaking course: A critical communication pedagogy approach

This article offers a semester-long approach to using generative AI in the public-speaking course. Using critical communication pedagogy, the authors provide practices to navigate the turbulence that has followed the emergence of publicly available generative AI tools. These tools have received negative attention because of their potential to facilitate academic dishonesty and undermine the learning process. Despite this concern, we’ve chosen to embrace these tools and the transformative power they have for public-speaking curricula. Course Public Speaking. Objectives Create an environment of co-learning with students; formulate expectations for student use of AI; develop a reflective process for students to critically evaluate AI material; and design assignments to encourage critical thinking skills.