Self-awareness Of People Research Articles

Inspire to aspire: raising aspirational outcomes through a student well-being curricular focus

Australian Government policy initiatives to increase young peoples' participation in higher education are pursued in this paper. It argues that pedagogy and curriculum have a direct influence on student engagement. The interrelationships between pedagogical practices, curriculum based on a well-being framework, and the shaping of subjectivities and aspirations of young people in a region characterised by socio-economic challenge are explored. This 2-year case study used action research by university academics, school-based teachers and school students in an R-12 school in the northern suburbs of Adelaide, South Australia. Findings drawn from narratives, field notes, student work samples and professional conversations, situate well-being as central to young people's self-awareness of their aspirations. The themes of: Pedagogies and learning activities; Relationships, caring and connections, and; Places, spaces and belonging help to arrange the argument that concludes that young people living in low socio-economic areas do have aspirations for the future. Furthermore, the educational implications highlight the significance of the role of the teacher within the social and emotional domains which connect student life-worlds within their particular contexts, building cultural capital and broadening capabilities, self-awareness, aspirations and achievement.

Video Feedback on Functional Task Performance Improves Self-awareness After Traumatic Brain Injury

Background. Feedback is used in rehabilitation to improve self-awareness in people with traumatic brain injury (TBI), but there have been no comparisons of the different methods of providing feedback. Objective. To compare the effect of different methods of feedback on impaired self-awareness after TBI. Method. This was a randomized, assessor-blinded trial with concealed allocation. A total of 54 participants with TBI and impaired self-awareness (85% male) were recruited from inpatient and community rehabilitation settings. Participants performed a meal preparation task on 4 occasions and were randomly assigned to 1 of 3 feedback intervention groups: video plus verbal feedback, verbal feedback, or experiential feedback. The primary outcome was improvement in online awareness measured by the number of errors made during task completion. Secondary outcomes included level of intellectual awareness, self-perception of rehabilitation, and emotional status. Results. Receiving video plus verbal feedback reduced the number of errors more than verbal feedback alone (mean difference = 19.7 errors; 95% confidence interval [CI] = 9.2-30.1) and experiential feedback alone (mean difference = 12.4 errors; 95% CI = 1.8-23.0). Conclusion. The results suggest that the video plus verbal feedback approach used in this study was effective in improving self-awareness in people with TBI. The results also provide evidence that improvement in self-awareness was not accompanied by deterioration in emotional status.

Feedback interventions for improving self‐awareness after brain injury: A protocol for a pragmatic randomised controlled trial

Occupational therapists working in brain injury rehabilitation use functional tasks as a means of providing feedback to improve self-awareness of people who have a brain injury and ultimately improve their occupational performance. To compare the effectiveness of video, verbal and experiential feedback for improving self-awareness in people with traumatic brain injury. A randomised controlled trial will be conducted to compare the efficacy of video and verbal feedback during occupational therapy. Fifty-four participants with traumatic brain injury will be randomly allocated into three intervention groups: (i) video plus verbal feedback, (ii) verbal feedback and (iii) experiential feedback (control condition). Participants will receive the allocated intervention based on performance of a meal preparation task. The intervention sessions will occur four times during a two-week period. Blinded assessment will occur at baseline, post-intervention, and two months follow up. The primary outcome will be a measure of on-line self-awareness (number of self-corrected and therapist corrected errors). Secondary outcomes to be assessed include levels of intellectual self-awareness, emotional distress, and acceptance of disability. Data will be analysed using an intention to treat approach. Linear mixed effects models will be used to investigate the intervention effects. Results will contribute to evidence-based guidelines to support therapists to choose the most effective form of feedback for people with decreased self-awareness after traumatic brain injury.

Using Occupation to Facilitate Self-Awareness in People who have Acquired Brain Injury: A Pilot Study

Impaired self-awareness in people who have had an acquired brain injury (ABI) is a complex phenomenon that impedes rehabilitation progress and outcome. This pilot study investigated the effect of an occupation-based intervention program on the self-awareness and emotional status of people after ABI. Four male adults with impaired self-awareness following ABI participated in this study. Each received a 10-week individualized program that focused on the performance of three occupations for 1 to 2 hours per week. A facilitative approach was taken, using techniques to improve self-awareness described in the literature. Repeated measures of participants'self-awareness and emotional status were taken pre- and post-intervention, and analyzed descriptively. Results indicated preliminary support for the effectiveness of the program in facilitating participants' self-awareness. However, consideration of baseline and follow-up data indicated a complex picture. Increased anxiety was found to accompany improvements in participants' self-awareness in all four cases. This study will assist occupational therapists with program development for clients who have had an acquired brain injury.

Self-awareness of people with mental handicap.

National Institute for the Mentally Handicapped, Manovikas Nagar, Bowenpally, Secunderabad, 500011, India