Shared Experience Research Articles

INCLUSION IN THE CONTEXT OF ENGLISH LANGUAGE CLASSROOM: TEACHERS’ CURRENT BELIEFS AND PRACTICES

As the perspectives of English language teaching pedagogy change globally, new trends and issues emerge, and achieving effective inclusive language education is one of them. But what are teachers’ current beliefs and practices of inclusion? This paper explores the beliefs that English language teachers in the Sultanate of Oman have confidence in and feel about inclusion giving most of the attention to integration of visually impaired students into the mainstream classroom. Based on the findings of a year-long research project conducted at the Centre for Preparatory Studies of Sultan Qaboos University, these cover such mostly cited and supported by research components, or factors and conditions of inclusive education (Bricker, 2000), as classroom practices, including teaching strategies, classroom environment, classroom management, collaboration and teaming, including special needs students’ interaction with regular students in the mainstream English language classroom, participation in group activities, and teacher attitude, including teachers assumptions regarding inclusion, in general, and in the context tertiary education English language teaching and learning, and teacher professional development. Shared experiences and beliefs, as well as the components of inclusion, may lead to stronger culture of inclusion within the researched institution and a broader context of Oman’s tertiary education.

Speech and language therapy services for autistic children in Munster: An interpretative phenomenological analysis of parental experiences and expectations

BACKGROUND: From a medical perspective, autism is characterised by a dyad of impairments in social communication and interaction, and restricted, repetitive behaviours. However, the neurodiversity movement sees autism as a difference and not as a disability. Autistic individuals account for 1–2% of the population and many autistic children and their families access Speech & Language Therapy (SLT). In Ireland, SLT is provided across primary care, childrens’ disability network teams, as part of the progressing disability services for children and young people, and private providers. However, little is known about parents’ experiences accessing SLT services for autistic children. METHODS: This study aimed to investigate the parental experiences of SLT services for autistic children in the province of Munster, Ireland. Interpretative Phenomenological Analysis was used as a methodological framework. Semi-structured online interviews were carried out with six participants to identify their experiences of receiving SLT services for their autistic children. Data analysis followed a structured process, starting with in-depth explorations of individual datasets before cross-case analysis of the whole sample. FINDINGS: Participants expressed a variety of experiences and expectations of SLT provision, which centred on three thematic journeys: 1) Parenting an autistic child, 2) Experiencing and navigating SLT services for autistic children and 3) Evolving expectations of SLT service changes. CONCLUSIONS: Findings provide insight into parents’ individual and shared experiences of SLT services for autistic children, which may enrich service providers’ understanding of parents’ perceptions of SLT services. Future research should focus on exploring the experiences of autistic individuals and Speech and Language Therapists providing services for autistic children.2

‘It's mostly an accompaniment to something’

‘It's mostly an accompaniment to something’

Publishing a Research: Shared Experiences of Preservice Teachers as Novice Researchers in Research Journals

<p style="text-align: justify;">Publishing research is crucial and is of utmost significance. However, it is a daunting task for most researchers, especially if one is a beginner with very limited experience. The generalizability of much of the previously published research was limited to the negative aspects of the publishing process rather than the whole circumstances they had to face. Therefore, this article sought to explore the experiences of preservice teachers as novice researchers in publishing their research outputs in a research journal. This study employed a qualitative-phenomenological approach. Five major themes emerged from the interview with eight purposively selected former preservice teachers who had first-time encounters in publishing that the research investigates. These themes were encapsulated through the acronym “FLAME,” namely: (a) facing personal circumstances, (b) leveraging positive dispositions, (c) acknowledging dependency on research promoter, (d) meeting publishing standards, and (e) encountering poor physical and mental well-being. This article concludes that the journal publishing process is a multidimensional and enriching experience, providing the full spectrum of positive and negative experiences for novice researchers. This paper highlighted some implications that can be used as a guide to support novice researchers in the publication process.</p>

The evolving experiences and impacts of divorce for women living in Palestine: a mixed-method narrative analysis

ABSTRACT The impacts of divorce for Palestinian women are changing over time in important ways. Some women seek divorce to escape domestic abuse and restricted autonomy, but in previous generations many experienced social exclusion instead of understanding and support. We aimed to understand how divorce changes the lives and psychological wellbeing of contemporary Palestinian women, how intersecting identities might influence change, and to recommend areas of Palestinian research development for traditionally marginalized groups. A single-case narrative was developed from a translated transcript, and common themes were compared with quantitative data from a sample of 93 divorced women assessed with a survey designed by local clinicians. In the single-case narrative, divorce represented freedom from a ‘prison-like’ marriage and a chance for personal development. Half of the broader sample shared experiences of abusive marriages and most anticipated more freedom following divorce. We conclude that divorce in the context of a conflicted or abusive marriage can improve the lives of Palestinian women and provide opportunities for wellbeing and personal growth. However, post-divorce experience varies depending on age, family support, living situation and educational level. Enriched understanding in this area will require the development of methodologies relevant to the sociocultural and political context.

This Circle is a Mercle

“This Circle is a Mercle” explores the creation of a meadow-sized pentacle terra form artwork conceived by Tracy Tidgwell, Deirdre Logue, and Allyson Mitchell. Originating from a chant at a gathering of queer witches, the term “mercle” symbolizes the miraculous nature of communal connection. The pentacle seeks to reclaim the extraordinary as an accessible, intimate, reflexive, shared experience. It offers pathways and gestures of reconciliation with the land, each other, and our histories of and presence with colonization. The pentacle invites participants into a walking meditation through themes: love, connection, grief, accountability, and healing. Documented through photos and image descriptions, “This Circle is a Mercle” extends its transformative potential beyond its physical form, fostering connections across time and place and embodying principles of accessibility and care.

Improving self-efficacy in behavioral health through interprofessional education.

Interprofessional education (IPE) is important in preparing health profession students to practice in a workforce dependent on teamwork and collaboration. Many health profession students graduate without ever having active shared learning experiences in the academic setting. Opportunities for students to participate in activities that promote self-efficacy in competencies related to interprofessional collaborative practice are essential. The purpose of the project was to assess health profession students' perception of self-efficacy related to the core competencies of IPE. The project used a pre/post quantitative survey research design comprising a sample of students enrolled in clinical practicums in behavioral health care settings. Using standardized patients, students participated in timed simulated encounters. Participants ( n = 36) completed the 16-item Interprofessional Education Collaborative Competency Self-Assessment Tool on conclusion of the learning activity. Survey responses were scored on a 5-point Likert-type scale, with high scores indicating a stronger level of agreement of perceived self-efficacy. On the postsurvey, most items were rated as "agree" or "strongly agree." Item means ranged from 4.64 to 4.81. A positive association was found between students' self-efficacy and the utilization of standardized patients within an interprofessional experiential learning activity. The intervention contributed to improving self-efficacy in interprofessional competencies related to collaborative interaction and values.

FACILITATING ENGLISH LANGUAGE ACQUISITION PROCESS THROUGH TECHNOLOGY CLUBS

English language acquisition can be significantly enhanced through technology clubs, offering learners a relaxed environment distinct from traditional classrooms. These clubs facilitate subconscious language acquisition, promoting immersion and natural communication. By embracing technology, learners access a wealth of resources independently, expanding vocabulary and usage while encouraging informal interaction. Technology clubs foster active engagement, allowing learners to express themselves freely. This paper examines the role of technology clubs in supporting language acquisition processes. In the contemporary landscape, technology is paramount in language acquisition, with clubs providing dynamic platforms for immersive English language engagement. Leveraging multimedia resources like videos and podcasts, learners hone listening and comprehension skills, tailored to individual preferences. Interactive platforms within these clubs offer engaging activities, from language games to virtual conversations, fostering collaboration and a supportive learning community. Mobile applications further enhance learning accessibility, enabling practice anytime, anywhere. Technology clubs curate immersive environments, where learners engage in authentic communication through virtual simulations and online communities. Peer collaboration is encouraged through forums and projects, facilitating shared learning experiences. In conclusion, technology clubs offer a versatile and engaging approach to language acquisition, empowering learners with diverse opportunities to develop proficiency. Through multimedia resources, interactive platforms, and peer collaboration, technology clubs facilitate effective language learning.

Online Video Repository of Personal Experiences after Traumatic Brain Injury (TBI) Provides Veterans Shared Experiences and a Pathway for Health Information

Online Video Repository of Personal Experiences after Traumatic Brain Injury (TBI) Provides Veterans Shared Experiences and a Pathway for Health Information

Research autopsy programmes in oncology: shared experience from 14 centres across the world.

While there is a great clinical need to understand the biology of metastatic cancer in order to treat it more effectively, research is hampered by limited sample availability. Research autopsy programmes can crucially advance the field through synchronous, extensive, and high-volume sample collection. However, it remains an underused strategy in translational research. Via an extensive questionnaire, we collected information on the study design, enrolment strategy, study conduct, sample and data management, and challenges and opportunities of research autopsy programmes in oncology worldwide. Fourteen programmes participated in this study. Eight programmes operated 24 h/7 days, resulting in a lower median postmortem interval (time between death and start of the autopsy, 4 h) compared with those operating during working hours (9 h). Most programmes (n = 10) succeeded in collecting all samples within a median of 12 h after death. A large number of tumour sites were sampled during each autopsy (median 15.5 per patient). The median number of samples collected per patient was 58, including different processing methods for tumour samples but also non-tumour tissues and liquid biopsies. Unique biological insights derived from these samples included metastatic progression, treatment resistance, disease heterogeneity, tumour dormancy, interactions with the tumour micro-environment, and tumour representation in liquid biopsies. Tumour patient-derived xenograft (PDX) or organoid (PDO) models were additionally established, allowing for drug discovery and treatment sensitivity assays. Apart from the opportunities and achievements, we also present the challenges related with postmortem sample collections and strategies to overcome them, based on the shared experience of these 14 programmes. Through this work, we hope to increase the transparency of postmortem tissue donation, to encourage and aid the creation of new programmes, and to foster collaborations on these unique sample collections. © 2024 The Authors. The Journal of Pathology published by John Wiley & Sons Ltd on behalf of The Pathological Society of Great Britain and Ireland.

Embracing diversity: Exploring attitudes and beliefs toward transgender and gender-diverse people in the LGBTQIA + communities

Introduction LGBTQIA + communities can be considered collectivist communities, transcending geographical limitations and characterized by shared values, traits, and experiences. Community resources play a crucial role in mitigating the impact of stress and fostering positive health outcomes from exposure to hostile environments. However, not all members of LGBTQIA + communities have equal access to these resources, particularly transgender and gender-diverse individuals. Method The present study explores the mechanism of discrimination and inclusion of transgender and gender-diverse minorities in a population of 1,486 gender and sexual minoritized individuals residing in Italy. Participants completed an anonymous online questionnaire regarding sociodemographics and identitarian factors and their levels of psychological sense of community, social justice, binary genderism and transphobia, and gender and sex diversity beliefs. Results Being younger, trans or gender-diverse, being a LGBTQIA + activist, and experiencing multiple systems of oppression proved to be related to stronger bonds with LGBTQIA + communities, higher levels of social justice, less rejective and discriminating attitudes, and stronger inclusive beliefs toward gender minoritiezed groups. Moreover, the mediation models highlighted the positive direct influence of psychological sense of community on promoting inclusive attitudes and beliefs and its indirect positive effect through social justice. Discussion The study reflects on the pivotal role of psychological sense of community and social justice as building blocks of inclusive attitudes toward transgender and gender-diverse individuals.

A Dimensional Analysis of School Connectedness in Adolescents Newly Diagnosed With Cancer.

Background: Adolescents newly diagnosed with cancer must navigate medical, psychosocial, and educational issues when confronting this life-threatening illness. Frequent hospitalizations and intense therapy disrupt attendance at school and social events. Research supports that school connectedness is a protective factor associated with improved adolescent health, psychological, and academic outcomes. However, this phenomenon is understudied in adolescents newly diagnosed with cancer. Method: This qualitative inquiry used a dimensional analysis method to uncover the nature of school connectedness in adolescents newly diagnosed with cancer prior to school reentry. Semistructured interviews with 19 adolescents explored school relationships and experiences at the time of cancer diagnosis. Data collection and inductive analysis occurred simultaneously. Results: Analysis revealed four key dimensions: "School Days and Ways," "The Boom," "The Pause," and "Connection Reconciliation: Me, You, and Learning." Additionally, "Social Scenes," "Shared Experiences," and "Seeing and Being With" emerged as subdimensions of "School Days and Ways." All adolescents in this study described being negatively impacted by the cancer experience with universal disruption in school relationships and diminished school connections. However, the desire to restore unraveled or broken relationships and reconcile connections with self, others from the school, and learning were highly salient. Discussion: This research uncovers the meaning and context of school connectedness prior to and following a cancer diagnosis, illuminating a deeper understanding of the impact of a cancer diagnosis on adolescents, school relationships, and learning. The findings provide direction in supporting adolescents as they confront the physical, psychosocial, and educational disruptions caused by their cancer.

A collaborative autoethnographic journey of collective storying: Transitioning between the ‘I’, the ‘We’ and the ‘They’

The story we share here is about lessons learned during a three-year, collaborative autoethnographic journey beginning in January 2020. Our story is one of conducting a meaningful inquiry into our shared lived experience amid the changes brought about by COVID-19 lockdowns. Our insights speak to how we collaboratively reflected and researched across institutions, countries, disciplines, and career stages. More importantly, in making our process explicit, we highlight the way storying was experienced within our collective space. In doing so, we explore insights about how stories are adapted and transformed through a process of navigating the development of, and transitions between, pre-public and public spaces. Using an Arendtian lens, we explore the question, How are autoethnographic collaborative stories crafted for research in an academic context? Our insights present a cyclical and developmental frame within which to process collaborative storying and indeed collaborative academic work.

"Relationships, Very Quickly, Turn to Nothing": Loneliness, Social Isolation, and Adaptation to Changing Social Lives Among Persons Living With Dementia and Care Partners.

Persons with dementia and their care partners have known risks for loneliness and social isolation throughout the disease trajectory, yet little is described about social lives in a population heterogeneous for disease stage, syndrome type, and setting. We conducted a secondary analysis of qualitative interviews from multiple studies to triangulate responses from a cohort of persons with dementia (n = 24), and active (n = 33) or bereaved (n = 15) care partners diverse in setting, dementia type and stage, and life experience. Interviews explored challenges related to social lives and were analyzed thematically. Persons with dementia were on average 80 years old (range: 67-94), 38% female, and 78% diagnosed with Alzheimer's dementia; care partners were on average 67 years old (range: 40-87) and 69% female. We identified 3 primary themes. First, dyads lost external social networks due to complex factors, including discomfort of surrounding social networks, caregiving responsibilities, and progressive cognitive deficits. Second, care partners described disruptions of meaningful dyadic relationships due to progressive cognitive and functional deficits, leading to loneliness and anticipatory grief. Third, adaptive strategies centered on care partners facilitating shared social activities and programs addressing caregiver burden. An overarching theme of disease-course accumulation of barriers to social interactions and constant adaptations was present in all themes. Isolation and loneliness are a shared experience and source of distress for persons with dementia and care partners. Results can inform interventions tailored to individual needs and disease stages of dyads that enhance social connectedness.

The paradox of spring: Thyroid and glucocorticoid responses to cold temperatures and food availability in free living Carneddau ponies

In seasonal environments, maintaining a constant body temperature poses challenges for endotherms. Cold winters at high latitudes, with limited food availability, create opposing demands on metabolism: upregulation preserves body temperature but depletes energy reserves. Examining endocrine profiles, such as thyroid hormone triiodothyronine (T3) and glucocorticoids (GCs), proxies for changes in metabolic rate and acute stressors, offer insights into physiological trade-offs. We evaluated how environmental conditions and gestation impact on faecal hormone metabolites (fT3Ms and fGCMs) from late winter to spring in a free-living population of Carneddau ponies. Faecal T3Ms were highest in late February and March, when temperatures were lowest. Then, fT3Ms concentrations decreased throughout April and were at the lowest in May before increasing towards the end of the study. The decline in fT3M levels in April and May was associated with warmer weather but poor food availability, diet diversity and diet composition. On the other hand, fGCM levels did not display a clear temporal pattern but were associated with reproductive status, where pregnant and lactating females had higher fGCM levels as compared to adult males and non-reproductive females. The temporal profile of fT3Ms levels highlights metabolic trade-offs in a changing environment. In contrast, the ephemeral but synchronous increase in fGCM concentrations across the population suggest a shared experience of acute stressors (i.e., weather, disturbance or social). This multi-biomarker approach can evaluate the role of acute stressors versus energy budgets in the context of interventions, reproduction, seasonality and environmental change, or across multiple scales from individuals to populations.

Cultivating compassion in medicine: a toolkit for medical students to improve self-kindness and enhance clinical care

BackgroundCompassionate care lies at the foundation of good patient care and is a quality that patients and providers continue to value in the fast-paced setting of contemporary medicine. Compassion is often discussed superficially in medical school curricula, but the practical aspect of learning this skill is often not taught using a formal framework. In the present work, the authors present an 8-session curriculum with a mindfulness-based approach to compassion that addresses this need. It is hypothesized that students in this curriculum will improve in their levels of compassion based on validated scales.MethodsThe curriculum was delivered to fourth-year medical students at Renaissance School of Medicine at Stony Brook University who had just completed their clerkship year. It was developed as a customizable set of modules that could be delivered in various ways. The students were taught with evidence-based cognitive exercises followed by group discussions and written reflections based on compassion-focused thematic questions. All students completed a pre- and post-Self-Compassion Scale, Compassion Scale, and Toronto Mindfulness Scale. Students in this course were compared with students in different courses about non-clinical topics delivered at the same time. Wilcoxon Signed Rank tests and Mann Whitney U tests were used to assess potential associations between pre- and post-survey responses for the validated scales and subscales.Results17 fourth-year medical students completed pre- and post-course tests, 11 participated in the compassion curriculum while 6 participated from the other courses. Before any of the courses began, all students performed similarly on the pre-test across all scales. The students in the compassion curriculum demonstrated a significant increase in their total Self-Compassion score by 8.7 [95% CI 4.3 to 13.2] points (p = 0.008), total Compassion score by 6.0 [95% CI 1.4 to 10.6] points (p = 0.012), and the curiosity component of the Toronto Mindfulness Scale by 4.4 [95% CI 1.0 to 7.7] points (p = 0.012). There was no statistically significant difference between pre- and post-tests among the non-compassion curriculum students in the aforementioned scales (p = 0.461, p = 0.144, p = 0.785, respectively).ConclusionsOur results indicate that the students in our course developed an enhanced ability to engage in self-compassion, to understand the shared human experience, and to be motivated to act to alleviate suffering. Regardless of a program’s existing compassion education, this customizable model allows for easy integration into a medical student’s crowded curriculum. Furthermore, although teaching compassion early and often in a clinician’s training is desirable, our study that targeted fourth-year medical students suggests an additional benefit of rekindling the loss of compassion well described in a medical student’s clinical years.

The Johnny Carson monologues 1984–1992 consensus narrative and the Lingua Franca of celebrity

ABSTRACT With the rise of streaming services, the proliferation of social media platforms, and the diminished relevance of legacy TV, it is important to acknowledge the enduring media discourses and the social purchase once cultivated by legacy TV. This analysis examines NBC's long running The Tonight Show Starring Johnny Carson and that program's distinguishing feature, the opening monologue. I analyze 270 monologues to assess the display of celebrities and famous people in jokes that promoted and undermined conventional wisdom, celebrated and subverted shared experience, and derided political machinations. I review the history of The Tonight Show and Johnny Carson's role as monologist; the regular display of celebrities and famous figures in the monologues; the concept of Celebrity-Signifier; and the fashioning of the monologues and audience engagement with the monologues with attention to the comic mode of address and Thornburn's notion of consensus narrative. This analysis suggests that the comic monologues—fashioned by committee, corralled by institutional mandates, and delivered by a trusted master of ceremonies—sustained a form of public thought with unparalleled reach that refined a lingua franca of celebrity and made available a unique “way of knowing.”

A Look at Traumatic Brain Injury Community Programs in British Columbia: Barriers and facilitators of implementation

ABSTRACT Research Objectives 1) Characterize the delivery of programs that support acceptance and resiliency for people with brain injury in the healthcare sector; 2) Understand the barriers and facilitators in implementation of programs to support self-acceptance and resiliency for people with brain injury Design Participatory focus groups were used to explore experiences of conducting brain injury programs and knowledge of the barriers and facilitators to their implementation. Focus group data were analyzed with manifest content analysis to minimally deviate from broad and structural information provided by participants. Setting Four focus group sessions were conducted online through a video calling platform. Participants 22 individuals from community associations conducting programs for people with brain injury. Participants were recruited from a public brain injury organization database. Results Systemic challenges such as access to and allocation of funding require navigation support. Resource consistency and availability, including stable program leaders and a welcoming atmosphere, are important for program implementation and sustainability. Shared experiences promote connection with the community and personal development. Conclusions This study informs individual- and community-level approaches to promote meaningful life after brain injury. Findings highlight existing resources and support future programming for people with brain injury.

The Art of Neighboring beyond the Nation: Ethnic and Religious Pluralism in Southwest China

Northwest Yunnan is nested in the border areas of Tibet, Myanmar, and Southwest China. The religiously and ethnically diverse region has astonishingly seen a lack of “conflict”, as is often assumed in regions of ethnic and religious differences. This paper argues that there is an organic form of pluralism through frequent inter-ethnic and inter-religious marriages, multi-lingual daily interactions, and strategic ethnicity registrations. Ethnic and religious boundaries are made permanently or temporarily permeable through the celebration of boundary-crossing rituals such as weddings and funerals and other shared experiences such as collective labor and migrant work. Despite an increasingly strong push to be integrated into the state power through various top-down developmental projects, minority peoples here still use kinship, collective rituals, and other shared experiences to foster group formation that is fluid, porous, and malleable, instilling empathy and obligation as the basis of this pluralistic borderland society. This organic form of pluralism presents an alternative to the nation as the standard modern form of community. This paper ultimately argues that this specific type of plurality requires us to think beyond the normative liberal notions of religious tolerance and diversity that are still promoted within the frame of the exclusivist nation-state.

GENDER EQUALITY IN THE WORKPLACE: A COMPARATIVE REVIEW OF USA AND AFRICAN PRACTICES

This Review presents a comparative review of gender equality practices in the workplace, focusing on both the United States (USA) and various African countries. Gender equality is a pivotal aspect of societal progress, economic development, and fostering inclusive workplaces. The analysis delves into the differing approaches, challenges, and advancements in promoting gender equality within organizational settings, offering insights into the nuanced landscape of gender dynamics. In the United States, considerable progress has been made toward gender equality, driven by legislative measures, advocacy efforts, and cultural shifts. The Review explores initiatives such as affirmative action, diversity and inclusion programs, and policies addressing pay disparities. It examines the impact of landmark legislation like the Equal Pay Act and Title VII of the Civil Rights Act, highlighting advancements and persisting challenges in the pursuit of gender parity. Conversely, the review extends its focus to diverse African practices, recognizing the continent's rich tapestry of cultures, economies, and regulatory frameworks. The Review illuminates regional variations in approaches to gender equality, considering factors such as cultural norms, legal frameworks, and socioeconomic conditions. It sheds light on innovative practices emerging in African workplaces, emphasizing the role of grassroots movements, government interventions, and the empowerment of women in various sectors. The Review also underscores shared challenges faced by both the USA and African nations, including gender-based discrimination, underrepresentation in leadership roles, and the impact of intersectionality on women's experiences in the workplace. By comparing these practices, the review seeks to draw attention to successful strategies, lessons learned, and areas for improvement in advancing gender equality globally. This comparative analysis aims to contribute to the ongoing discourse on gender equality, offering a nuanced understanding of how workplace practices vary between the USA and Africa. By recognizing the unique contexts and leveraging shared experiences, the review seeks to inform policymakers, businesses, and advocates in fostering workplaces that prioritize diversity, inclusivity, and gender equity.
 Keywords: Gender Equality, Workplace, African Practice, USA, Review.