Critical reflection: scaffolding social responsiveness for first-year students

The teaching and assessment of socially responsive critical reflection in higher education is challenging, especially when learning does not take place in wider social or practice-based contexts. For many students, learning to reflect on others’ experiences in a socially responsive way requires scaffolding. This paper reports on discourses of self and other in the guided summative reflections of first-year non-clinical health students (n = 23) undertaking activities aimed at increasing social responsiveness. The reflections predominantly featured discourses of self, and the corresponding discourse of others as similar to self. Critical reflection, while infrequent, was usually associated with the less common discourse of others as unlike self. Social responsibility, an even less frequent discourse, was unrelated to self. The findings confirm the need for scaffolding of critical reflection, but also suggest that more course content involvement in others’ lived experiences is pivotal to socially responsive reflection. Further research on effective socially responsive learning and whether it influences later practice is needed.     

Practice on the margins: reflections from the disability services sector

People labelled with disabilities are frequently positioned on the margins of society. Their positioning points to discursive practices underpinned by ableism which place and keep them there. In this article, a scenario based on actual events is used to reflect upon professional practice. The story is situated in a disability service, an area of practice located at the margins of the broader Human Services sector. The scenario raises important questions about how to establish respectful and productive relationships with people, develop person-centred practices which contribute to personal knowing and transformation, balance rights and risk, equitably manage relations of power and fulfil societal expectations on the provision of care. In this article, the author explores how reflection can negotiate meaning, challenge ableism and expose disablist practices. She seeks to open spaces where one might begin to re-story professional practices by centring the lived experiences of those who inhabit the margins.     

Attitudes toward sexuality among straight and queer university students from Cuba, Norway and South Africa

This paper explores differences and similarities in sexual attitudes among university students 18 years or older of different sexual orientation in Havana, Tromsø, and Cape Town. In the period 2004–5, a questionnaire survey on sexuality, happiness and life satisfaction, was undertaken among 318 students from the University of Havana, 144 students from the University of Tromsø, and 182 students from the University of the Western Cape. The respondents in Cape Town generally expressed more restrictive attitudes toward sexuality than respondents in the other two samples. The dimensionality of attitudes was studied, and three interpretable dimensions were identified: Sexual novelty seeking; Individualization and equality; and Fidelity. Attitudes toward sexual novelty seeking were most efficient in separating straight men and women, and queer men and women in the three samples. The samples were also different in their acceptance of infidelity. More research is needed to further explore cultural differences in sexual attitudes.     

Progressive age-related changes in the attentional blink paradigm

Previous studies on aging and attention typically examine group differences between younger and older adults, rather than seeing aging as a continuous process. Using correlational analyses, this study examined progressive changes in the magnitude of the attentional blink (AB) associated with aging. Increased age was found to be significantly associated with the ability to detect the second target (T2), whereby older age was correlated with the production of a longer and more pronounced AB; this supports the proposition that aging is associated with reduced inhibitory processes and selective attention. It was also found that AB performance somewhat improves between ages 18-39 years, but tends to decline from 40 years of age onward, providing an interesting and novel finding that AB effects may become more sensitive at this point in time. The AB task may prove useful in the assessment of selective attention in normal healthy adults, as well as changes associated with pathological aging.     

Measuring emotional intelligence in English and in the native language of students in South Africa

800 students in Grades 9 and 11 from schools in the Sekhukhuneland, Nebo, and Apel regions of the Limpopo Province of South Africa completed the English and the Pedi version of the Bar-On Emotional Quotient Inventory in 2004 after the test was translated into Pedi language. Although there was some consistency between the answers to the same item in the two languages, it was low in general. Nuance differences in meaning probably contributed to the low consistency.     

Linda versus World Cup: Conjunctive Probabilities in Three-event Fictional and Real-life Predictions

Conjunction errors in probability judgments have been explained in terms of representatives, non-normative combination procedures, and linguistic, conversational, or conceptual misunderstandings. In two studies, a three-event variant of the classical Linda scenario (Tversky and Kahneman, 1983) was contrasted with estimates of Norway’s chances in three coming World Cup soccer matches. Conjunction errors occurred even in the latter, real-life prediction task, but much less frequently than in the fictional Linda case. Magnitude of the conjunction effect was found to be dependent upon type of constituent (fictional versus dispositional), unequal versus equal probabilities of constituent events, prediction of positive versus negative outcomes, and, for real-life predictions only, umber of constitutent events. Fictional probability ratings were close to but lower than representativenss ratings, giving evidence for a representativeness and adjustment-for-uncertainty strategy, whereas probabilities of real-life events were given a causal model interpretation.     

Concepts of Health-Related Quality of Life of Australian Aboriginal and Torres Strait Islander Children: Parent Perceptions

Applied Research in Quality of Life - Health-related quality of life (HR-QoL) is a valued patient-related outcome measure. HR-QoL is typically measured using a psychometric tool. Although there are...     

Reduced Verbal Memory Retention is Unrelated to Sleep Disturbance During Pregnancy

This study investigated episodic and procedural memory retention in early and late pregnancy and whether memory retention was related to sleep disruption. Twenty‐six women in the third trimester of pregnancy, 20 women in the first trimester of pregnancy, and 24 non‐pregnant controls were administered a battery of verbal and visual episodic memory tasks and two procedural memory tasks before undergoing an overnight sleep study. Memory retention was assessed the following morning. Results indicated that as compared with controls, both pregnant groups had reduced retention in verbal episodic memory but were unimpaired on visual and procedural memory tasks. The pregnant women also demonstrated significant disruption of sleep patterns. Reduced verbal memory retention during pregnancy was not attributable to any measure of sleep; however, small correlations between some indices of sleep and memory do not allow full dismissal of the sleep‐dependent memory consolidation hypothesis.     

Effectiveness of the career interest profile

This study examined the effectiveness of group‐based career counseling using the Career Interest Profile (CIP). The study used an experimental design involving 2 groups of Italian university students: an experimental group (42 participants) who received narrative career counseling and a control group (47 participants) who did not. Results indicated more specific life and occupational goals after the intervention among members of the experimental group in addition to a decrease in career decision‐making difficulties and an increase in career decision‐making self‐efficacy, thus suggesting the value of group‐based career counseling on the basis of the principles embodied in the CIP.     

Examining the Development of Attention and Executive Functions in Children With a Novel Paradigm

The development of attention and executive functions in normal children (7–12 years) was investigated using a novel selective reaching task, which involved reaching as rapidly as possible towards a target, while at times having to ignore a distractor. The information processing paradigm allowed the measurement of various distinct dimensions of behaviour within a single task. The largest improvements in vigilance, set-shifting, response inhibition, selective attention, and impulsive responding were observed to occur between the ages of 8 and 10, with a plateau in performance between 10 and 12 years of age. These findings, consistent with a step-wise model of development, coincide with the observed developmental spurt in frontal brain functions between 7 and 10 years of age, and indicate that attention and executive functions develop in parallel. This task appears to be a useful research tool in the assessment of attention and executive functions, within a single task. Thus it may have a role in determining which cognitive functions are most affected in different childhood disorders.