Lee Fergusson  Luke van der Laan  Shayne Baker 《Reflective Practice》2019,20(2):289-303

The role and importance of reflective practice have been thoroughly documented and its benefits are well established. When coupled with research in a higher education context, a similar importance for reflection can be extended to professional development, leadership, and work-based learning. However, the relation of reflective practice to work-based research, specifically when defined as an element of methodology in higher degree research awards, has yet to be fully examined. In this paper, we explore the basic principles of reflective practice as they relate to work-based learning and highlight the interfaces or ‘bridges’ between reflective cycles, showing their centrality to work-based research. As an example of how these principles might be applied, we also introduce the role of each micro- and macro-reflective cycle in the Professional Studies program at University of Southern Queensland, a relatively new academic approach which utilises both work-based learning and work-based research.  相似文献   

    

Elizabeth Isidro 《Reflective Practice》2019,20(1):85-96

Design-based research (DBR) is an emerging methodology in teacher education research that researchers claim has strong potential in systematically designing and using instructional strategies and tools to develop, enact, and sustain effective learning environments. Studies have been conducted employing this methodology, but very little research has been made on the process of engaging in DBR for designing curriculum. Through a self-study, I found that using DBR as a model for creating curriculum draws from personal meaning-making, where I tapped on my own education, background, and experiences in literacy instruction to create curriculum. The other dimensions to the DBR process were more intangible and thus harder to negotiate. These included the political aspects, where decision-making was needed regarding course components. Keeping positive relationships with stakeholders was another challenging dimension in order to achieve a collectively meaningful curriculum. Finally, dispositions on literacy instruction also implied tension on the process since dispositions are not necessarily aligned with some DBR principles.  相似文献   

    

Orit Ouaknine-Yekutieli 《Journal of Modern Jewish Studies》2019,18(2):227-244

ABSTRACT

The goal of this paper is to study Jewish participation in intercommunal – Muslim, Jewish, Christian – Moroccan women’s organizations that promoted national Moroccan socio-political aims, and to analyze their origins, effects, demise and memory. The paper focuses on a unique organization - Union des Femmes marocaines (Union of Moroccan Women) – which, for almost ten years during the colonial period, had carried out intercommunal work for shared Moroccan causes. The study reveals that during the period that intercommunal women’s associations operated (1943–1952), they were first French-oriented and dealt with issues considered, from a gendered perspective, to be within women’s domain (i.e. helping the poor and needy, doing charity, fighting for women’s education), but from 1947, they “Moroccanized” and worked towards general political Moroccan aims. The paper refers to a relatively unknown chapter in Moroccan history, and opens a new perspective of the Moroccan identity of Jews before their massive emigration from the country.  相似文献   

    

Michael Barkham  Emma Broglia  Graldine Dufour  Mark Fudge  Louise Knowles  Alan Percy  Afra Turner  Charlotte Williams 《Counselling and Psychotherapy Research》2019,19(4):351-357

Against a background of huge changes in the world of university and college students since the turn of the millennium, together with a multitude of reports on student mental health/wellbeing, this article argues that the field of student mental health is hampered by the imprecise use of terms, a rush to action by universities in the absence of a robust evidence‐base, and a lack of overall coordination and collaboration in the collection and use of data. In response, we argue for clearer and more consistent use of definitions of, as well as differentiations between, student wellbeing and mental health, for a longitudinal approach to the student body that captures their developmental transitions to and through university, and a strategic and systematic approach to the use of bona fide measures in the collection of data on wellbeing and on the process of outcomes in embedded university counselling services. Such a coordinated approach will provide the necessary evidence‐base upon which to develop and deliver appropriate support and interventions to underpin and enhance the quality of students’ lives and learning while at university or college.  相似文献   

    

Sherwood Burns‐Nader  Jason Scofield  Caroline Jones 《Infant and child development》2019,28(2)

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G. Kevin Randall  Alex J. Bishop 《Journal of Religion, Spirituality & Aging》2019,31(2):203-219

Religious constructs associated with forgiveness are understudied among incarcerated males. Attachment and forgiveness theory supported hypotheses that attachment to God would uniquely influence forgiveness, controlling for other biopsychosocial resources in regression modeling. Results, utilizing data collected from 261 male prison inmates, ages 45 to 82, demonstrated that each of three blocks of predictors explained significant amounts of variance in forgiveness: (1) biological and control variables; (2) social support and positive evaluation of life; and (3) attachment to God. The final model explained 53.7% of the total variance. Discussion focuses on the use of attachment to God and forgiveness assessments.  相似文献   

    

G. Nic Rider  Jennifer A. Vencill  Dianne R. Berg  Rachel Becker-Warner  Leonardo Candelario-Pérez  Katherine G. Spencer 《International Journal of Transgenderism》2019,20(2-3):275-288

Abstract

Background: The limited research on nonbinary individuals suggests that this community experiences significant health disparities. Compared to binary transgender individuals, research suggests that nonbinary individuals are at elevated risk for discrimination and negative mental health outcomes, including depression, anxiety, traumatic stress, and suicidality. Even mental health providers who work with binary transgender individuals often lack knowledge of and training to work competently with nonbinary individuals.

Methods: The authors of this conceptual article present the Gender Affirmative Lifespan Approach (GALA), a psychotherapy framework based in health disparities theory and research, which asserts that therapeutic interventions combating internalized oppression have the potential to improve mental health symptomatology resulting in improved overall health and well-being for gender diverse clients. GALA’s therapeutic interventions are designed to promote positive gender identity development through five core components: (1) building resiliency; (2) developing gender literacy; (3) moving beyond the binary; 4) promoting positive sexuality; and (5) facilitating empowering connections to medical interventions (if desired).

Results: The core components of the GALA model are individualized to each client’s unique needs, while taking into consideration age and acknowledging developmental shifts in, or fluidity of, gender across the lifespan. This model represents an inclusive, trans-affirmative approach to competent clinical care with nonbinary individuals.

Discussion: Application of the GALA model with nonbinary clients is discussed, including one clinical case vignette.  相似文献   

    

Jennifer Krafft  Jack A. Haeger  Michael E. Levin 《Cognitive behaviour therapy》2019,48(3):241-252

Transdiagnostic cognitive behavioral interventions target different cognitive processes to promote mental health, including cognitive fusion and cognitive reappraisal. Determining the relative impact of cognitive fusion and reappraisal on a range of student mental health concerns could help interventions target psychopathological cognitive processes more effectively. Therefore, this study examined the longitudinal impact of cognitive fusion and reappraisal on mental health and functioning outcomes. A series of hierarchical regression models tested the effects of cognitive fusion and reappraisal in a sample of college students (n = 339). When controlling for reappraisal and baseline symptoms, fusion predicted distress, depression, generalized anxiety, social anxiety, hostility, academic distress, and student role problems 1 month later. Reappraisal predicted only student role problems longitudinally when controlling for fusion. These results suggest that cognitive fusion is a stronger predictor than reappraisal for a range of student mental health concerns and may be a particularly important target for improving student mental health.  相似文献   

    

Angela Nyhout  Patricia A. Ganea 《Child Development Perspectives》2019,13(4):254-259

When reasoning counterfactually, we think of alternative possibilities to what we know to be true about the world by imagining what would have happened had a situation been different. Research has yielded mixed findings and substantial debate over when this ability develops, how it is best conceptualized, and what functions it serves. In this article, we propose a framework of counterfactual reasoning in development. We argue that counterfactual reasoning is best understood by looking both at the representations of reality children manipulate counterfactually, and the cognitive processes that make up and contribute to counterfactual reasoning. In so doing, we highlight the fact that many of the component skills are present in early childhood. This framework yields testable predictions about children’s counterfactual reasoning across a range of situations. We also discuss recent work that examines the contribution of counterfactual reasoning to learning in childhood.  相似文献   

Establishing norms for mental well-being in young people (7–19 years) using the General Health Questionnaire-12     

Stephanie Centofanti  Kurt Lushington  Andrew Wicking  Peter Wicking  Andrew Fuller  Philip Janz  Jillian Dorrian 《Australian journal of psychology》2019,71(2):117-126

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