Children’s spirituality and the practice of meditation in Irish primary schools

Abstract

This paper uses an interdisciplinary approach to explore the child’s experience of meditation in Irish primary schools and its impact on children’s spirituality. Using a phenomenological, hermeneutic, mystagogical methodology, it describes how children experience the practice of meditation, the benefits they consider they gain from it and the nature of its impact, if any, on their spirituality. Seventy children, aged 7 to 11, were interviewed. The study is original in that the interview protocol contained novel processes designed to elicit from children their experience, if any, of the transcendent in meditation and in its depth of analysis of the spiritual fruits of the practice. The study concludes that meditation does have the capacity to nourish the innate spirituality of the child. It offers a heuristic model outlining the key elements of the child’s experience of meditation, stresses the importance of personal spiritual experience and supports the introduction of meditation in primary schools.     

Développement des collectifs de travail et développement de la sécurité : une étude sur les décisions à risque en anesthésie

This article highlights the collective dimensions of risk management for patients before an anesthesia. After a phase of observation of real activity, interviews were conducted with 20 anesthetists from two French hospitals. The analysis reveals interindividual diversity in practices. This diversity is explained by the inclusion, in decisions, of knowledge about “distributed” skills in the team and about local “shared practice”. The results establish a link between the site where the anesthetists are working and the choice of an anesthetic technique. They also show that the positioning of anesthetist vis-à-vis the “shared practice” is significantly related to their seniority in the profession. These results open perspectives for research and intervention for the joint development of collective work and safety.     

‘Making’ as a catalyst for reflective practice

Within the research and teaching program of maker pedagogy(TM), this study analyzes how teacher candidates construct knowledge about teaching and teaching with technology. The study applies an experiential-intuitive framework of reflective practice and takes cues from critical thinking to analyze the participants’ interactions in a maker pedagogy lab. Schön’s conception of reflection drove the data collection and analysis of participants who were asked to reflect on their experiences gained in the maker pedagogy lab. The researchers argue that the maker pedagogy lab provides participants with a way to understand their teaching practice. The results demonstrate that the maker projects enabled teacher candidates to engage in exploratory and hypothetical talk about how they are thinking about teaching and learning, particularly with technology. Furthermore, the researchers uncovered that teacher candidates’ prior knowledge and frames of reference affect their making experiences and their developing identities as science and technology teachers.     

The impact of reflective practice in a university language class

This study by a university professor of foreign language examines what impact reflective practice has on students’ overall performance in a university language class. The findings support that reflective practice has a positive impact on students’ performance and their own role in learning. The intertwining nature of reflection in all contexts of learning processes strengthens instructional practices which students favorably described throughout this study.     

Spiritual Struggles and Health: Assessing the Influence of Socioeconomic Status

Growing evidence suggests that spiritual struggles may play a major role in explaining the relationship between religion and health. Even so, there are significant gaps in the literature. More specifically, researchers do not know enough about how spiritual struggles arise in the first place. This study has two major goals. The first is to see whether socioeconomic status is associated with spiritual struggles. The second is to see whether spiritual struggles are associated with physical health. A conceptual model is tested that contains the following core hypotheses: (1) individuals with lower levels of educational attainment are more likely to encounter chronic economic difficulties; (2) people who experience ongoing financial strain are more likely to live in rundown neighborhoods; (3) people who live in dilapidated neighborhoods will be more angry than their well‐to‐do counterparts; (4) people who are more angry will, in turn, be more likely to experience spiritual struggles; and (5) greater spiritual struggles will be associated with more symptoms of physical illness. Data from a recent nationwide survey (N = 2,146) provide empirical support for each hypothesis.     

Putting down roots: the significance of technical adaptations in the therapeutic process with fostered and adopted children‡

Severely neglected and traumatised children have also suffered from a lack of the parental nurturing which is needed for ordinary emotional development to take place. Often their past experiences make them unable to utilise the nurturing that foster and adoptive families try to give them and they are delayed or stuck in their development. In therapy, when the early small signs of new emotional development start to emerge, they may be heralded by technical challenges to the therapist. Two examples are given in this paper, which are discussed in the context of Stern et al.’s ideas about moments of meeting, Winnicott’s concepts about transitional phenomena and playing, and Hurry and her colleagues’ thoughts about the therapist as a developmental object. It is argued that it is important for the therapist to be alert to the possible significance of these technical adaptations in terms of the child’s capacity for new emotional development. These often indicate that a watershed in the treatment has been reached and if positively responded to, that the patient is in the process of ‘putting down roots’ in the ground of the therapeutic relationship and starting to grow across a spectrum of developmental pathways.     

Psychodynamic psychotherapy for children and adolescents: an updated narrative review of the evidence base

While the evidence base for psychodynamic therapy with adults is now quite substantial, there is still a lack of research evaluating the effectiveness of psychodynamic therapies with children and young people. Those studies that have been carried out are also not widely known in the field. To help address the second point, in 2011, we carried out a review of the evidence base for psychodynamic psychotherapy for children and adolescents, which identified 35 studies which together provided some preliminary evidence for this treatment for a range of childhood disorders. The present study is an updated review, focusing on research published between March 2011 and November 2016. During this period, 23 additional studies were published, of which 5 were reports on randomised controlled trials, 3 were quasi-experimental controlled studies and 15 were observational studies. Although most studies covered children with mixed diagnoses, there were a number of studies examining specific diagnostic groups, including children with depression, anxiety and disruptive disorders. whilst the quality of studies was mixed, some were well-designed and reported, and overall indicated promising findings. Nevertheless, further high-quality research is needed in order to better understand the effectiveness of psychodynamic psychotherapy across a range of different disorders, and to ensure that services can provide a range of evidence-based treatments for children and young people.     

Feminism,Therapy, and Changing the World

ABSTRACT

In this essay, Miriam Greenspan reviews her life’s work as an early pioneer of Feminist Therapy, the influence of her birth in a displaced person’s camp to parents who were Holocaust survivors, and her development as a feminist, social activist, and psychotherapist. She discusses her most influential works, including A New Approach to Women & Therapy (1983 Greenspan, M. (1983). A new approach to women & therapy. New York: McGraw Hill. [Google Scholar], 1993 Greenspan, M. (1993). A new approach to women & therapy (10th anniversary ed.). New York: McGraw Hill. [Google Scholar]) and Healing Through the Dark Emotions: The Wisdom of Grief, Fear, and Despair (2003 Greenspan, M. (2003). Healing through the dark emotions: The wisdom of grief, fear, and despair. Boston: Shambhala. [Google Scholar]). She concludes with a look back at her own spiritual evolution, her assessment of the ultimate contribution of Feminist Therapy to society, the need for a wide model of therapy that incorporates the political and spiritual dimensions of experience, and the challenges that psychology and psychotherapy face in an age of global threat.