Cognitive insight in psychosis: The relationship between self-certainty and self-reflection dimensions and neuropsychological measures

Cognitive insight is the capacity of patients with schizophrenia to evaluate their psychotic experiences and respond to the corrective feedback. The relationship with their neuropsychological functions and the modulation exercised by mood and anxiety are still not clear. To make advances and deepen our knowledge would have an important impact on our understanding of the cognitive mechanisms and intervention programmes. Two samples were chosen, one clinical with persons suffering from schizophrenia (n = 43) and another with healthy individuals (n = 50). The Cognitive Insight Scale (BCIS), a neuropsychological battery and questionnaire concerning depression and anxiety, was applied to them. The results suggest an influence of anxiety and the deficits in cognitive flexibility on the development of the mechanisms of Self-Reflection in persons with schizophrenia, with a different pattern to that found in healthy individuals. The results are discussed with respect to the intervention programmes. El insight cognitivo es la capacidad de los pacientes con esquizofrenia de evaluar sus experiencias psicóticas y responder a la retroalimentación correctiva. Su relación con el funcionamiento neuropsicológico y la modulación que ejercen el estado de ánimo y la ansiedad están aún poco claras. Avanzar y profundizar en su conocimiento tendría un impacto importante sobre la comprensión de los mecanismos cognitivos y los programas de intervención. Se seleccionaron dos muestras, muestra clínica, con personas con esquizofrenia (n = 43), muestra personas sanas (n = 50), a las que se aplicó la Escala de insight cognitivo (EICB), una batería neuropsicológica y cuestionarios de depresión y ansiedad. Los resultados sugieren una influencia de la ansiedad y de los déficits de flexibilidad cognitiva en el desarrollo de los mecanismos de la Auto-Reflexión en personas con esquizofrenia, con un patrón diferente al encontrado en personas sanas. Se discuten los resultados con respecto a los programas de intervención.

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Critical self-reflection: A performative act 批判的自己内省 ―パフォーマティヴな実践―

The Language Teacher - The Language Teacher 39.1 ◽

10.37546/jalttlt34.4-2 ◽

2010 ◽

Vol 34 (4) ◽

pp. 49

Author(s):

Misako Tajima

Keyword(s):

Social Sciences ◽

Secondary School ◽

School Teacher ◽

Theory And Practice ◽

English Learner ◽

Academic Journal ◽

Self Reflection ◽

Academic Fields ◽

Global Spread ◽

The Relationship

Autobiographic and narrative research has recently grown in stature in the field of social sciences. Inspired by Asian TESOL researchers’ critical analyses of self-stories, this paper attempts to reflect upon the author’s personal history in relation to English and discuss ways in which she can position herself as both an English learner and a non-native English speaker (NNES) teacher. The self-reflection and discussion is followed by an argument for performativity, a notion drawing on poststructuralism to understand language itself and the global spread of English. This paper, itself a performative act conducted by a secondary school teacher, exemplifies the concept. The non-academic schoolteacher’s very act of writing in an academic journal aims to contribute to questioning assumptions underlying the relationship between theory and practice and to reconstituting the academic fields of applied linguistics and TESOL. 近年、自伝的かつ語りを含む研究が社会科学の分野で活発になってきている。本稿では、TESOLを専門とする、あるアジア人研究者が彼女たち自身の物語を素材として実施した批判的分析に着想を得て、英語にまつわる自己の歴史を振り返り、英語学習者としての、またNNESの英語教師としてのポジショナリティをどこに位置づけるのかという問題について議論する。さらに、この批判的自己内省を経て、言語そのもの、あるいは英語という言語の地球規模的広がりを理解するために、ポスト構造主義の概念であるパフォーマティヴィティについて検証する。なお、本稿これ自体がある高校教師によるパフォーマティヴな実践であることに言及しておきたい。研究者ではなく、一高校教師が学術雑誌に投稿することを通じ、理論と実践の関係性の背後にある前提に疑問を投げかけ、その結果、応用言語学やTESOLという学問分野の再構築に貢献できることを希望している。

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The Mediating Effects of the search for meaning and the presence of meaning in the relationship Self-reflection and Well-being

Korean Journal of Youth Studies ◽

10.21509/kjys.2016.12.23.12.159 ◽

2016 ◽

Vol 23 (12) ◽

pp. 159

Author(s):

Ki Jeong Kim ◽

Hae Lan Kim

Keyword(s):

Well Being ◽

Mediating Effects ◽

Search For Meaning ◽

Self Reflection ◽

Presence Of Meaning ◽

The Relationship

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The Mediating Effect of Self-Reflection in the Relationship between College Students’ Reading Activity and Creative Convergence Competency

Korean Journal of Youth Studies ◽

10.21509/kjys.2019.05.26.5.391 ◽

2019 ◽

Vol 26 (5) ◽

pp. 391-412

Author(s):

Kyung Jin Kim ◽

Sung Ho Moon

Keyword(s):

College Students ◽

Mediating Effect ◽

Self Reflection ◽

Reading Activity ◽

The Relationship

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Application of Practice Oriented–Peer Review for Prosthodontics (PRO-PReP)—A Qualitative Study

The International Journal of Psychiatry in Medicine ◽

10.1177/0091217421990142 ◽

2021 ◽

pp. 009121742199014

Author(s):

Varsha Murthy ◽

KR Sethuraman ◽

Sunayana Choudhury ◽

R Shakila

Keyword(s):

Peer Review ◽

Communication Skills ◽

Training Programs ◽

Residency Education ◽

Relationship Building ◽

Self Reflection ◽

Novel Concept ◽

The Relationship ◽

Difficult Situations ◽

Balint Method

Objective Communication skills diminish with time and must be applied and updated frequently. Due to various professional constraints, the dentists may not be able to attend training programs to sharpen their skills. During patient interactions, dentists may face difficult situations which they may be unable to handle and, consequently, make them overreact. Therefore, there is a need to provide a platform to freely discuss their feelings, ideas, and take opinion from peers. Methods Training in communication skills customized for dealing with complete denture patients was conducted for the prosthodontic postgraduates. Based on feedback obtained, it was decided to have periodic meetings and the concept of Practice-Oriented–Peer Review for Prosthodontics (PrO-PReP) was introduced. This novel concept is a combination of the Relationship building, exploring Reactions, exploring Content, and Coaching (R2C2) model of residency education and the Balint method. The meetings were scheduled every one or two months based on the available caseload of the patients treated by the postgraduates. Results The thematic analysis of the postgraduates’ self-reflection during the sessions and the video recorded observations (assessed using the Kalamazoo scale) revealed that these sessions were effective in positively engaging the postgraduates to discuss their experiences, reflect on their performances, practice their newly gained skills, and learn from peer sharing. Conclusion The postgraduates felt that they have changed in their working style and were more confident to manage patients. They found such sessions very useful for being updated with the already-learned skills.

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Straddling between Different Worlds: Navigating Diverse Fieldwork Modes

Political Science and Politics ◽

10.1017/s1049096520001663 ◽

2020 ◽

pp. 1-5

Author(s):

Iqra Anugrah

Keyword(s):

Policy Research ◽

Early Career ◽

Self Reflection ◽

Fieldwork Experience ◽

Dissertation Research ◽

Early Career Researcher ◽

The Relationship ◽

Gathering Data

ABSTRACT Fieldwork often is seen as a challenging and misunderstood intellectual enterprise. Long perceived as the domain of the few, fieldwork and immersion continue to be the chosen methodological techniques for many political scientists. Focusing on my own fieldwork experience in Indonesia since 2015 as an early-career researcher, I discuss and reflect on three types of activities: (1) policy research, (2) dissertation research, and (3) activist work. In particular, I highlight fieldwork serendipities, fieldwork logistics, and my experience in gathering data and interacting with various interlocutors. It is hoped that this self-reflection will help readers to better understand the relationship between researchers and their interlocutors and collaborators, demystify the fieldwork process, and better prepare political scientists who use fieldwork in their research.

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Face Substances. The rhetoric of Kapists’ self-portraits: between self-reflection and confession

10.31338/2657-6015ik.30.3 ◽

2021 ◽

pp. 51-67

Author(s):

Łukasz Kiepuszewski

Keyword(s):

The Body ◽

External Reality ◽

Self Reflection ◽

Artistic Activity ◽

The Relationship

Self-portraits are specific kinds of pictures where the subject’s experience is closely combined with the act of painting. Such works constitute a mixture of internal iconic power with external reality, e.g. the artist’s body, his thought, and theory, etc. This applies in particular to self-portraits painted by the members of the Paris Committee since the idiomatic nature of painting was the primary quality on which they based the language and poetics of their art. This paper analyses selected self-portraits by Józef Czapski (1896–1993), Zygmunt Waliszewski (1897–1936), Piotr Potworowski (1898–1964), Artur Nacht-Samborski (1898– 1974), and Jan Cybis (1897–1972). The focus on the strategy of incorporating physiognomy into the matter of painting stems from the fact that on this particular level the intensification of the relationship between the author’s image and his painterly gesture gains the strongest self-reflective potential. This allows for a reading of self-portraits as developing the artist’s reflections about art and himself, included in theoretical writings and intimate journals. Analyses presented in this paper can, therefore, be defined as an attempt to recreate rhetoric of the painterly trace on the basis of choices particular for given work. In this optic, crucial are these aspects of painting that manifest a form of the author’s subjective investment in artistic activity: from emphasising the distance through which the painting presents itself as a code offered to the viewer to decipher (as in Nacht-Samborski’s work) through to declarations to blur the boundary between the artist and the work, which results in an almost organic communion of the body and the matter of painting (Cybis).

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On the mental toughness of self-aware athletes: Evidence from competitive tennis players

South African Journal of Science ◽

10.17159/sajs.2017/20160112 ◽

2017 ◽

Vol Volume 113 (Number 1/2) ◽

Cited By ~ 4

Author(s):

Richard G. Cowden ◽

◽

Keyword(s):

South African ◽

Multivariate Regression ◽

Research Evidence ◽

The Self ◽

Mental Toughness ◽

Self Awareness ◽

Regression Analyses ◽

Tennis Players ◽

Self Reflection ◽

The Relationship

Abstract This study examined the relationship between mental toughness (MT) and self-awareness in a sample of 175 male and 158 female South African tennis athletes (mean age = 29.09 years, s.d. = 14.00). The participants completed the Sport Mental Toughness Questionnaire and the Self-Reflection and Insight Scale to assess MT (confidence, constancy, control) and self-awareness (self-reflection and self-insight) dimensions, respectively. Linear regression indicated that self-insight (β=0.49), but not self-reflection (β=0.02), predicted global MT. Multivariate regression analyses were significant for self-reflection (ηp²=0.11) and self-insight (ηp²=0.24). Self-reflection predicted confidence and constancy (ηp²=0.05 and 0.06, respectively), whereas self-insight predicted all three MT subcomponents (ηp²=0.12 to 0.14). The findings extend prior qualitative research evidence supporting the relevance of self-awareness to the MT of competitive tennis athletes, with self-reflection and insight forming prospective routes through which athletes’ MT may be developed.

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Walking Multiple Paths of Supervision in American Sport Psychology: A Qualitative Tale of Novice Supervisees’ Development

The Sport Psychologist ◽

10.1123/tsp.2017-0048 ◽

2018 ◽

Vol 32 (2) ◽

pp. 156-165 ◽

Cited By ~ 3

Author(s):

Janaina Lima Fogaca ◽

Sam J. Zizzi ◽

Mark B. Andersen

Keyword(s):

Service Delivery ◽

Reflective Journal ◽

Self Reflection ◽

Supervisory Relationships ◽

Before And After ◽

Multiple Paths ◽

Development Data ◽

Constant Comparative Analysis ◽

The Relationship ◽

Journal Entries

There is limited evidence for what characteristics of supervision delivery facilitate novice supervisees’ development. The aim of this study was to investigate the relationship between supervision-delivery approaches and the perceptions of service-delivery competence development in novice practitioners. The authors interviewed 9 supervisor–supervisee dyads before and after the academic term in which the supervisees had their first applied experiences. Supervisees also completed reflective journal entries regarding their supervisory experiences and development. Data analysis included constant comparative analysis and triangulation of qualitative results with a practitioner-skills inventory. Different approaches to supervision delivery seemed to contribute similarly to novice supervisees’ development. Supervisees developed in more areas when the dyads had consistent meetings, close supervisory relationships, feedback, and frequent opportunities for self-reflection and when supervisors adapted the delivery to the supervisees’ developmental levels. In addition, factors in supervisees’ background, practice, and supervision that contributed to perceptions of service-delivery competence are discussed.

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