‘Let’s be Still’: A school psychologist delivered stillness meditation program for wellbeing

Author(s):  
Rachel Yerbury

Abstract School counsellors implement preventative programs to build student resilience and coping skills to counteract the rising mental health needs of children in Australia. School-based meditation programs are effective for individuals and groups, with documented benefits. Most literature examines mindfulness meditation, and the current, exploratory study aimed to add to the research breadth by considering stillness meditation. The stillness program ‘Let’s be Still’ is a 10-week, class-based program that was conducted between 2015–2020 by the school psychologist in a regional, independent New South Wales school. Data were collected from questionnaire responses of 169 Year 2 (7–9 years) and five teachers to document what the children had learnt and how it helped them. Thematic analysis of the responses revealed an emphasis on stillness promoting positive emotions and behaviours. Both students and teachers articulated that learning and practising stillness provided the students with tools to be calm, relaxed and settled, to deal with conflict and to have a break from the busyness of the school day. While the study design does not allow generalisability of the program’s effectiveness, this study may offer input for school counsellors considering the implementation of a school-based meditation program.

2012 ◽  
Vol 30 (3) ◽  
pp. 160-169 ◽  
Author(s):  
Lay Hwa Tiew ◽  
Vicki Drury

Purpose: This exploratory study investigated nursing students’ perceptions and attitudes about spirituality and spiritual care in practice. Study Design: A qualitative interpretative approach was used to investigate the research question. Method: In-depth interviews were conducted with 16 final-year preregistration nursing students from 3 different educational institutions offering a degree or diploma program in Singapore. Data were analyzed using the Miles and Huberman’s method of thematic analysis. Findings: Thematic analysis identified three themes: (a) students’ perceptions of spirituality, (b) spiritual care, and (c) factors influencing spiritual care in practice. Conclusions: The study informed that though young, spirituality matters to the nursing students. Accordingly, nursing is perceived to play an integral role in spiritual care. Enabling factors need to be systematically addressed both in the education and practice arenas before the perennial issue of disconnect between development and implementation of spirituality in practice can be bridged.


Author(s):  
Cathy G. Bettman ◽  
Alexander Digiacomo

Abstract Currently, Australia’s school counsellors are increasingly being called upon to respond to adolescent mental health needs. Through semistructured interviews with seven school counsellors working with adolescents, this qualitative study aimed to capture the lived experiences of this group of practitioners. By adopting a phenomenological approach and using thematic analysis, this study provides insight into their profession: the current ambiguity surrounding their role; the opportunities and obstacles they face; as well as the often-present tension between stakeholders including parents, other school staff and external agencies. The findings of this study indicate that school counsellors are challenged by the need to be advocates not only for their students but also for themselves and their roles within the school context.


Interpreting ◽  
2019 ◽  
Vol 21 (2) ◽  
pp. 196-219 ◽  
Author(s):  
Zhiwei Wu

Abstract This paper reports on an exploratory study examining the relationship between text characteristics, perceived difficulty and task performance in sight translation (ST). Twenty-nine undergraduate interpreters were asked to sight-translate six texts with different properties. Correlation analysis shows that Sophisticated Word Type and Mean Length of a T-unit are, respectively, the lexical and the syntactic variables having the highest correlations with all the three dependent variables (i.e. perceived difficulty, accuracy and fluency in ST performance). Surprisingly, the discoursal variables are weakly or modestly correlated with the dependent variables. Thematic analysis of the students’ reflective essays points to two hypothesized causal links among the three Ps in ST: task properties may cause decoding difficulties and cognitive overload in the cognitive process, which in turn lead to inaccuracy and dysfluency in ST performance. The research findings lend empirical support to the “shallow-scan hypothesis” in previous research. Finally, this study proposes a three-tier conceptual framework to inform and guide future research to operationalize variables in ST empirical studies. The pedagogical implications of ST are also discussed.


2020 ◽  
pp. 1-27
Author(s):  
Michelle Heward ◽  
Amanda Adams ◽  
Ben Hicks ◽  
Jan Wiener

Abstract Living with dementia can adversely affect people's spatial (orientation and navigation) and reality (time, date and place) orientation, which can detrimentally impact on their sense of social inclusion and wellbeing. This is an important challenge to address within United Kingdom (UK) care homes where around 70 per cent of the residents are living with dementia or severe memory problems. Care home managers have some autonomy in decision-making that impacts on the daily functioning of residents and are key in enacting the orientation and navigation agenda within a care home environment. Yet a paucity of literature explores their understanding and experiences of this issue. Contributing to this knowledge gap, our exploratory study examined managers’ current practice of supporting residents with dementia to minimise disorientation and their knowledge of dementia-friendly design principles, guidelines and audit tools. Semi-structured telephone interviews with 12 UK care home managers were conducted. Questions started generally targeting residents’ orientation and navigation abilities, followed by specific questions to draw out strategies used to support residents. Thematic analysis identified three higher-order themes: aligning strategies with needs, intuitive learning and managing within the wider business context. The findings demonstrated that managers perceive dementia to impact on a person's spatial and reality orientation. Consequently, the strategies they chose to adopt were tailored towards alleviating both challenges. However, although managers were aware of some design principles, they frequently relied on intuitive learning and past experiences to inform their choice of interventions, reporting a lack of knowledge and/or time to seek out orientation-specific training and guidance, resulting in a low uptake of guidelines and audit tools in practice. This gap between theory and practice highlights a need for accessible guidelines that integrate strategies with neuropsychological theory, and appropriate training to improve orientation and navigation in care home environments. Managers, staff, business owners, architects and designers all play a key role in implementing orientation guidelines into practice and ensuring dementia-friendly care home environments for residents.


2018 ◽  
Vol 08 (02) ◽  
pp. e128-e133 ◽  
Author(s):  
Lisa Bain ◽  
Alexandria Kristensen-Cabrera ◽  
Henry Lee

Objective The objective of this study is to identify characteristics of neonatal intensive care unit (NICU) practice that influence successful retinopathy of prematurity (ROP) screening. Study Design In this qualitative study, top, improved, and bottom performing NICUs in the California Perinatal Quality Care Collaborative were identified based on ROP screening rates and invited to participate. NICU personnel were interviewed using a semistructured questionnaire. Using thematic analysis, key factors that influence ROP screening were identified. Results Themes found in top performing hospitals include a commitment to quality improvement, a committed ophthalmologist, and a system of double checks. Improved NICUs had a common theme of utilizing telemedicine for exams and identification of eligible neonates on admission. The bottom performing hospital struggled with education and identification of eligible neonates and a lack of a dedicated ophthalmologist. Conclusion Structure, culture, education, and commitment all contribute to the success of ROP screening in the NICU.


2015 ◽  
Vol 48 (5) ◽  
pp. 672-693 ◽  
Author(s):  
P. Kajubi ◽  
Anne R. Katahoire ◽  
David Kyaddondo ◽  
Susan R. Whyte

SummaryIt is important to consider the complexities of family dynamics when deciding when and how to communicate with HIV-infected children about their illness and treatment. Previous research has focused on providers’ and caregivers’ perspectives on whether, when and how to disclose HIV/AIDS diagnosis and treatment to HIV-infected children. From the perspective of HIV-infected children, communication does not mean just giving information about illness and treatment, but also encompasses emotional and material care. This paper places communication within the broader framework of caregiving in family situations. This exploratory study was conducted in Jinja district, Uganda, between November 2011 and December 2012. Through participant observation and in-depth interviews, communication by, and with, HIV-infected children in the context of family situations was explored from the perspectives of 29 HIV-infected children aged 8–17 years on antiretroviral therapy (ART) using content thematic analysis. Children’s communication with caregivers about their illness and treatment varied depending on whom they were living with and the nature of caregiving. Although a mother’s care was considered best, children described others who cared ‘like a mother’. For some, caregiving was distributed among several relatives and non-relatives, while others felt they had hardly anyone to care for them. Caregiving from the children’s perspective involved emotional support, expressed verbally and explicitly in messages of concern, encouragement conveyed in reminders to take medicines, attention when sick and confidential conversations about the challenges of having HIV and taking ART. Caregiving was also communicated implicitly in acts of provision of food/drinks to take with medicines, counting pills to confirm they had taken the medicines and accompanying children to treatment centres. Children’s communication about their health and medicines and the care they received was to a large extent shaped by the nature of their relatedness to their caregivers, the extent to which caregiving was dispersed among several people and who else in the household was infected with HIV and on medication.


2000 ◽  
Vol 17 (2) ◽  
pp. 103-116 ◽  
Author(s):  
Amanda Cotta ◽  
Erica Frydenberg ◽  
Charles Poole

AbstractThis study investigates the effect of a coping skills program “The Best of Coping” on adolescents’ coping style and self-efficacy and highlights a model of program delivery through the collaboration of school staff and a school psychologist Eighty-eight adolescents were recruited from a Melbourne suburb and divided into treatment and control groups, with the treatment group receiving the program. All participants completed the Adolescent Coping Scale and Perceived Control of Internal States questionnaires prior to and after the program was conducted. Results showed significant decreases in nonproductive coping and increases in self-efficacy for the treatment group postprogram and a trend indicating increases in productive coping. The findings are discussed with regard to the need to implement programs that can teach adolescents optimism and problem-solving skills so that they may handle problems and stressors more effectively. With the increase in depression and suicide rates, the need to provide school based programs is discussed, with particular emphasis placed on program implementation by collaboration of the school psychologist with teachers.


1984 ◽  
Vol 1 (1) ◽  
pp. 10-13 ◽  
Author(s):  
Margaret Lord ◽  
Vicki McKenzie ◽  
Sue O'Brien ◽  
Cheryl Semmens

School psychological services in Victoria are provided by Student Services, which is not a school based service. The staff includes Guidance Officers, Psychology Officers, Social Workers, Welfare Officers, Interpreters and Speech Therapists. Services are provided to pre-schools, special facilities, government and registered schools. This paper focuses on the psychological services provided.


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