Why should teachers cultivate resilience through mindfulness?

2021 ◽  
pp. 1-12
Author(s):  
Michelle M. Neumann ◽  
Sarah Tillott
Keyword(s):  
Emotional Regulation ◽  
Teacher Stress ◽  
Teacher Burnout ◽  
Empirical Studies ◽  
Research Literature ◽  
Inservice Teachers ◽  
Self Awareness ◽  
Critical Issues ◽  
Supportive Practice ◽  
Supporting Teachers

Abstract The concept of resilience and mindfulness is becoming increasingly popular in schools worldwide in response to critical issues such as escalating teacher stress and burnout. This article explores the concept of mindfulness as a supportive practice to build resilience in times of stress in relation to reducing or preventing teacher burnout. It aims to provide practical strategies for psychologists and counsellors in schools to empower teachers with coping strategies when encountering stress. What current research literature reveals about the effectiveness of resilience and mindfulness for supporting the wellbeing of preservice and inservice teachers is discussed. Overall, the research shows that practising mindfulness to build resilience is beneficial because it helps teachers focus on the present and improves attention, self-awareness and emotional regulation, which can reduce stress and enhance wellbeing. However, further empirical studies are needed to provide deeper insights of these benefits for teachers. Recommendations for psychologists and counsellors in supporting teachers on practising mindfulness and resilience are provided.

scholarly journals Attributes of Effective Lecturing in the College Classroom

1993 ◽  
Vol 23 (2) ◽  
pp. 1-18
Author(s):  
Dieter J. Schonwetter
Keyword(s):  
Student Learning ◽  
Cognitive Processing ◽  
Empirical Studies ◽  
Operational Definition ◽  
Research Literature ◽  
College Classroom ◽  
Major Research ◽  
Critical Issues ◽  
Research Findings ◽  
Definition Of

The following paper highlights research on effective lecturing in the college classroom. First, critical issues concerning the operational definition of effective lecturing and the measurement criteria used to denote it are addressed. Next, major research findings are reported, beginning with correlational information reported by descriptive studies and ending with causal findings demonstrated by empirical studies. Current research literature identifies the following lecture attributes as important for student learning: expressiveness, clarity, and organization. These dimensions are defined by low-inference behaviours and supported by empirical studies. Furthermore, links between lecture attributes and certain student cognitive processing activities, explaining the facilitative qualities of effective lecturing on student learning, are hypothesized. Finally, implications for both practitioners and researchers are discussed.

scholarly journals First-Generation College Students and Family Support: A Critical Review of Empirical Research Literature

2021 ◽  
Vol 11 (6) ◽  
pp. 294
Author(s):  
Samantha LeBouef ◽  
Jodi Dworkin
Keyword(s):  
College Students ◽  
Family Support ◽  
Empirical Research ◽  
First Generation ◽  
Empirical Studies ◽  
First Generation College Students ◽  
Research Literature ◽  
Empirical Literature ◽  
First Generation College ◽  
Research Narrative

The majority of empirical literature on first generation college students (FGCSs) in the U.S. asserts that because their parents did not attend college, FGCSs are lacking important resources to be successful in college. However, this results in a deficit-based approach to the study of FGCSs that tends to highlight the differences between first-generation and continuing-education students. However, FGCSs possess a wealth of resources from parents and families that make them successful, and that are often ignored in research. Asset-based approaches to the study of FGCSs are becoming more frequent in the form of books, book chapters, and white papers; however, published empirical research has yet to adopt this approach. As a result, a deeper understanding of FGCSs’ experiences is essential to advancing diversity and equity in higher education. To begin to address this gap, a systematic literature review of empirical studies following the PRISMA framework was conducted on first generation college students and family support; the literature was critically reviewed and future directions for the field were identified. Applying a critical, cultural, and familial lens to the study of first-generation college students will contribute to reframing the research narrative towards an asset-based narrative.

A personal construct approach to avoiding teacher “burnout” and “rustout”

1987 ◽  
Vol 1 ◽  
pp. 43-51
Author(s):  
C. T. Patrick Diamond
Keyword(s):  
Stress Management ◽  
Teacher Stress ◽  
Teacher Burnout ◽  
Personal Construct ◽  
Post Intervention ◽  
Personal Construct Psychology ◽  
Idiographic Approach ◽  
Construct Psychology

Personal construct psychology enabled teacher stress to be conceptualised in terms of their perceptions of their ability to cope with stressors. Different degrees of support were seen in terms of the teachers' allocation of dependencies. Pre- and post-intervention questionnaires and FOCUS-ed (or cluster analysed) Dependency (individual and mode) grids were used to reveal and manipulate 11 teachers' resources and then to monitor how their group levels of stress were affected. Although the study reflected an idiographic approach rather than a substantive pattern, stress was reduced for the highly stressed, maintained for the moderately stressed and increased for the low stressed. Since using a not coping rather than a coping perspective characterised the distressed group before the intervention, teachers may need to emphasise a more affirmative stance. Once teachers establish what they construe as stressful and what support they can use, they are in a more informed position to engage in stress management or maintenance.

Enhancing instructional leadership through collaborative coaching: a multi-case study

2017 ◽  
Vol 6 (1) ◽  
pp. 34-49 ◽  
Author(s):  
Gary W. Houchens ◽  
Tom A. Stewart ◽  
Sara Jennings
Keyword(s):  
Instructional Leadership ◽  
Peer Coaching ◽  
School Principals ◽  
Professional Community ◽  
Research Literature ◽  
Self Awareness ◽  
Group Setting ◽  
Content Type ◽  
Self Reflection ◽  
Theories Of Practice

Purpose Executive coaching has become increasingly important for enhancing organizational leaders’ professional effectiveness. The purpose of this paper is to contribute to a growing body of research literature that examines how coaching techniques help school principals improve their instructional leadership. Design/methodology/approach Using a protocol based on a theories of practice framework (Argyris and Schön, 1974) to support principals in deepening their self-reflection, this study added the element of a guided peer-coaching component in a group setting. Findings Results confirmed the effectiveness of the coaching protocol for assisting principals in deepening their self-awareness and critical reflection regarding their leadership, including the way principals’ core assumptions about teaching and leadership shaped the outcomes of their problem-solving strategies. Perceptions of the peer-coaching element were mixed, however. While principals reported feeling affirmed by sharing their leadership challenges with others, and indicated that the group coaching experience contributed to their sense of professional community, there were limitations to principals’ willingness to challenge one another’s core assumptions. Originality/value This study builds on literature that cites theories of practice as a mechanism for enhancing professional effectiveness and represents a further iteration of recent research studies applying the concept to the work of school principals. Findings affirm that a coaching protocol based on theories of practice is well received by principals, serves to deepen self-reflection, and can, in limited cases, contribute to sweeping changes of thinking and practice congruent with the concept of double-loop learning.

scholarly journals The use of effect size indices to determine practical significance

2006 ◽  
Vol 25 (3) ◽  
Author(s):  
H. S. Styn ◽  
S. M. Ellis
Keyword(s):  
Effect Size ◽  
Statistical Significance ◽  
Empirical Studies ◽  
Research Literature ◽  
Effect Sizes ◽  
Practical Significance ◽  
Significance Tests ◽  
Statistical Application ◽  
Significant Difference

The determination of significance of differences in means and of relationships between variables is of importance in many empirical studies. Usually only statistical significance is reported, which does not necessarily indicate an important (practically significant) difference or relationship. With studies based on probability samples, effect size indices should be reported in addition to statistical significance tests in order to comment on practical significance. Where complete populations or convenience samples are worked with, the determination of statistical significance is strictly speaking no longer relevant, while the effect size indices can be used as a basis to judge significance. In this article attention is paid to the use of effect size indices in order to establish practical significance. It is also shown how these indices are utilized in a few fields of statistical application and how it receives attention in statistical literature and computer packages. The use of effect sizes is illustrated by a few examples from the research literature.

scholarly journals Community Engagement Leads to Professional Identity Formation of Nursing Students

2020 ◽  
Vol 5 (3) ◽  
pp. 181-184
Author(s):  
Edna R. Magpantay-Monroe ◽  
Ofa-Helotu Koka ◽  
Kamaile Aipa
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Professional Identity ◽  
Identity Formation ◽  
Community Engagement ◽  
Research Literature ◽  
Self Awareness ◽  
Clinical Learning ◽  
Professional Identity Formation ◽  
Nursing Leaders

Professional identity formation is essential to nursing education. Knowledge, skills, attitudes, and values help form nursing students’ identity. Professional identity is a process of becoming independent and having self-awareness of one’s educational journey (All Answers Ltd., 2018). Maranon and Pera (2015) described that the contrast between didactic and clinical learning may play a role in the ambiguity that initiates nursing students about professional identity. There is a gap in the current research literature and has been underexplored with no intentional plan to address new areas (Godfrey, 2020; Haghighat, Borhani, & Ranjbar, 2020). The goal of professional identity formation is to develop well-rounded students with moral competencies who will blossom into future nursing leaders (Haghighat et al., 2020). The benefit to the community of producing well-rounded nursing students is safety and quality in their actions. This descriptive paper will address examples of how professional identity may be achieved by nursing students’ participation in community engagement such as attendance to professional conferences and intentional mentoring.

scholarly journals Self-awareness in Dementia: a Taxonomy of Processes, Overview of Findings, and Integrative Framework

2021 ◽  
Vol 21 (12) ◽  
Author(s):  
Daniel C. Mograbi ◽  
Jonathan Huntley ◽  
Hugo Critchley
Keyword(s):  
Emotional Regulation ◽  
Cognitive Complexity ◽  
Predictive Coding ◽  
Future Research ◽  
Body Ownership ◽  
Self Awareness ◽  
Integrative Framework ◽  
People With Dementia ◽  
Current Article ◽  
Different Levels

Abstract Purpose of Review Self-awareness, the capacity of becoming the object of one’s own awareness, has been a frontier of knowledge, but only recently scientific approaches to the theme have advanced. Self-awareness has important clinical implications, and a finer understanding of this concept may improve the clinical management of people with dementia. The current article aims to explore self-awareness, from a neurobiological perspective, in dementia. Recent Findings A taxonomy of self-awareness processes is presented, discussing how these can be structured across different levels of cognitive complexity. Findings on self-awareness in dementia are reviewed, indicating the relative preservation of capacities such as body ownership and agency, despite impairments in higher-level cognitive processes, such as autobiographical memory and emotional regulation. Summary An integrative framework, based on predictive coding and compensatory abilities linked to the resilience of self-awareness in dementia, is discussed, highlighting possible avenues for future research into the topic.

scholarly journals Developmental mechanisms in the prodrome to psychosis

2013 ◽  
Vol 25 (4pt2) ◽  
pp. 1585-1600 ◽  
Author(s):  
Elaine F. Walker ◽  
Hanan D. Trotman ◽  
Sandra M. Goulding ◽  
Carrie W. Holtzman ◽  
Arthur T. Ryan ◽  
...  
Keyword(s):  
Psychotic Disorders ◽  
Preventive Intervention ◽  
Disease Process ◽  
Research Literature ◽  
Mental Illnesses ◽  
Critical Issues ◽  
Research Findings ◽  
New Research ◽  
Postnatal Stress ◽  
Adolescent Brain Development

AbstractPsychotic disorders continue to be among the most disabling and scientifically challenging of all mental illnesses. Accumulating research findings suggest that the etiologic processes underlying the development of these disorders are more complex than had previously been assumed. At the same time, this complexity has revealed a wider range of potential options for preventive intervention, both psychosocial and biological. In part, these opportunities result from our increased understanding of the dynamic and multifaceted nature of the neurodevelopmental mechanisms involved in the disease process, as well as the evidence that many of these entail processes that are malleable. In this article, we review the burgeoning research literature on the prodrome to psychosis, based on studies of individuals who meet clinical high risk criteria. This literature has examined a range of factors, including cognitive, genetic, psychosocial, and neurobiological. We then turn to a discussion of some contemporary models of the etiology of psychosis that emphasize the prodromal period. These models encompass the origins of vulnerability in fetal development, as well as postnatal stress, the immune response, and neuromaturational processes in adolescent brain development that appear to go awry during the prodrome to psychosis. Then, informed by these neurodevelopmental models of etiology, we turn to the application of new research paradigms that will address critical issues in future investigations. It is expected that these studies will play a major role in setting the stage for clinical trials aimed at preventive intervention.

Self-disclosure, Privacy and the Internet

2012 ◽  
Author(s):  
Adam N. Joinson ◽  
Carina B. Paine
Keyword(s):  
Personal Information ◽  
New Technology ◽  
Computer Mediated Communication ◽  
Research Literature ◽  
The Internet ◽  
Mediated Communication ◽  
Self Disclosure ◽  
Challenges And Opportunities ◽  
Critical Issues ◽  
Product And Process

This article examines the extant research literature on self-disclosure and the Internet, in particular by focusing on disclosure in computer-mediated communication and web-based forms – both in surveys and in e-commerce applications. It also considers the links between privacy and self-disclosure, and the unique challenges (and opportunities) that the Internet poses for the protection of privacy. Finally, the article proposes three critical issues that unite the ways in which we can best understand the links between privacy, self-disclosure, and new technology: trust and vulnerability, costs and benefits, and control over personal information. Central to the discussion is the notion that self-disclosure is not simply the outcome of a communication encounter: rather, it is both a product and process of interaction, as well as a way of regulating interaction dynamically. By adopting a privacy approach to understanding disclosure online, it becomes possible to consider not only media effects that encourage disclosure, but also the wider context and implications of such communicative behaviours.

Technological Pedagogical Content Knowledge (TPACK)

2018 ◽  
pp. 78-102
Keyword(s):  
Pedagogical Content Knowledge ◽  
Knowledge Base ◽  
Teacher Knowledge ◽  
Content Knowledge ◽  
Empirical Studies ◽  
Technological Pedagogical Content Knowledge ◽  
Theoretical Frameworks ◽  
Pedagogical Content ◽  
Comprehensive List ◽  
Critical Issues

This chapter addresses the theories underlying the construct TPACK. The chapter begins with reviewing the history and then the rationale of teacher knowledge base in the form of a multi-dimensional model taken from published literature. It also discusses how TPACK framework has developed and evolved in the last decade. Some seminal works whose authors have contributed greatly to the development of TPACK model are reviewed. Based on the theoretical frameworks and the findings of the empirical studies, a comprehensive list of the definitions of TPACK and critical issues regarding this framework are discussed. The chapter comes to its end by introducing the evolved model of TPACK, TPACK in-Action, in detail.

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