The Pedagogy of Vulnerability and Marketing Education: Cultivating Self-expansion in a Time of Separation

2021 ◽  
pp. 027347532110417
Author(s):  
Holly A. Syrdal ◽  
Brian A. Vander Schee ◽  
Rebecca A. VanMeter ◽  
Parker J. Woodroof
Keyword(s):  
Personal Growth ◽  
Personal Relationships ◽  
Self Awareness ◽  
Self Disclosure ◽  
Student Effort ◽  
Perceived Vulnerability ◽  
Marketing Education ◽  
Survey Results ◽  
Expansion Theory ◽  
Gain Access

Applying the pedagogy of vulnerability and self-expansion theory, the exercise known as the Know Me Activity (KMA) enhances self-expansion by encouraging connections between students and the instructor. The pedagogy of vulnerability is premised on risking self-disclosure as an act of courage. Self-expansion theory is grounded in personal relationships whereby individuals are motivated for personal growth and identify with others to gain access to their resources. In the context of marketing education, self-expansion stems from enhancing student self-awareness for personal growth as well as perceived vulnerability and relatedness of the instructor to encourage access to expertise. The KMA was conducted at three universities and assessed to determine its usefulness as a self-expansion exercise. Survey results indicate that students found the activity contained self-expansion characteristics, and they recommend it for future use. The results of the pretest and posttest analyses also demonstrated an increase in student self-awareness, perceived instructor vulnerability, and perceived instructor relatedness. Self-expansion activities enhance relationships by design and participating in them can lead to increased student effort and persistence. Marketing educators can, therefore, have confidence in utilizing the KMA as a means for mitigating social isolation and encouraging perseverance.

EFFECTS OF SELF-AWARENESS ON SELF-DISCLOSURE

1991 ◽  
Vol 69 (5) ◽  
pp. 289 ◽  
Author(s):  
LOUIS R. KALIN
Keyword(s):  
Self Awareness ◽  
Self Disclosure

Development of an online transdisciplinary student wellbeing bundle: a thematic analysis (Preprint)

2020 ◽  
Author(s):  
Jena Buchan ◽  
Bonnie Clough ◽  
Jonathan Munro ◽  
Tatjana Ewais ◽  
Jaime Wallis ◽  
...  
Keyword(s):  
Focus Groups ◽  
Thematic Analysis ◽  
Personal Growth ◽  
Professional Staff ◽  
Self Awareness ◽  
Online Student ◽  
Student Wellbeing ◽  
Community Connectedness ◽  
Emerging Themes ◽  
Further Development

BACKGROUND The consequences of burnout for tertiary students across the health professions are well documented and include higher rates of mental health challenges, suicide, alcoholism, and relationship problems. As a key stakeholder in University-offered wellbeing services and support, it is desirable for students to hold a central role in development of such resources, particularly given effectiveness relies on student uptake. Hence there is a compelling need to develop a student-driven approach to promote wellbeing in the tertiary setting at individual, curricula, and systems levels. OBJECTIVE Based on this need, an online student-focused platform was developed using a bottom-up approach to support participant-driven enhancement of wellbeing and resilience to counteract burnout. This study reports on the development of the initial online “Student Bundle”, providing a foundation to inform the design of more locally based approaches to improve wellness and prevent burnout. METHODS Students and academic and professional staff from Griffith University Health groups were invited to participate in a series of focus groups. Sessions sought to collect information on desired structure, resources and overall content of the Student Bundle, with a thematic analysis undertaken to identify emerging themes. RESULTS Focus groups were conducted separately with staff (n=17) and students (n=7). Six main themes in relation to the development of the bundle emerged: Communication/Engagement; Accessibility/Flexibility; Professional practice; Community; Awareness; and Opportunity for personal growth. Stakeholders emphasized a bundle should be engaging and proactive to address wellbeing issues, incorporate aspects linked to professional identity and foster community, connectedness and self-awareness, providing an opportunity for growth. CONCLUSIONS Our research has revealed significant needs in relation to how an online student-focused wellbeing bundle could be delivered and what it could provide. Findings from this study will be used to guide further development and implementation of a multimodal, interactive student wellbeing bundle.

Memorial Museum: Existential Optics of Space

2021 ◽  
Vol 13 (3-2) ◽  
pp. 389-409
Author(s):  
Lev Letyagin ◽  
Keyword(s):  
Material Culture ◽  
Intellectual History ◽  
Rapid Development ◽  
Internal Conflict ◽  
Self Awareness ◽  
Self Disclosure ◽  
Memorial Museum ◽  
The Status ◽  
Historical Authenticity ◽  
Key Aspects

The modern museum is not only in the sphere of mass interests, but also serves as a reflection and expression of certain mass trends. While maintaining the status of a classical cultural institution, it was to a large extent precisely the museum that has become an arena of public discord on determining the strategies of cultural reproduction. This issue gains a pronouncedly contentious character due to the rapid development of information formats of traditional leisure now including interactive technologies, arbitrary historical reconstructions, elements of theatricalization. In “Escape from Amnesia” (A. Huyssen) the ‘society of total spectacle’ demands searching for new means, which often contribute to loss and substitution of values. The visitor’s interest towards the history of the quotidian greatly influences the dynamics of changing the creative potential of a museum, predominantly a memorial museum. Long-term practices of modeling the historical space reveal the internal form of the concept of ‘ex-position’. This is the natural cause of an internal conflict, when being ‘arranged in a straight line’ replaces the principles of accurate and documentally verified positioning of memorial objects. ‘Museumness’ should not supplant ‘the quotidian’, ‘the existential’; however, the functional principle of arranging the objects, their ‘pattern’ is often replaced by the composite approach, in which ‘decorative’ or ‘design’ solutions become dominant. This trend actively competes with the key theoretical foundations of museum source studies, and the traditional museum is increasingly transforming into a kind of parallel model of culture. The memorial object, as a fact of intellectual history, is significant within the material culture and spiritual heritage. At the same time, the alleged meanings and false semiotization often substitute the biographical realities, when ‘fit for exposition’ is everything that the mass museum visitor connects in his mind with his arbitrary understanding of the past. These are key aspects of the subject of modern museum criticism. This article discloses our understanding of the memorial exposition as a self-organizing system with a certain aesthetic code. Methodologically significant is the existential turn towards ‘evidence paradigm’ – giving up the impersonal demonstration of old things. This is a turn towards the model ‘things-speak’ (self-awareness, self-disclosure of things) – towards the structure that communicates ideas and life meanings. It is where the memorial object, understood as ‘message’, ‘material communication’, can disclose the fullness of its historical authenticity.

Multiple self awareness group: Format and application to a personal growth experience

1998 ◽  
Vol 11 (1) ◽  
pp. 59-78 ◽  
Author(s):  
Kenneth W. Sewell ◽  
Carol L. Baldwin ◽  
Amy M. Williams
Keyword(s):  
Personal Growth ◽  
Self Awareness ◽  
Group Format

scholarly journals Qualia of God: Phenomenological Materiality in Introspection, with a Reference to Advaita Vedanta

Open Theology ◽  
2017 ◽  
Vol 3 (1) ◽  
Author(s):  
Olga Louchakova-Schwartz
Keyword(s):  
Religious Experience ◽  
Internal Field ◽  
The Self ◽  
Self Awareness ◽  
Religious Experiences ◽  
Self Disclosure ◽  
Intentional Consciousness ◽  
Essential Properties ◽  
Self Transcendence ◽  
Embodied Self

AbstractApplying Michel Henry’s philosophical framework to the phenomenological analysis of religious experience, the author introduces a concept of material introspection and a new theory of the constitution of religious experience in phenomenologically material interiority. As opposed to ordinary mental self-scrutiny, material introspection happens when the usual outgoing attention is reverted onto embodied self-awareness in search of mystical self-knowledge or union with God. Such reversal posits the internal field of consciousness with the self-disclosure of phenomenological materiality. As shown by the example of Vedantic self-inquiry, material introspection is conditioned on the attitude ‘I “see” myself’ and employs reductions which relieve phenomenological materiality from the structuring influence of intentionality; the telos of material introspection is expressed by the inward self-transcendence of intentional consciousness into purified phenomenological materiality. Experience in material introspection is constituted by the self-affection and self-luminosity of phenomenological materiality; experience is recognized as religious due to such essential properties as the capacity of being self-fulfilled, and specific qualitative “what it’s like”(s). Drawing on more than 5000 live accounts of internal religious experience, it is shown that introspective attention can have different trajectories, producing, within a temporal extension of material introspection, different spatial modifications of embodied self-awareness and a variety of corresponding religious experiences.

scholarly journals Perceptions of Therapeutic Intervention in Suicide Crisis Counseling in Experienced Korean Counselors: A Concept Mapping Study

2022 ◽  
Vol 12 ◽  
Author(s):  
AeShil Park ◽  
Dongil Kim ◽  
HyeYun Gladys Shin
Keyword(s):  
Concept Mapping ◽  
Therapeutic Intervention ◽  
Skills Training ◽  
Therapeutic Interventions ◽  
Self Awareness ◽  
Prevention Measures ◽  
Structured Interviews ◽  
Crisis Counseling ◽  
Self Disclosure ◽  
Counseling Interventions

Within Organization for Economic Cooperation and Development (OECD) nations, South Korea has the highest suicide rate for which immediate prevention measures are sought including effective therapeutic counseling interventions. As such, the present study explored and examined experienced South Korean counselors' perception of therapeutic interventions for the prevention or delaying of completed suicide, using concept mapping methodology. The semi-structured interviews were provided to 15 study participants of experienced counselors having a minimum of 5 years of professional counseling career and at least 10 suicide crisis counseling sessions. A total of 77 statements were extracted with 8 major clusters: “Securing Safety,” “Active Advocacy for Client,” “Coping Skills Training,” “Conceptualization of Suicide Crisis,” “Emotional Identification and Validation,” “Empowerment,” “Counselor Self-Disclosure,” “Counselor Self-Awareness and Regulation.” From the results, the present study described unique findings in Korean counselors' perceptions of suicide crisis therapeutic intervention. Study limitations and future implications are further discussed.

scholarly journals Future masters of psychology training for professional activity in the conditions of non-formal education

2020 ◽  
Vol 8 (3) ◽  
pp. 49-61
Author(s):  
Viacheslav Osadchyi ◽  
Hanna Varina
Keyword(s):  
Personal Growth ◽  
Formal Education ◽  
Online Course ◽  
Professional Activity ◽  
Scientific Article ◽  
Self Awareness ◽  
Self Actualization ◽  
Professional Self ◽  
Self Knowledge ◽  
The Impact

The article is devoted to the problem of integration and development of continuing education in Ukraine, reveals the content and priorities of implementation of non-formal education in institutional, as an important component of a professional practice-oriented system of training future masters of psychology. It is established that the introduction of components of non-formal education creates conditions for the development of professional self-awareness of future psychologists: actualization of professional self-knowledge, expansion of positive attitude to oneself as a future psychologist, self-actualization of professional self-improvement. The scientific article analyzes the experience of implementing a scientific and practical online course "Modern practice-oriented technologies in psychology" on the Moodle platform in the process of training masters of psychology. The paper describes a pilot study of the impact of an online course on the process of actualization of professional self-improvement, personal growth and self-realization.

scholarly journals Analysis of the Coping Process among Visually Impaired Individuals, Using Interpretative Phenomenological Analysis (IPA)

2020 ◽  
Vol 17 (8) ◽  
pp. 2819
Author(s):  
In Ok Sim
Keyword(s):  
Interpretative Phenomenological Analysis ◽  
Positive Reinforcement ◽  
Visually Impaired ◽  
Life Experiences ◽  
Family Education ◽  
Self Awareness ◽  
Structured Interviews ◽  
Self Disclosure ◽  
Coping Process ◽  
Coping Processes

There is a lack of research based on in-depth theoretical and scientific knowledge to understand the visually impaired, and there has been little effort in the application of strategies for early intervention to minimize the risk these people might encounter during development. This study used semi-structured interviews from eight persons with visual impairments who had various experiences of coping process. Three coping processes based on life experiences were identified: (1) self-awareness and adaptation process: “self-awareness of disability” and “adaptation to disability and the environment”; (2) facing the circumstance process: “the exposure to concealment and abuse,” “the suppression of potential,” “denial and abandonment by family,” “poverty and disability,” “expansion of thinking,” and “opportunities of special participation”; and (3) the positive reinforcement process: “self-disclosure and jump-starting life,” “maintain satisfaction and achievement,” and “socioeconomic independence.” These findings expand the understanding of the factors common to the coping process experienced by individuals with visual impairment and highlight the importance of psychological support, family, education, and social support.

scholarly journals Sidney J. Levy: an autobiography

2017 ◽  
Vol 9 (2) ◽  
pp. 127-143 ◽  
Author(s):  
Sidney Jay Levy
Keyword(s):  
Personal Growth ◽  
Work Experience ◽  
Design Methodology ◽  
Life Story ◽  
Life Experiences ◽  
Research Literature ◽  
Content Type ◽  
Marketing Education ◽  
History Of ◽  
Historical Developments

Purpose This autobiography sums up the life story of one of the contributors to the history of inquiry and instruction in the field of marketing, with special attention to the historical developments that have influenced the study of consumer behavior and the concept of branding. Design/methodology/approach This paper is an autobiographical essay, a personal history. Findings The reminiscence illustrates the way life experiences evolve, showing the interaction among personal growth, education, career choices and work experience that led to Professor Levy’s contributions to the field of marketing education and its research literature. Originality/value The paper describes a unique life, and an unusual explication of the personal life sources of influential ideas. It is novel in its large perspective and integrative narrative, and the unusual exposure of its various conceptual issues and links. It should be of interest to marketing historians, managers and scholars of marketing education.

Faculty Stories of Facilitating Caring Groups

2004 ◽  
Vol 8 (1) ◽  
pp. 30-37 ◽  
Author(s):  
Margaret Kosowski, ◽  
Carol B. Wilson, ◽  
Kathryn Grams,
Keyword(s):  
Personal Growth ◽  
Teaching And Learning ◽  
Faculty Members ◽  
Pedagogical Practices ◽  
Self Awareness ◽  
Art And Science ◽  
Research Findings ◽  
Group Experience

Previous research findings from the student’s experience support caring groups as an experiential strategy for teaching and learning caring in a BSN program focusing on a caring philosophy. This study explores the caring group experience from the perspective of nine faculty members who served as faculty facilitators for caring groups. Data regarding faculty stories was essential to complete the understanding of the experience of student and teacher. Findings from this study include the belief that faculty viewed the caring group experience as essential in providing opportunities for students to learn and practice the art and science of caring. Through participation in caring groups as facilitators, faculty experienced increased self-awareness, personal growth, and opportunities to reexamine pedagogical practices. Faculty also identified inherent burdens in facilitating a caring group.

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