scholarly journals Leading in lockdown: Community, communication and compassion in response to the COVID-19 crisis

2021 ◽  
pp. 174114322110276
Author(s):  
Fiona Longmuir
Keyword(s):  
School Leaders ◽  
Well Being ◽  
Change Leadership ◽  
Change Implementation ◽  
Crisis Leadership ◽  
Processes Of Change ◽  
Subjective Experiences ◽  
Australian School ◽  
Structured Interviews ◽  
Global Pandemic

This paper examines the ways that Australian school leaders made sense of and responded to situations of crisis and uncertainty that resulted from the COVID-19 global pandemic. The paper draws on a qualitative study of the subjective experiences of eight school leaders and uses a sensemaking theoretical approach applied to crisis leadership to contribute to understanding leadership in unprecedented situations. Data were collected through individual semi-structured interviews undertaken in the middle of 2020. At that time participants were working through significant changes resulting from community lockdowns that required their schools to move to remote provision of education. The findings revealed these school leaders engaged in rapid processes of sensemaking and change implementation. They assessed and managed risks, relationships and resourcing in environments where usual processes of change leadership were not available to them. They reported that their attention was predominantly directed to the well-being of their communities. They noted an increase in the community leadership aspect of their role and the requirement of effective, timely and honest communication. They also demonstrated prospective sensemaking orientations in their capacity to reconfigure for a positive and productive future that could emerge from these disruptive experiences.

scholarly journals Food Education in schools: why do some headteachers make this a priority?

2021 ◽  
Author(s):  
◽  
Jason O'Rourke
Keyword(s):  
Primary School ◽  
School Connectedness ◽  
Positive Impact ◽  
School Leaders ◽  
National Curriculum ◽  
Well Being ◽  
Social Constructionist ◽  
Food Culture ◽  
Structured Interviews ◽  
Food Education

This thesis concerns the reasons why some primary school headteachers in England include Food Education so prominently in their school’s pedagogical curriculum. School leaders are seen as the ‘architects’ of transforming the food culture within a school setting. The current inclusion of Food Education in the English National Curriculum focuses on teaching children about how food choices can have a positive impact on their own physical health and well-being. My study investigates if there are other reasons why a set of recognised leaders in Food Education include this learning focus in their school’s curriculum despite the fact that this is not an area for which they are held accountable. This qualitative research study is based on semi-structured interviews with ten primary school headteachers in England. The responses from the face-to-face semi-structured interviews with the headteachers are submitted to Reflective Thematic Analysis which leads to two contributions to the literature, summarised below. The theoretical framework takes a social constructionist approach, focusing on the interpretation of the school leaders’ views, experiences and practices of including Food Education into their school’s curriculum. My findings reveal that the headteachers who do include Food Education in their school’s pedagogical curriculum do not use it solely to support the healthy eating agenda. By shaping the school ethos and culture through the communication of their personal and professional values and vision, they are also able to extend the wider benefits of Food Education to positively influence other aspects of the school and the wider community. Their use of the ‘pedagogical curriculum’ as a stimulus has enabled them to enact what I call ‘pedagogical commensality’ which supports school connectedness and has the potential to have wide ranging benefits to both the children's academic and health outcomes and the wider community. Recommendations relate to government policy on incorporating learning about food in its broader context into the English National Curriculum. By including the social, cultural, political, environmental, aesthetic and sustainable benefits of food, schools could provide learning opportunities that extend beyond the narrow bio-pedagogical focus that Food Education currently occupies and could support key areas such as community cohesion, personal values development and inclusion. This has implications for the professional development of school leaders and the inclusion of Food Education curriculum in Initial Teacher Training programmes. This thesis claims new knowledge in relation to how Food Education can be used as an embodiment of the headteacher’s values-based leadership approach; and how ‘pedagogical commensality’ can be used as a tool to support the personal and social development of the children and the school community.

“It was Like Magic”: Relationships Supporting Compassion, Creativity, and Sense of Coherence in Nutrition Students

2020 ◽  
pp. 1-7
Author(s):  
Kathryn Fraser ◽  
Jennifer Brady ◽  
Daphne Lordly
Keyword(s):  
Student Development ◽  
Sense Of Coherence ◽  
Personal Growth ◽  
Well Being ◽  
Power Dynamics ◽  
Exploratory Research ◽  
Subjective Experiences ◽  
Structured Interviews ◽  
Self Compassion ◽  
Relational Contexts

The purpose of this exploratory research was to understand the experiences and learnings of dietetic and nutrition students following a 3-week intensive summer course designed to enhance students’ understandings of compassion, creativity, and sense of coherence as they apply to personal growth and socially just professional practice. Seven of 15 students participated in one-on-one, semi-structured interviews. Data analysis was conducted using inductive thematic analysis, resulting in 3 meta-themes: (i) personal meaning and sense making, (ii) relational and power dynamics, and (iii) disruption; participants contextualized these themes via a dynamic interplay within and among the domains of self, pedagogy, and practice. As a result of taking this course, participants developed an enhanced sense of coherence, self-compassion, well-being, and a more equity-focused understanding of health. Student development may have been achieved through attending to student experience and a relational pedagogical epistemology that allowed students to make personal, interpersonal, and systemic connections among their own subjective experiences, the experiences of peers, and broader social impacts on health. Given nutrition classrooms are largely positivist, it is important to consider how these environments as relational contexts may support or undermine compassion, sense of coherence, and ultimately the health and well-being of students.

scholarly journals The meaning and experience of well-being in dementia for psychiatrists involved in diagnostic disclosure: a qualitative study

2016 ◽  
Vol 29 (1) ◽  
pp. 93-104 ◽  
Author(s):  
A. Vince ◽  
C. Clarke ◽  
E. L. Wolverson
Keyword(s):  
Best Practice ◽  
Qualitative Methodology ◽  
Well Being ◽  
Perceived Threat ◽  
Subjective Experiences ◽  
Structured Interviews ◽  
Living Well ◽  
Best Practice Guidelines ◽  
Diagnostic Disclosure ◽  
Diagnosis Of Dementia

ABSTRACTBackground:Literature indicates that people's experiences of receiving a diagnosis of dementia can have a lasting impact on well-being. Psychiatrists frequently lead in communicating a diagnosis but little is known about the factors that could contribute to potential disparities between actual and best practice with regard to diagnostic disclosure. A clearer understanding of psychiatrists’ subjective experiences of disclosure is therefore needed to improve adherence to best practice guidelines and ensure that diagnostic disclosure facilitates living well with dementia.Methods:This study utilized qualitative methodology. Semi-structured interviews conducted with 11 psychiatrists were analyzed using Interpretive Phenomenological Analysis (IPA).Results:Three superordinate and nine subordinate themes emerged from the data analysis. These included the following: (i) “The levels of well-being” (Continuing with life, Keeping a sense of who they are, Acceptance of the self), (ii) “Living well is a process” (Disclosure can set the scene for well-being, Positive but realistic messages, Whose role it is to support well-being?), and (iii) Ideal care versus real care (Supporting well-being is not prioritized, There isn't time, The fragmentation of care).Conclusions:Findings indicate that psychiatrists frame well-being in dementia as a multi-faceted biopsychosocial construct but that certain nihilistic attitudes may affect how well-being is integrated into diagnostic communication. Such attitudes were linked with the perceived threat of dementia and limitations of post-diagnostic care. Behaviors used to manage the negative affect associated with ethical and clinical tensions triggered by attempts to facilitate well-being at the point of diagnosis, and their impact on adherence to best practice disclosure, are discussed.

scholarly journals Students’ learning preferences and experience in a globalised world: Opportunity to optimise internationalisation in physiotherapy education

2019 ◽  
Author(s):  
Veronika Schoeb ◽  
Doris Chang
Keyword(s):  
Hong Kong ◽  
Phenomenological Study ◽  
Qualitative Content Analysis ◽  
Well Being ◽  
Learning Preferences ◽  
Subjective Experiences ◽  
Structured Interviews ◽  
Competitive System ◽  
The Usa ◽  
Physiotherapy Students

Background: Hong Kong is at the cross-road between Eastern and Western cultures. Increasing globalisation allows students to gather experiences from various educational contexts. While internationalisation has been promoted in higher education worldwide, the focus was often put on students from Chinese cultures integrating into Westernised education systems. Not much is known about how students from Chinese background with exposures to Western cultures, reintegrate into a Hong Kong university, characterised by a highly competitive system that potentially affects students’ well-being. Aim: To identify learning preferences by Hong Kong physiotherapy students who have been exposed to educational contexts in the USA, Australia or Canada, and to explore their subjective experiences regarding different educational approaches during their studies. Methods: Ten students participated in this phenomenological study. Semi-structured interviews were conducted in English, transcribed ‘ad verbatim’ and analysed using qualitative content analysis. Findings: Three themes emerged from the data: (1) Interaction between students and teachers, (2) past experiences that help with future dreams, and (3) obstacles and opportunities in learning. Conclusion: Physiotherapy students with globalised experience rely on their past educational exposure to give meaning to their future. They believe that a student-centred approach is crucial for learning. Their experiences shed light on consideration factors for optimally internationalising the physiotherapy curriculum.

scholarly journals Phenomenology of being a safe taxi driver

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Mahsa Mehri ◽  
Maryam Khazaee-Pool ◽  
Shirazeh Arghami
Keyword(s):  
Traffic Safety ◽  
Public Transportation ◽  
Well Being ◽  
Taxi Driver ◽  
Economic Pressure ◽  
Subjective Experiences ◽  
Structured Interviews ◽  
Safe Driving ◽  
Taxi Drivers ◽  
Social Prestige

Abstract Background In developing countries, a great number of people typically utilize public transportation such as Taxis. Therefore, taxi drivers have an important role in residents’ well-being and safety. The aim of this study was to describe the subjective experiences and insights on safe driving among taxi drivers in Zanjan, Iran. Method In this qualitative study, 17 taxi drivers (23–54 years) were purposefully selected to participate in 11 semi-structured interviews, as well as one focus group (n = 6). The data was then analyzed based on a combination of Braun’s and Colaizzi’s methods. Result By analysis of the qualitative data, four main themes emerged from expressed experiences by taxi drivers, including 1) traffic chaos, 2) social prestige, 3) economic pressure, and 3) job satisfaction. Conclusion The emerging concepts of the present study imply a threefold structure of existence, which introduced by Heidegger, as taxi drivers’ (the self) feelings and experiences of being under pressure of traffic chaos (the world), accompanied by low social prestige, economic pressure and job dissatisfaction (being in). Thus, strategic planning for traffic safety should consider taxi drivers’ needs to feel a friendly world, as well as, to find themselves in a respectful and supportive environment.

scholarly journals Part of The Whānau: The Emergence of Takatāpui Identity - He Whāriki Takatāpui

2021 ◽  
Author(s):  
◽  
Elizabeth Kerekere
Keyword(s):  
Geographical Location ◽  
Well Being ◽  
Future Research ◽  
Subjective Experiences ◽  
Structured Interviews ◽  
Strength Based ◽  
Kaupapa Māori ◽  
Colonial Oppression ◽  
Oral History Interviews ◽  
Health And Well Being

<p>Since the early 1980s, Māori who are whakawāhine, tangata ira tāne, lesbian, gay, bisexual, trans, intersex or queer have increasingly adopted the identity of ‘takatāpui’ - a traditional Māori term meaning ‘intimate companion of the same sex.’ As the first study on takatāpui identity and well-being, this is fashioned as a Whāriki Takatāpui; a woven mat which lays the foundation for future research and advocacy. Kaupapa Māori research provides the tools for this task while Kaupapa Māori theory ensures the harvest of Māori narratives is underpinned by te reo, tikanga and mātauranga - Māori language, culture and knowledges. The preparation of weaving materials is represented by Mana Wāhine; which considers whakapapa (genealogy), intersectional colonial oppression with an artistic approach to analysing whakataukī (historical metaphor). Mana Motuhake represents the design of the Whāriki; the colours and patterns emanating from the subjective experiences of six leaders who have embraced a takatāpui identity. Te Whare Tapa Whā represents weaving together takatāpui health and well-being in response to the issues and discrimination they face. Oral history interviews were held with takatāpui participants who reflected a diversity of iwi, geographical location, gender identities and sexualities and, at the time of interview, ranged from 17 to 68 years of age. In order to gain insight into the perception of whānau with takatāpui members, semi structured interviews were also held with two kuia (female elders) and 12 whānau members of the takatāpui rangatahi (young people) interviewed. In total 27 participants were interviewed in three stages over four years. Their responses were recorded, transcribed then analysed based on the elements of the Whāriki Takatāpui framework. Despite colonial efforts to remove historical trace, this study reveals new evidence of takatāpui behaviour within traditional Māori narratives. It finds that takatāpui identity is predicated on Māori identity with a spiritual connection to takatāpui tūpuna (ancestors) that is crucial in addressing the discrimination they may face within their whānau and culture. It identifies the range of issues that impact on takatāpui health and well-being while highlighting the creative and strength-based manner in which takatāpui build resilience and connection through identity.</p>

scholarly journals Part of The Whānau: The Emergence of Takatāpui Identity - He Whāriki Takatāpui

2021 ◽  
Author(s):  
◽  
Elizabeth Kerekere
Keyword(s):  
Geographical Location ◽  
Well Being ◽  
Future Research ◽  
Subjective Experiences ◽  
Structured Interviews ◽  
Strength Based ◽  
Kaupapa Māori ◽  
Colonial Oppression ◽  
Oral History Interviews ◽  
Health And Well Being

<p>Since the early 1980s, Māori who are whakawāhine, tangata ira tāne, lesbian, gay, bisexual, trans, intersex or queer have increasingly adopted the identity of ‘takatāpui’ - a traditional Māori term meaning ‘intimate companion of the same sex.’ As the first study on takatāpui identity and well-being, this is fashioned as a Whāriki Takatāpui; a woven mat which lays the foundation for future research and advocacy. Kaupapa Māori research provides the tools for this task while Kaupapa Māori theory ensures the harvest of Māori narratives is underpinned by te reo, tikanga and mātauranga - Māori language, culture and knowledges. The preparation of weaving materials is represented by Mana Wāhine; which considers whakapapa (genealogy), intersectional colonial oppression with an artistic approach to analysing whakataukī (historical metaphor). Mana Motuhake represents the design of the Whāriki; the colours and patterns emanating from the subjective experiences of six leaders who have embraced a takatāpui identity. Te Whare Tapa Whā represents weaving together takatāpui health and well-being in response to the issues and discrimination they face. Oral history interviews were held with takatāpui participants who reflected a diversity of iwi, geographical location, gender identities and sexualities and, at the time of interview, ranged from 17 to 68 years of age. In order to gain insight into the perception of whānau with takatāpui members, semi structured interviews were also held with two kuia (female elders) and 12 whānau members of the takatāpui rangatahi (young people) interviewed. In total 27 participants were interviewed in three stages over four years. Their responses were recorded, transcribed then analysed based on the elements of the Whāriki Takatāpui framework. Despite colonial efforts to remove historical trace, this study reveals new evidence of takatāpui behaviour within traditional Māori narratives. It finds that takatāpui identity is predicated on Māori identity with a spiritual connection to takatāpui tūpuna (ancestors) that is crucial in addressing the discrimination they may face within their whānau and culture. It identifies the range of issues that impact on takatāpui health and well-being while highlighting the creative and strength-based manner in which takatāpui build resilience and connection through identity.</p>

scholarly journals ‘It's a double whammy’: A qualitative study of illness uncertainty in individuals with Parkinson's disease in the context of COVID-19

2021 ◽  
pp. 174239532110431
Author(s):  
Jane Simpson ◽  
Nicolò Zarotti ◽  
Sandra Varey ◽  
Eleftherios Anestis ◽  
Carol Holland ◽  
...  
Keyword(s):  
Qualitative Study ◽  
Thematic Analysis ◽  
Well Being ◽  
Benefit Finding ◽  
Structured Interviews ◽  
Illness Uncertainty ◽  
Global Pandemic ◽  
Additional Support ◽  
Implicit And Explicit ◽  
Future Management

Objectives The purpose of this study was to explore the experiences of individuals with Parkinson's through the theoretical lens of illness uncertainty during the first UK full lockdown period (March–June 2020) put in place due outbreak of the COVID-19 pandemic. Methods Individual semi-structured interviews were carried out via telephone in May 2020 with 10 individuals with Parkinson's (six men and four women) recruited from Parkinson's UK. Interviews were recorded and transcribed verbatim, and thematic analysis was adopted to analyse the resulting data. Results Four overarching themes emerged from the interview data: (1) COVID-19 amplifying existing fears and difficulties around the uncertainty of Parkinson's; (2) practical and psychological efforts to manage uncertainty; (3) benefit-finding as a way of acknowledging the positives of lockdown; (4) risk and future management in the context of uncertainty. Discussion Participants reported a range of implicit and explicit strategies to cope with the ‘double whammy’ of uncertainty caused by having Parkinson's during a global pandemic. While these were generally successful in maintaining well-being, it is important that such successful accounts are used to help inform novel strategies and interventions targeting individuals who might need additional support.

On the Job Training (OJT) Assessment for Diploma in Construction Technology

2020 ◽  
Vol 17 (2) ◽  
pp. 29
Author(s):  
Nurhafizah Abdul Musid ◽  
Haryanti Mohd Affandi ◽  
Nurul Eizzaty Sohimi ◽  
Mohd Firdaus Mustaffa Kamal
Keyword(s):  
Attitude Change ◽  
Job Training ◽  
Change Implementation ◽  
Construction Technology ◽  
Validity And Reliability ◽  
Structured Interviews ◽  
Vocational College ◽  
Technology Students ◽  
Assessment Problems ◽  
Assessment Rubric

On Job Training (OJT) is best for skill development and attitude change. Implementation of OJT which focuses on the transition of students to working life, however with little attention given to the process of assessment in OJT. Therefore, the aim of this study is to investigate the OJT assessment problems among Construction Technology students in Malaysian Vocational College. The research design for this study uses a survey that was carried out qualitatively through semi-structured interviews among Construction Technology students, lecturers and experienced construction practitioners. From the data analysis, it has been identified that there is an inadequacy of OJT assessment rubric in assessing the skill and knowledge of the construction technology students. This has been contributed with the used of holistic rubric for the OJT assessment which has been designed to be use by every course in the Vocational College. The result also revealed that allocation of marks in the assessment rubric is not commensurate with some construct assessed and need to be reviewed. This study shows that an assessment rubric should emphasizes on specific knowledge and skills in assessing students’ competency during training program and in this case to produce competent site supervisor. In addition, a good assessment rubric should consider the tasks and marks thoroughly to avoid biasness among students. Therefore, it is suggested to carry out further study in investigating the validity and reliability of current industry’ OJT assessment rubric for the Construction Technology students.Key Words: On Job Training; Construction Technology; An assessment rubric; Competency; Validity and reliability.

scholarly journals Male autistic youth experiences of belonging in integrated physical education

Autism ◽  
2021 ◽  
pp. 136236132110186
Author(s):  
Justin A Haegele ◽  
Anthony J Maher
Keyword(s):  
Physical Education ◽  
Peer Relationships ◽  
Peer Interactions ◽  
Physical Space ◽  
The United States ◽  
Educational Needs ◽  
Subjective Experiences ◽  
Structured Interviews ◽  
Autistic People ◽  
Locker Room

The study examined the subjective experiences of autistic youth regarding the role of peer interactions and relationships in feelings of belonging in integrated physical education classes. The term integrated is used to describe a setting in which all students, regardless of educational needs, are educated in the same physical space. Eight autistic youth (all male, aged 13–18 years) who had received most of their physical education in integrated classes acted as participants. Semi-structured interviews were used to generate qualitative data, which were analyzed using a reflexive thematic approach. Findings are presented in three themes: (a) bullying can lead to self-harm and self-isolation, (b) peer interactions and relationships in the locker room, and (c) peer relationships are based on shared interests and take time to develop. Even though autistic students were educated in the same spaces as their non-autistic peers, feelings of belonging were largely unavailable to them. Lay abstract Recent years have seen calls to amplify the voices of autistic people in research about their subjective experiences. Despite this, we know little about how autistic youth experience integrated physical education, particularly in the United States. The term integrated is used to describe a setting in which all students, regardless of educational needs, are educated in the same physical space. In this study, we sought to explore the perspectives of autistic youth toward their experiences in integrated physical education, and the roles of social interactions and relationships with peers in those experiences. Findings noted that several factors influenced the ways and extent to which our participants interacted with their peers during physical education. Unfortunately, most of our participants recalled experiencing bullying, and that physical education offered an environment where bullying was most frequent and comparatively unique compared to other contexts throughout the school day. The locker room, a space linked to physical education, was of particular concern because of a lack of teacher presence. Despite the negative views of and experiences in physical education, there was evidence of participants actively pursuing to connect with peers in this context. However, most instances where participants recalled pursuing friendship were not welcomed from others, which stunted their sense of belonging in this space. Given the role that belonging plays in what it means “to be included,” our research supports emerging ideas that even though autistic students were educated in the same physical spaces as their non-autistic peers, feelings of inclusion were largely absent.

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