Conceptualising pride, shame, guilt, humiliation and embarrassment

2019 ◽  
pp. 23-48
Author(s):  
Matthew Gibson
Keyword(s):  
Professional Practice ◽  
The Self ◽  
Broad Field ◽  
Constructionist Approach ◽  
Emotion Theory ◽  
New Framework

This chapter critically reviews the field of emotion theory and locates the different ideas relating to pride, shame and other self-conscious emotions within this. It is argued that a constructionist approach to emotions offers the most useful way of conceptualising emotions generally, and the self-conscious emotions more specifically, yet it also identifies that there is no agreement within the broad field of constructionism on what these self-conscious emotions are and how to research them. This chapter, therefore, synthesises a range of constructionist ideas to outline a new framework for theorising and researching the self-conscious emotions in professional practice.

Practioner Reflection That Enhances Interprofessional Collaborative Practices for Serving Children Who Are Deaf/Hard-of-Hearing

2017 ◽  
Vol 2 (9) ◽  
pp. 3-9 ◽  
Author(s):  
Kristina M. Blaiser ◽  
Mary Ellen Nevins
Keyword(s):  
Young Children ◽  
Professional Practice ◽  
Hard Of Hearing ◽  
Service Providers ◽  
Interprofessional Collaboration ◽  
The Self ◽  
Self Awareness ◽  
Collaborative Practices ◽  
Interprofessional Teams ◽  
Client Care

Interprofessional collaboration is essential to maximize outcomes of young children who are Deaf or Hard-of-Hearing (DHH). Speech-language pathologists, audiologists, educators, developmental therapists, and parents need to work together to ensure the child's hearing technology is fit appropriately to maximize performance in the various communication settings the child encounters. However, although interprofessional collaboration is a key concept in communication sciences and disorders, there is often a disconnect between what is regarded as best professional practice and the self-work needed to put true collaboration into practice. This paper offers practical tools, processes, and suggestions for service providers related to the self-awareness that is often required (yet seldom acknowledged) to create interprofessional teams with the dispositions and behaviors that enhance patient/client care.

scholarly journals The construction of leadership practice: Making sense of leader competencies

Leadership ◽  
2021 ◽  
pp. 174271502199649
Author(s):  
Dag Jansson ◽  
Erik Døving ◽  
Beate Elstad
Keyword(s):  
Professional Practice ◽  
Leadership Competencies ◽  
The Self ◽  
Leadership Practice ◽  
Choral Conductors ◽  
Making Sense ◽  
Sensemaking Process ◽  
The Face ◽  
Depth Interviews ◽  
Selection Of

The notion of leadership competencies is a much-debated issue. In this article, we propose that how the leader makes sense of his or her competencies is key to leadership practice. Specifically, we look at how leaders reconcile discrepancies between the self-perceived proficiency of various competencies and their corresponding importance. Empirically, we study leaders within the music domain – how choral conductors make sense of their competencies in the shaping of their professional practice. We investigated how choral leaders in Scandinavia ( N = 638) made sense of their competencies in the face of demands in their working situations. A mixed methodology was used, comprising a quantitative survey with qualitative comments and in-depth interviews with a selection of the respondents. The results show that when choral leaders shape their practice, they frequently face competency gaps that compel them to act or adjust their identity. The key to this sensemaking process is how they move competency elements they master to the foreground and wanting elements to the background. The concept of ‘sensemaking affordance’ is introduced to account for how various leader competency categories are negotiated to safeguard overall efficacy.

Facilitating the Self-Directed Learning Efforts of Professional Meteorologists

2018 ◽  
Vol 99 (12) ◽  
pp. 2519-2527 ◽  
Author(s):  
Daphne S. LaDue ◽  
Ariel E. Cohen
Keyword(s):  
Professional Practice ◽  
Formal Education ◽  
The Self ◽  
Learning Needs ◽  
Self Directed Learning ◽  
Climate Forecasting ◽  
Weather And Climate ◽  
Two Factors ◽  
Directed Learning ◽  
Over Time

AbstractProfessional meteorologists gain a great deal of knowledge through formal education, but two factors require ongoing learning throughout a career: professionals must apply their learning to the specific subdiscipline they practice, and the knowledge and technology they rely on becomes outdated over time. It is thus inherent in professional practice that much of the learning is more or less self-directed. While these principles apply to any aspect of meteorology, this paper applies concepts to weather and climate forecasting, for which a range of resources, from many to few, for learning exist. No matter what the subdiscipline, the responsibility for identifying and pursuing opportunities for professional, lifelong learning falls to the members of the subdiscipline. Thus, it is critical that meteorologists periodically assess their ongoing learning needs and develop the ability to reflectively practice. The construct of self-directed learning and how it has been implemented in similar professions provide visions for how individual meteorologists can pursue—and how the profession can facilitate—the ongoing, self-directed learning efforts of meteorologists.

scholarly journals "All is not lost" - Rethinking the nature of memory and the self in dementia

2019 ◽  
Author(s):  
Cherie Strikwerda-Brown ◽  
Matthew D. Grilli ◽  
Jessica R. Andrews-Hanna ◽  
Muireann Irish
Keyword(s):  
Neurodegenerative Disorders ◽  
Sense Of Self ◽  
The Self ◽  
Dynamic Nature ◽  
Everyday Functioning ◽  
Common Assumption ◽  
Loss Of Self ◽  
Common Misconception ◽  
The Common ◽  
New Framework

Memory and the self have long been considered intertwined, leading to the common assumption that without memory, there can be no self. This line of reasoning has led to the common misconception that a loss of memory in dementia necessarily results in a diminished sense of self. Here, we challenge this assumption by considering discrete facets of the self, and their relative profiles of loss and sparing, across three neurodegenerative disorders: Alzheimer’s disease, semantic dementia, and frontotemporal dementia. By exploring canonical expressions of the self across past, present, and future contexts in dementia, relative to healthy ageing, we reconcile previous accounts of loss of self in dementia, and propose a new framework for understanding and managing everyday functioning and behaviour. Notably, our approach highlights the multifaceted and dynamic nature in which the self is likely to change in healthy and pathological ageing, with important ramifications for development of person-centred care. Collectively, we aim to promote a cohesive sense of self in dementia across past, present, and future contexts, by demonstrating how, ultimately, ‘All is not lost’.

scholarly journals Gambaran Implementasi Pengembangan Keprofesian Berkelanjutan oleh Perawat di RSUD R.A. Kartini Kabupaten Jepara

2021 ◽  
Vol 4 (2) ◽  
pp. 83-90
Author(s):  
Madya Sulisno ◽  
Agus Santoso ◽  
Bambang Edy Warsito ◽  
Luthfi Hidayah ◽  
Sarah Ulliya ◽  
...  
Keyword(s):  
Community Service ◽  
Professional Practice ◽  
Random Sampling ◽  
Quantitative Research ◽  
Continuing Professional Development ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
The Self ◽  
Scientific Development ◽  
Self Development

Introduction: Continuing Professional Development (CPD) implementation is not optimal. There is no evaluation regarding CPD implementation by nurses in RSUD R.A. Kartini, Jepara Regency. The purpose of this study was to describe the implementation of PKB by nurses in RSUD R.A. Kartini, Jepara Regency.Methods: This study used quantitative research design using descriptive studies. The sampling technique used simple random sampling with 169 respondents. Data collection used a questionnaire containing 55 question items from Indonesian National Nurses Association.Results: Description of CPD by nurses at R.A. Kartini Hospital in Jepara Regency are as follows: professional practice activities (100%), scientific activities (94.67%), scientific development activities (26.62%), and community service activities (71%).  Conclusion: Based on the research results, nurses should optimize themselves in various aspects of the form of CPD activities so that it can fulfill the achievement of 25 credits in five years while increasing the self-development of nurses.

Let's Speak Up for Pediatricians

PEDIATRICS ◽  
1981 ◽  
Vol 68 (5) ◽  
pp. 734-735 ◽  
Author(s):  
Joseph W. St Geme
Keyword(s):  
Professional Practice ◽  
Medical Schools ◽  
The Self ◽  
Teaching Hospitals ◽  
Professional Careers ◽  
Self Image ◽  
Role Of Women ◽  
Mind Set ◽  
Speak Up

I am concerned about the self-image of pediatricians. I am concerned that those physicians whose professional careers surround the consummate health and welfare of our children consider themselves to be leveled among their professional colleagues with the same perspective as their patient populations, that is, second-rate, less important, and less distinguished in their capabilities and professional objectives than the classic "adult" physicians, the internists and surgeons. The obstetrician-gynecologist shares some of the same perceptual problems, a mind-set of subliminal second-class professional citizenship, consistent with the still attenuated role of women, their professional clientele. Oh, there are exceptions! There are pediatricians who take charge of their professional practice groups, hospital staffs, national societal organizations, teaching hospitals, and medical schools.

Reinforcement Learning Scheme for Flocking Behavior Emergence

2007 ◽  
Vol 11 (2) ◽  
pp. 155-161 ◽  
Author(s):  
Koichiro Morihiro ◽  
◽  
Teijiro Isokawa ◽  
Haruhiko Nishimura ◽  
Masahito Tomimasu ◽  
...  
Keyword(s):  
Reinforcement Learning ◽  
Collective Behavior ◽  
A Priori ◽  
The Self ◽  
Self Organized ◽  
Learning Scheme ◽  
Fish Schooling ◽  
Grouping Behavior ◽  
Flocking Behavior ◽  
New Framework

Collective behavior such as bird flocking, land animal herding, and fish schooling is well known in nature. Many observations have shown that there are no leaders to control the behavior of a group. Several models have been proposed for describing the grouping behavior, which we regard as a distinctive example of aggregate motions. In these models, a fixed rule is provided for each of the individuals a priori for their interactions in a reductive and rigid manner. In contrast, we propose a new framework for the self-organized grouping of agents by reinforcement learning. It is important to introduce a learning scheme for causing collective behavior in artificial autonomous distributed systems. The behavior of agents is demonstrated and evaluated through computer simulations and it is shown that their grouping behavior emerges as a result of learning.

scholarly journals Co-constructions, co-performances and co-reflections in early years qualitative research

2021 ◽  
pp. 1476718X2110200
Author(s):  
Eva Mikuska ◽  
Sandra Lyndon
Keyword(s):  
Qualitative Research ◽  
Qualitative Data ◽  
Life Stories ◽  
Early Years ◽  
The Self ◽  
Structured Interviews ◽  
Social Categories ◽  
Doctoral Studies ◽  
Culture Time ◽  
Constructionist Approach

This study investigates our role as early years researchers in qualitative data analysis. We draw on our doctoral studies to address how the co-construction, co-performance and co-reflection of narratives elicit deeper and new understandings of early years workers in England, and how our life stories are co-produced through narrative inquiry. Employing a constructionist approach and building on Buitelaar theorisation of I-positions and the multi-vocal ‘self’, we explore how narratives are co-constructed and co-performed between the researched and researcher in relation to the ‘self’ and master narratives of culture, time and place. Data were collected using focus groups and semi-structured interviews involving 50 early years workers and 17 nurseries situated in the South East of England. By ‘co-reflecting’ on how the data was analysed, we discussed the ways in which we and our participants are simultaneously positioned within social categories of intersectionality, such as gender, social class, mother and worker. Our reflections offer a broader understanding of how qualitative research can enrich existing knowledge of how early years workers and their practice are constructed in England.

scholarly journals Reflexões sobre a Formação do Educador Musica de Agora

2015 ◽  
Vol 1 (1) ◽  
Author(s):  
Cristina Tourinho
Keyword(s):  
Professional Practice ◽  
Academic Career ◽  
Instrumental Learning ◽  
The Self ◽  
Self Assessment ◽  
The Future ◽  
And Performance

Resumo Este artigo reflete sobre as possibilidades de atuaçãoo dos licenciados em música e o exercício profissional. Atualmente são demandadas novas formas de atuação, para as quais nenhum currículo pode prever e atender todas as nuances. Então, é preciso refletir acerca do futuro ainda enquanto estudante, exercitando o diálogo, enfrentando desafios e participando ativamente da própria avaliação. Na disciplina “Instrumento Suplementar – Violão” da Escola de Música da UFBA está sendo realizada uma investigação que almeja conscientizar os estudantes acerca da sua trajetória acadêmica e aprendizado instrumental.   Abstract IThis article reflects about the professional practice and performance of undergraduates students and opportunities in music and professional practice. Nowadays new forms of action are demanded, for which any curriculum could anticipate and preview every nuance. So, it is necessary to think about the future as a student, practicing dialogue, facing challenges and actively participating in the self-assessment. In the discipline “Supplementary Instrument - Guitar” of Music Schoolf of Federal University of Bahia is being performed an investigation that aims to educate students about their academic career and instrumental learning.  

Young Children's Interactions with Objects: Play as Practice and Practice as Play

2021 ◽  
Vol 3 (1) ◽  
Author(s):  
Jeffrey J. Lockman ◽  
Catherine S. Tamis-LeMonda
Keyword(s):  
Developmental Psychology ◽  
The Self ◽  
Annual Review ◽  
Publication Date ◽  
Unified Framework ◽  
Manual Skill ◽  
Immense Potential ◽  
New Framework ◽  
Imagined Interactions ◽  
Play Development

Objects permeate human culture and saturate the imagination. This duality offers both opportunity and challenge. Here we ask how young human children learn to exploit the immense potential afforded by objects that can exist simultaneously in physical and imaginary realms. To this end, we advance a new framework that integrates the presently siloed literatures on manual skill and play development. We argue that developments in children's real and imagined use of objects are embodied, reciprocal, and intertwined. Advances in one plane of action influence and scaffold advances in the other. Consistent with this unified framework, we show how real and imagined interactions with objects are characterized by developmental parallels in how children ( a) transcend the present to encompass future points in time and space, ( b) extend beyond the self, and ( c) gradually move beyond objects’ designed functions. In addition, we highlight bidirectional influences in children's real and imagined interactions with objects: Play engenders practice and skill in using objects, but just the same, practice using objects engenders advances in play. We close by highlighting the theoretical, empirical, and translational implications of this embodied and integrated account of manual skill and play development. Expected final online publication date for the Annual Review of Developmental Psychology, Volume 3 is December 2021. Please see http://www.annualreviews.org/page/journal/pubdates for revised estimates.

Sign in / Sign up

Export Citation Format

Share Document