scholarly journals Applied theatre, puppetry and emotional skills in healthcare: A cross-disciplinary pedagogical framework

2020 ◽  
Vol 8 (1) ◽  
pp. 89-105 ◽  
Author(s):  
Persephone Sextou ◽  
Anatoli Karypidou ◽  
Eleni Kourtidou-Sextou
Keyword(s):  
Health Care ◽  
Active Listening ◽  
Study Phase ◽  
Emotional Resilience ◽  
Emotional Challenges ◽  
Emotional Skills ◽  
Self Reflection ◽  
Training Courses ◽  
Professional Artists ◽  
Pedagogical Framework

Artists such as actors and puppeteers in health care face emotional challenges in their work. This article investigates the interpersonal competencies and emotional skills of the artist who uses puppets in their practice in health-care contexts and settings. We present initial findings from phase B of a wider longitudinal study. Phase A focused on actors in hospitals and drama trainees; Phase B uses qualitative research methods with actors, puppeteers and therapists as participants. Content analysis of data reveals that the main competencies the artist needs to deal with emotional incidents in health care are empathy, self- and social awareness, self-care, self-reflection, emotional resilience and active listening. These skills are needed alongside acting and puppetry skills to develop competent and professional artists in healthcare. The study offers evidence to further develop strategies of receiving, processing and communicating emotions safely and effectively within the protection of the artform. This study therefore diverts our attention from traditional training courses that are mainly about learning artistic skills to a cross-disciplinary pedagogical framework that aims to enable artists to observe, reflect and process emotions before, during and after a performance with patients as theatre ‘audience’-participants.

scholarly journals Eco-Anxiety and Environmental Education

2020 ◽  
Vol 12 (23) ◽  
pp. 10149
Author(s):  
Panu Pihkala
Keyword(s):  
Environmental Education ◽  
Ecological Crisis ◽  
Extensive Literature ◽  
Multiple Forms ◽  
Emotional Resilience ◽  
Emotional Skills ◽  
Self Reflection ◽  
Safe Spaces ◽  
Environmental Educators ◽  
Theoretical Analyses

Anxiety and distress about the ecological crisis seems to be a rapidly growing phenomenon. This article analyzes the challenges and possibilities posed by such “eco-anxiety” for environmental education. Variations of eco-anxiety are analyzed, and it is argued that educators should be aware of the multiple forms that the phenomenon has. Eco-anxiety is found to be closely connected with many difficult emotions, such as grief, guilt, anger, and despair. However, anxiety also has an adaptive dimension, which can be called “practical anxiety”. Anxiety is connected with expectation, motivation, and hopes. Previous research about eco-anxiety and ecological emotions in various disciplines is discussed, and related studies from various fields of education are brought together. Based on this extensive literature review, theoretical analyses are made, using a philosophical method. It is argued that environmental educators need organizational and peer support both in relation to their own difficult emotions and in order to develop emotional skills in their work. Educators should first practice self-reflection about eco-anxiety, after which they have many possibilities to help their audiences to develop emotional resilience. Potential practical activities related to eco-anxiety are discussed, drawing from various fields of education. These include validation of eco-anxiety and ecological emotions, providing safe spaces to discuss them, and, if possible, providing embodied and creative activities to more fully deliberate on them.

COVID-19: The Importance of Adequate Personal Protective Equipment in Healthcare Medical Staff

2020 ◽  
Author(s):  
Anne Weissenstein
Keyword(s):  
Health Care ◽  
Personal Protective Equipment ◽  
Health Care Services ◽  
Infection Prevention And Control ◽  
Protective Equipment ◽  
Emotional Resilience ◽  
Healthcare Facilities ◽  
Care Services ◽  
Healthcare Settings ◽  
And Control

We present an update on infection prevention and control for COVID-19 in healthcare settings. This update focuses on measures to be applied in settings with increasing community transmission, growing demand for concern about COVID-19 patients, and subsequent staffing issues in the event of shortages of personal protective equipment for healthcare facilities worldwide. The comfort and emotional resilience of health care workers are key components in maintaining essential health care services during the COVID-19 virus (coronavirus) outbreak.

scholarly journals Emotional skills for entrepreneurial success: the promise of entrepreneurship education and policy

2021 ◽  
Author(s):  
Maha Aly ◽  
David B. Audretsch ◽  
Heike Grimm
Keyword(s):  
Translational Research ◽  
Entrepreneurship Education ◽  
Entrepreneurial Activity ◽  
Entrepreneurial Success ◽  
Common Goal ◽  
Emotional Challenges ◽  
Emotional Skills ◽  
Clinical Tools

AbstractEntrepreneurship education and entrepreneurship policies have a common goal—to spur entrepreneurial activity and its impact on individuals, organizations, regions and countries. Despite the efforts of education and policy in equipping entrepreneurs with the skills, resources and competencies they need to thrive, rich and poignant research in the entrepreneurship literature highlights the daunting emotional challenges confronting entrepreneurs as they traverse the entrepreneurial journey. However, the insights, findings and conclusions from this literature have yet to find their way into providing entrepreneurs with the requisite emotional skills and tools needed to harness the opportunities afforded from entrepreneurship rather than succumb as a victim. This paper analyzes the potential for translational research to develop educational and policy approaches, along with clinical tools, methods and strategies to provide entrepreneurs with the skills and competencies for resilience in an entrepreneurial journey fraught with emotional landmines and challenges.

scholarly journals Language and Cultural Discordance: Barriers to Improved Patient Care and Understanding

2020 ◽  
Vol 7 (6) ◽  
pp. 830-832
Author(s):  
Derek Soled
Keyword(s):  
Health Care ◽  
First Language ◽  
Marginalized Communities ◽  
Competency Training ◽  
Cultural Competency Training ◽  
Language Interpretation ◽  
Optimal Health ◽  
Medical Interpreters ◽  
Training Courses ◽  
Physician Patient

Providing optimal health care to patients whose first language is not English remains a major challenge. Medical students, residents, and attendings receive limited cultural competency training, but these short sporadic training courses are not nearly enough to give physicians the proper resources or preparation to understand all their patients’ beliefs. Medical interpreters can fill this gap and strengthen health care for these already marginalized communities. It is important to reconceptualize medical interpreters as true collaborators in medicine who can provide valuable insights that extend beyond language interpretation at the bedside. Physicians would benefit from the insights of these professionals who can function as both language and cultural interpreters who know these patient communities well. Improved communication between physicians and interpreters would not violate traditional physician–patient boundaries but would instead strengthen this relationship to provide the best possible care.

Rhythms of Care: Medical Travels beyond the Borders of Bangladesh

2020 ◽  
Vol 14 (1) ◽  
pp. 61-83
Author(s):  
Karen M. McNamara
Keyword(s):  
Health Care ◽  
Medical Care ◽  
Medical Tourism ◽  
Tourism Industry ◽  
Emotional Challenges ◽  
Detailed Case ◽  
Care Practices ◽  
The Way

Abstract This article examines the experiences of Bangladeshi patients and their families as they travel transnationally within Asia for medical care. I explain how failures of biomedicine in Bangladesh feed into idealized expectations of care abroad. This medical imaginary is fueled by the hope that more expensive treatment in wealthier countries will result in better care, and it is sustained by the way the medical tourism industry operates and the way Bangladeshi patients and their families make choices and engage in the doing of care abroad. A detailed case study of a Bangladeshi cancer patient’s prolonged care in Singapore illustrates the tensions and ambivalences in the quest for the best treatment. These tensions are exacerbated by the linguistic, monetary, and emotional challenges faced in traveling back and forth between countries. While patients feel at times betrayed by experiences of care that do not meet their expectations, they also feel compelled to carry on. I capture this dynamic in the term rhythms of care, understanding these as the way the medical imaginary shapes care practices that become a scaffolding for hope to be maintained and further travel to be undertaken. I also reflect on how I become part of these rhythms by acting as the family’s interpreter as they navigate health care in Singapore.

An early oral health care program starting during pregnancy—a long-term study—phase V

2013 ◽  
Vol 18 (3) ◽  
pp. 863-872 ◽  
Author(s):  
Karen Meyer ◽  
Mansoureh Khorshidi-Böhm ◽  
Werner Geurtsen ◽  
Hüsamettin Günay
Keyword(s):  
Health Care ◽  
Oral Health ◽  
Care Program ◽  
Oral Health Care ◽  
Study Phase ◽  
Term Study ◽  
Long Term Study ◽  
Health Care Program ◽  
Early Oral Health Care

scholarly journals A Haven for Learning: Gaining Professional Knowledge through Sincere Conversation in an Online Reading Course

2014 ◽  
Vol 5 (1) ◽  
Author(s):  
Deborah A Graham
Keyword(s):  
Professional Knowledge ◽  
Online Course ◽  
Active Listening ◽  
Online Reading ◽  
Self Reflection ◽  
Online Setting ◽  
The Right ◽  
Reading Teacher ◽  
First Time ◽  
Verbal Exchanges

As an educator teaching an online course for the first time, I observed that the teachers in my class engaged in meaningful and sincere conversation and gained deep insight and greater awareness about their practice. Sincere conversation obviously differs from brief verbal exchanges operating at the surface level. It is conversation that invites self-reflection and contemplation through reciprocal trust, respect, and active listening. This study discusses how sincere dialogue, which leads to greater understanding of what it means to be an effective reading teacher, was enhanced during an online reading course. It highlights how the right conditions created in an online setting can encourage relationships and lead to professional knowledge. Quand j’ai enseigné un cours en ligne pour la première fois, j’ai remarqué que les élèves enseignants qui se trouvaient dans ma classe avaient des conversations constructives et sincères, qu’ils comprenaient bien leur profession et qu’ils en prenaient davantage conscience. Les conversations sincères diffèrent des courts échanges verbaux qui se déroulent en surface. Il s’agit de conversations qui invitent l’auto-réflexion et la contemplation par le biais d’une confiance et d’un respect réciproques, et d’une écoute attentive. Cette étude présente la manière dont le dialogue sincère, qui mène à une meilleure compréhension de ce que cela signifie d’être un enseignant de lecture efficace, a été mis en valeur lors d’un cours en ligne sur la lecture. Elle met en relief la manière dont les meilleures conditions créées dans un cours en ligne peuvent encourager des rapports et mener à la connaissance professionnelle.

scholarly journals Continuous professional development on virtual exchange in Europe: insights from the Erasmus+ VE introductory online course

2021 ◽  
pp. 157-167
Author(s):  
Ana Beaven ◽  
Gillian Davies
Keyword(s):  
Experiential Learning ◽  
Communication Skills ◽  
Digital Literacy ◽  
Active Listening ◽  
Learning Approach ◽  
Intercultural Awareness ◽  
Technical Staff ◽  
Overall Evaluation ◽  
Training Courses ◽  
Diverse Setting

This presentation focuses on the Erasmus+ online introductory training course, which aims to introduce university educators and administrative/technical staff to Virtual Exchange (VE). The training, which requires no previous experience with VE, engages the participants in tasks that help them understand the requirements to successfully integrate an Erasmus+ VE project into existing courses and curricula, while gaining experience in digital literacy, including communicating and collaborating online. After a brief presentation of the structure of the four-week course, we will show how the design of the course – based on an experiential learning approach – elicited reflections and discussions on pedagogical and technological issues crucial to successful VE projects. Finally, we will show how forum interactions between teaching and administrative staff helped all the participants understand the pedagogical, technological, and administrative implications of setting up VE projects, and identify the necessary steps to engage the different stakeholders (teachers, administrative and technical staff, top management, and students) within their institutions. The overall evaluation of all training courses was highly positive: respondents reported discovering that the course boosted their confidence in communicating or working in a culturally diverse setting. They also felt that the training helped them develop their intercultural awareness, digital competences, active listening, communication skills, and acquire ideas for new teaching practices.

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