scholarly journals What's bred in the bone: Transference and Countertransference in Teachers

2021 ◽  
Vol 30 (1) ◽  
pp. 136
Author(s):  
John Sherry ◽  
Leslie Warner ◽  
Andrew Kitchenham
Keyword(s):  
Classroom Teachers ◽  
Self Awareness ◽  
Helping Professions ◽  
School Teachers ◽  
Unconscious Processes ◽  
Self Reflection ◽  
Hermeneutic Phenomenological ◽  
Relationship Context ◽  
Transference And Countertransference ◽  
Phenomenological Methodology

Countertransference and transference have been well researched in the context of the client-therapist relationship, but there are few studies looking at these unconscious processes in other helping professions, such as teaching. Utilizing a hermeneutic phenomenological methodology, we investigated how transference and countertransference are understood and experienced by classroom teachers. We interviewed four school teachers on their understanding and management of the two concepts in the classroom and arrived at the following themes derived from the transcribed interviews for transference and countertransference, respectively: Schema, Relationship, Context, Unconscious; Background experience, Self-awareness, Self-reflection. We conclude with implications for teachers and counsellors, alike.

Chutes, Not Ladders

2018 ◽  
Vol 11 (2) ◽  
pp. 114-130
Author(s):  
Pavithra Nagarajan
Keyword(s):  
School Success ◽  
Cultural Practices ◽  
Self Regulation ◽  
Research Data ◽  
Self Awareness ◽  
Self Reflection ◽  
Single Sex ◽  
Black Bodies ◽  
Boys Of Color ◽  
And Control

This article explores how a single-sex school for boys of color intentionally and unintentionally (re)defines masculinity through rules and rituals. The school’s mission posits that boys become men through developing three skills: selfregulation, self-awareness, and self-reflection. Drawing from qualitative research data, I examine how disciplinary practices prioritize boys’ ability to control their bodies and image, or “self-regulate.” When boys fail to self-regulate, they enter the punitive system. School staff describe self-regulation as integral to out-of-school success, but these practices may inadvertently reproduce negative labeling and control of black bodies. This article argues for school cultural practices that affirm, rather than deny, the benefits of boyhood.

scholarly journals Psychosocial, emotional and professional challenges faced by female healthcare professionals during the COVID-19 outbreak in Lahore, Pakistan: a qualitative study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Sumbal Shahbaz ◽  
Muhammad Zeshan Ashraf ◽  
Rubeena Zakar ◽  
Florian Fischer
Keyword(s):  
Healthcare Professionals ◽  
Qualitative Interviews ◽  
Working Environment ◽  
Cultural Issues ◽  
Self Reflection ◽  
Professional Challenges ◽  
Proper Training ◽  
Phenomenological Methodology ◽  
Novel Coronavirus ◽  
And Coping

Abstract Background The novel coronavirus disease (COVID-19) is spreading rapidly, increasing the stress and challenges for healthcare professionals around the world. This study aims to discover the psychosocial, emotional and professional challenges faced by female healthcare professionals (HCPs) treating COVID-19 patients in Pakistan. Methods Using an empirical phenomenological methodology, semi-structured telephone-based qualitative interviews were conducted with 22 female HCPs who were providing their expertise for COVID-19 patients in tertiary-level hospitals in Lahore, Pakistan. Purposive sampling was used for recruitment. The interviews were conducted between 20 July and 20 August 2020. The interviews were analysed using thematic analysis. Results This study explored the psychosocial, emotional and professional challenges faced by female HCPs serving COVID-19 patients. Five themes were observed in the interviews: apprehension while treating COVID-19 patients; feelings towards COVID-19 patients; challenges as female HCPs and coping strategies; confidence in government, administration and self-reflection; and finally, future concerns and recommendations. Many of these themes have also been linked with cultural issues, making the results specific to Pakistan. Conclusions During the COVID-19 pandemic, female frontline HCPs have faced immense psychosocial pressure, ranging from unsupportive family norms to an unwelcoming working environment and insensitive hospital administrations. Moreover, rumours among the general public, lack of proper training, missing incentives and improper system surveillance have increased the anxiety and stress among HCPs. Hence, legislators are advised to take appropriate actions countrywide in order to alleviate the still ongoing challenges and support female HCPs in their working environment.

scholarly journals On the mental toughness of self-aware athletes: Evidence from competitive tennis players

2017 ◽  
Vol Volume 113 (Number 1/2) ◽  
Author(s):  
Richard G. Cowden ◽  
◽  
Keyword(s):  
South African ◽  
Multivariate Regression ◽  
Research Evidence ◽  
The Self ◽  
Mental Toughness ◽  
Self Awareness ◽  
Regression Analyses ◽  
Tennis Players ◽  
Self Reflection ◽  
The Relationship

Abstract This study examined the relationship between mental toughness (MT) and self-awareness in a sample of 175 male and 158 female South African tennis athletes (mean age = 29.09 years, s.d. = 14.00). The participants completed the Sport Mental Toughness Questionnaire and the Self-Reflection and Insight Scale to assess MT (confidence, constancy, control) and self-awareness (self-reflection and self-insight) dimensions, respectively. Linear regression indicated that self-insight (β=0.49), but not self-reflection (β=0.02), predicted global MT. Multivariate regression analyses were significant for self-reflection (ηp²=0.11) and self-insight (ηp²=0.24). Self-reflection predicted confidence and constancy (ηp²=0.05 and 0.06, respectively), whereas self-insight predicted all three MT subcomponents (ηp²=0.12 to 0.14). The findings extend prior qualitative research evidence supporting the relevance of self-awareness to the MT of competitive tennis athletes, with self-reflection and insight forming prospective routes through which athletes’ MT may be developed.

scholarly journals Self-reflectivity: a moment of professionalization in psychotherapy training

2018 ◽  
Vol 21 (3) ◽  
Author(s):  
Margarete Finger-Ossinger ◽  
Henriette Löffler-Stastka
Keyword(s):  
Thematic Analysis ◽  
European Association ◽  
Psychotherapy Training ◽  
Self Awareness ◽  
Clear Indication ◽  
Learning Program ◽  
Data Set ◽  
Self Reflection ◽  
The Past ◽  
Essential Prerequisite

The required basic skills of European psychotherapists were published by the European Association of Psychotherapy in 2013. One of these abilities is self-reflection. To mentalize oneself, to reflect on what circumstances and experiences in the past and present have led to the present desires, thoughts and convictions is an essential prerequisite for professional work in the psychosocial field. With the help of the thematic analysis a data set of 41 self-reflection reports of students is analysed at the end of the training. Since the training should be evaluated and if necessary optimized, it should be examined which elements of the online preparation course make the selfreflection ability visible. The analysis of the students’ texts gives a clear indication of existing self-reflection skills. It was surprising that for some students, besides the great importance of self-awareness lessons, affective integration into the blended learning program was an essential impulse for self-reflection.

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 Later life ICT learners ageing well

2012 ◽  
Vol 6 (2) ◽  
pp. 103-127 ◽  
Author(s):  
Helen Russell
Keyword(s):  
Lived Experiences ◽  
Later Life ◽  
Well Being ◽  
Structured Interviews ◽  
Peer Tutors ◽  
Developed Country ◽  
Hermeneutic Phenomenological ◽  
Information And Communication ◽  
Phenomenological Methodology ◽  
Sydney Australia

This article is based on a qualitative study of later life computer learners and their learning experiences in Sydney, Australia. Participants who undertook lessons from peer tutors in non-formal learning environments were aged between 63 and 86. Sixteen later life learners were interviewed individually by using hermeneutic phenomenological methodology. The use of semi-structured interviews provided opportunities for participants to elaborate and reflect on their learning and lived experiences. The interviews took place over a period of seven years, from 2003 to 2010. The main aim of the study was to understand and interpret the lived experiences of information and communication technology (ICT) learning in later life. Interpretations from the study suggested that learning and using a computer contributed to a sense of well-being, furthered an understanding of the lifeworld and provided participants with a heightened sense of belonging. In this article, well-being is discussed in the context of ageing and learning in a modern developed country. The ontological and existential themes of being, becoming and belonging are explored and used as a framework to interpret the findings from the study.

The Role of Death in Life: Existential Aspects of Human Motivation

2012 ◽  
pp. 42-64 ◽  
Author(s):  
Pelin Kesebir ◽  
Tom Pyszczynski
Keyword(s):  
Self Regulation ◽  
Theory Development ◽  
Future Research ◽  
Self Awareness ◽  
Existential Anxiety ◽  
Four Dimensions ◽  
Self Reflection ◽  
Human Motivation ◽  
And Behavior

The capacity for self-reflection, which plays an important role in human self-regulation, also leads people to become aware of the limitations of their existence. Awareness of the conflict between one's desires (e.g., to live) and the limitations of existence (e.g., the inevitability of death) creates the potential for existential anxiety. In this chapter, we review how this anxiety affects human motivation and behavior in a variety of life domains. Terror management theory and research suggest that transcending death and protecting oneself against existential anxiety are potent needs. This protection is provided by an anxiety-buffering system, which imbues people with a sense of meaning and value that function to shield them against these concerns. We review evidence of how the buffering system protects against existential anxiety in four dimensions of existence: the physical, personal, social, and spiritual domains. Because self-awareness is a prerequisite for existential anxiety, escaping self-awareness can also be an effective way to obviate the problem of existence. After elaborating on how existential anxiety can motivate escape from self-awareness, we conclude the chapter with a discussion of remaining issues and directions for future research and theory development.

A pilot study to explore if reading fictional works of medical writers can be used as a formative assessment tool in the learning of Humanism and Bioethics: A narrative report

2015 ◽  
Vol 4 (3) ◽  
pp. 180-188
Author(s):  
Sivalingam Nalliah ◽  
Chandramani Thuraisingham ◽  
Su Ping Ong
Keyword(s):  
Pilot Study ◽  
Assessment Tool ◽  
Ethical Reasoning ◽  
Self Awareness ◽  
Self Reflection ◽  
Face To Face ◽  
Medical Program ◽  
Medical University ◽  
Narrative Report ◽  
Medical Writers

In a pilot study conducted to explore if reading fictional works of medical writers could be used as a tool to formatively assess learning of Humanism and Bioethics, a medical student in her elective rotation at International Medical University (IMU) was assigned to read a story-book relating to daily life and suffering authored by a medical-writer, and subsequently write a reflective narrative report which was assessed with guided reflection by her mentor. It was perceived that reading of fictional works of medical writers during medical students’ leisure time may prove to be a worthwhile and enjoyable way for students to learn higher levels of clinical competence, in the realm of humanism and bioethics. From the student’s report in this pilot study it was evident that she had gained experiential learning in three areas, namely, self-reflection and self-awareness, empathy, and ethical reasoning skills. Although Bioethics and Professionalism delivered through formal face to face teaching in classrooms and the clinical setting is taught in all ten semesters of the medical program, reading fiction of medical writers as an innovative tool to formatively assess the learning of Humanism and Bioethics could be explored further from the observations noted in this pilot study.

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