Vying voices of the pandemic

Author(s):  
Caroline Adewole

This article documents and explores the painful impact of a gruesome racial attack during the first lockdown in the wake of the Covid-19 pandemic. It occurred less than a fortnight before the brutal murder of George Floyd in America. It is a reflection on the issue of racism and the marginalisation of less dominant groups in and outside the borders of Great Britain. It is the recognition and exploration in myself of an internalised colony of voices emerging as a response to the traumatic event. Tracking the intra-psychic and interpersonal dynamics involved in the racism and the subsequent attempt at an anti-racist answer leads to self-reflection on my part and the confrontation of my own bias. Eventually, I can feel my underlying vulnerability and the resulting shift. The sense of self-awareness and agency evolves into the mobilisation of an extensive mentalizing process. The article attempts to capture the subtle, insidious nature of othering and the fear behind the defences we use to keep this in place; the centrality of our capacity to courageously embrace our vulnerability as crucial to our ability to embrace and treat with dignity people who are different from us. The article touches on hopefulness that one day this socially constructed monster, racism, would be a thing of the past, not just on paper but in the human psyche also.

Author(s):  
Margarete Finger-Ossinger ◽  
Henriette Löffler-Stastka

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.


2015 ◽  
Vol 61 (2) ◽  
pp. 368-381 ◽  
Author(s):  
Thomas T. Hills ◽  
Stephen Butterfill

Abstract The capacity to adapt to resource distributions by modulating the frequency of exploratory and exploitative behaviors is common across metazoans and is arguably a principal selective force in the evolution of cognition. Here we (1) review recent work investigating behavioral and biological commonalities between external foraging in space and internal foraging over environments specified by cognitive representations, and (2) explore the implications of these commonalities for understanding the origins of the self. Behavioural commonalities include the capacity for what is known as area-restricted search in the ecological literature: this is search focussed around locations where resources have been found in the past, but moving away from locations where few resources are found, and capable of producing movement patterns mimicking Lévy flights. Area-restricted search shares a neural basis across metazoans, and these biological commonalities in vertebrates suggest an evolutionary homology between external and internal foraging. Internal foraging, and in particular a form we call embodied prospective foraging, makes available additional capacities for prediction based on search through a cognitive representation of the external environment, and allows predictions about outcomes of possible future actions. We demonstrate that cognitive systems that use embodied prospective foraging require a primitive sense of self, needed to distinguish actual from simulated action. This relationship has implications for understanding the evolution of autonoetic consciousness and self-awareness.


Author(s):  
Richard J. Aleong ◽  
David S. Strong

Within the engineering attribute of life-long learning is the ability for self-regulation, described as the process in which students plan, monitor, control, and adjust their behaviour to meet specific goals. To be self-regulating requires a degree of self-awareness and self-reflection to build knowledge about the self. This self-knowledge contributes to one’s values, personal identity, and motivational beliefs that may direct academic behaviour. In this paper, we present insight into the implementation of a workshop program designed to engage undergraduate engineering students in a facilitated self-reflective process. The workshop program challenged participants to think about how they see themselves in their engineering education and how they envision the person they wish to become in their future career. The research aims to offer educators with pedagogical insight into students’ sense of self, self-regulating processes, and new ways to promote the skills of life-long learning.


2018 ◽  
Vol 5 (1) ◽  
Author(s):  
Andrea Nadine Frolic ◽  
Marilyn Swinton ◽  
Darla Biccum ◽  
Marybeth Leis Druery ◽  
Megan English ◽  
...  

In 2014-15 Hamilton Health Sciences (HHS), with supportive funding from the Ontario Arts Council, partnered with a local group of professional artists to develop a curriculum called Awakening Your Creative Power: a seminar series on creativity, compassion and play. In order to understand the feasibility and impact of this arts-based curriculum for healthcare personnel working within a hospital, HHS undertook a comprehensive program evaluation. Input from participants who attended the course was obtained in three ways: (1) weekly evaluation forms at the end of each session (2) a final evaluation that asked questions about the overall seminar series, and (3) a focus group discussion held 2 weeks after the seminar series ended. This paper reports on the outcomes of the evaluation and the evolution of the curriculum over the past 3 years, including its impacts on both participants and the arts partners. The evaluation data demonstrate that the course was successful in meeting its stated objectives which include: enhancing interpersonal skills, fostering self-reflection, deepening compassion, cultivating resilience, recognizing creative potential, applying intention and coping with daily stresses through the power of play. In addition, the course also: increased self-awareness, fostered a sense of community, emphasized the value of creativity for its own sake, empowered participants, provided participants with a sense of accomplishment and made participants feel valued by the institution. The paper concludes with some reflections on the potential of engaging arts professionals in health professional education. 


2018 ◽  
Vol 11 (2) ◽  
pp. 114-130
Author(s):  
Pavithra Nagarajan

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.


1982 ◽  
Vol 18 ◽  
pp. 243-260
Author(s):  
Diana M. Webb

In his excellent study of medieval Italian society, Hyde makes a thought-provoking comparison of ‘the Italians of the age of Dante’ with the humanists of a later generation. The former he sees as distinguished by ‘a sense of continuity with the past and with other parts of the Catholic world’ from the humanists who ‘concentrated on what was close at hand, digging deep rather than spreading wide, so that their world revolved around central Italy.’ It is not my intention here to dispute this assertion, but to use it to stimulate reflection on the nature of Italian self-awareness in the early renaissance period, in the light of a further contrast between Hyde’s two ages which he does not himself emphasise.


2018 ◽  
Vol 1 (2) ◽  
pp. 119-128
Author(s):  
Lisdaini Lisdaini

Function lessons Social Science (IPS) Elementary School is to develop a rational attitude about social phenomena as well as an insight into the development of Indonesian society and mas world in the past and the present. While the purpose of social studies in primary school is to take the knowledge and basic skills that are useful for students in daily life and be able to develop an understanding of the development of Indonesian society since the past until the present. In the evaluation, the teaching of social studies for students of SD Negeri 03 Padang District of Lengayang Marapalam Academic Year 2015/2016 industrious and keen to learn, they will be easier to work on and solve the problems it faces, and they will be fond of social studies for social studies is not an exact lesson or an exact science that requires a definite answer. This study is an action research (PTK) using the model Kemmis and MC. Taggart (1988). Kemmis develop a model which would exist sarkan spiral of self-reflection system starts with a plan, action, observation and reflection, for re-planning is the basis for a square - square troubleshooting. Student achievement SD Negeri 03 Padang District of Lengayang Marapalam Academic Year 2015/2016 class VI is still not satisfactory. This research is a class action ( classroom action research ). In the initial condition (prasiklus) achievement of sixth grade social studies on the competence of the formation of market prices are still low. Of the 22 students who score less than KKM 14 students (53.57%), within the limits of KKM there are five students (25%) and exceeded the limits of existing KKM 3 students (21, 43%) with an average grade 66.75.  


2017 ◽  
Vol Volume 113 (Number 1/2) ◽  
Author(s):  
Richard G. Cowden ◽  
◽  

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.


Author(s):  
Gary W. Houchens ◽  
Tom A. Stewart ◽  
Sara Jennings

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.


2009 ◽  
Vol 15 (6) ◽  
pp. 462-469 ◽  
Author(s):  
David Reiss ◽  
Gabriel Kirtchuk

SummaryAnalysing interpersonal dynamics is an approach through which the multidisciplinary team can develop a shared understanding of their patients. This empirically based method provides an insight into repeated patterns of dysfunctional behaviour, which not only have been evident in the past, but are currently having an impact on the patient's relationships with caring staff. The technique is accessible to any team member with only minimal training required. It provides the team with a coherent map of the patient's relationship patterns that underpins the formulation of an effective strategy for care. The multidisciplinary team is then able to work towards shared goals, supporting all members in their provision of effective interventions within the full range of therapeutic modalities. The approach promotes positive staff–patient interactions and provides an additional dimension to the assessment and management of risk.


Sign in / Sign up

Export Citation Format

Share Document