Investigating Transformation in Tutoring Sessions

Relay Journal ◽  
2019 ◽  
pp. 385-393
Author(s):  
Airi Ota
Keyword(s):  
Administrative Support ◽  
School Administrators ◽  
Well Being ◽  
Relationship Building ◽  
International Studies ◽  
Spring Semester ◽  
Self Reflection ◽  
Individual Interviews ◽  
Tutoring Program ◽  
Student Tutor

The focus of this paper is to investigate the process of becoming an effective student tutor based on perspectives from other student tutors and my own self-reflection, while working at Kanda University of International Studies. The data on which this research is based was from a survey for student tutors registered in the spring semester of 2018. The survey consisted of questions about student tutors’ motivation and approaches to their tutoring sessions, individual interviews with current tutors and weekly written reflections on my own sessions. It discusses challenges that those student tutors faced such as differences in tutoring style, personal English levels, motivation and tutor autonomy. It also explores the reasons why peer tutoring programs are highly beneficial to students. This paper also offers suggestions for future student tutors and tutees as well as for school administrators. Peer supported learning has been studied by many researchers and the benefits are well documented: improving relationship building skills, self-esteem, social competence and psychological well-being (Briggs, 2013). However, there has only been limited research analyzing how student tutors and tutees have changed over the course of their sessions and created a deep positive learning relationship. When I first became a student tutor, instructors who were in charge of this tutoring program shared a lot of information with us, such as sample questions to ask students and materials to use in sessions. Administrative support given by the instructors was very helpful but it was slightly too general and I struggled with how to improve my sessions. After discussing the situation with professors at my institution, I obtained many useful ideas and significantly improved relationships with my students. This paper discusses my experiences as a peer tutor and the process of how I became a more efficient tutor while investigating how other peer tutors struggled and improved their tutoring skills.

scholarly journals Psychosocial impact on frontline health and social care professionals in the UK during the COVID-19 pandemic: a qualitative interview study

BMJ Open ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. e047353
Author(s):  
Henry Aughterson ◽  
Alison R McKinlay ◽  
Daisy Fancourt ◽  
Alexandra Burton
Keyword(s):  
Personal Growth ◽  
Social Care ◽  
Well Being ◽  
Work Conditions ◽  
Individual Interviews ◽  
Work Related ◽  
Qualitative Interview Study ◽  
Health And Social Care ◽  
Communication Challenges ◽  
The Uk

ObjectivesTo explore the psychosocial well-being of health and social care professionals working during the COVID-19 pandemic.DesignThis was a qualitative study deploying in-depth, individual interviews, which were audio-recorded and transcribed verbatim. Thematic analysis was used for coding.ParticipantsThis study involved 25 participants from a range of frontline professions in health and social care.SettingInterviews were conducted over the phone or video call, depending on participant preference.ResultsFrom the analysis, we identified 5 overarching themes: communication challenges, work-related stressors, support structures, personal growth and individual resilience. The participants expressed difficulties such as communication challenges and changing work conditions, but also positive factors such as increased team unity at work, and a greater reflection on what matters in life.ConclusionsThis study provides evidence on the support needs of health and social care professionals amid continued and future disruptions caused by the pandemic. It also elucidates some of the successful strategies (such as mindfulness, hobbies, restricting news intake, virtual socialising activities) deployed by health and social care professionals that can support their resilience and well-being and be used to guide future interventions.

Application of Practice Oriented–Peer Review for Prosthodontics (PRO-PReP)—A Qualitative Study

2021 ◽  
pp. 009121742199014
Author(s):  
Varsha Murthy ◽  
KR Sethuraman ◽  
Sunayana Choudhury ◽  
R Shakila
Keyword(s):  
Peer Review ◽  
Communication Skills ◽  
Training Programs ◽  
Residency Education ◽  
Relationship Building ◽  
Self Reflection ◽  
Novel Concept ◽  
The Relationship ◽  
Difficult Situations ◽  
Balint Method

Objective Communication skills diminish with time and must be applied and updated frequently. Due to various professional constraints, the dentists may not be able to attend training programs to sharpen their skills. During patient interactions, dentists may face difficult situations which they may be unable to handle and, consequently, make them overreact. Therefore, there is a need to provide a platform to freely discuss their feelings, ideas, and take opinion from peers. Methods Training in communication skills customized for dealing with complete denture patients was conducted for the prosthodontic postgraduates. Based on feedback obtained, it was decided to have periodic meetings and the concept of Practice-Oriented–Peer Review for Prosthodontics (PrO-PReP) was introduced. This novel concept is a combination of the Relationship building, exploring Reactions, exploring Content, and Coaching (R2C2) model of residency education and the Balint method. The meetings were scheduled every one or two months based on the available caseload of the patients treated by the postgraduates. Results The thematic analysis of the postgraduates’ self-reflection during the sessions and the video recorded observations (assessed using the Kalamazoo scale) revealed that these sessions were effective in positively engaging the postgraduates to discuss their experiences, reflect on their performances, practice their newly gained skills, and learn from peer sharing. Conclusion The postgraduates felt that they have changed in their working style and were more confident to manage patients. They found such sessions very useful for being updated with the already-learned skills.

scholarly journals Physical Activity, Screen Time, and Sleep Duration of Children Aged 6–9 Years in 25 Countries: An Analysis within the WHO European Childhood Obesity Surveillance Initiative (COSI) 2015–2017

Obesity Facts ◽  
2020 ◽  
pp. 1-13
Author(s):  
Stephen Whiting ◽  
Marta Buoncristiano ◽  
Peter Gelius ◽  
Karim Abu-Omar ◽  
Mary Pattison ◽  
...  
Keyword(s):  
Physical Activity ◽  
Childhood Obesity ◽  
Sleep Duration ◽  
Screen Time ◽  
School Administrators ◽  
Well Being ◽  
Pooled Analysis ◽  
Physical And Mental Health ◽  
Short Sleep Duration ◽  
Nationally Representative

<b><i>Background:</i></b> Children are becoming less physically active as opportunities for safe active play, recreational activities, and active transport decrease. At the same time, sedentary screen-based activities both during school and leisure time are increasing. <b><i>Objectives:</i></b> This study aimed to evaluate physical activity (PA), screen time, and sleep duration of girls and boys aged 6–9 years in Europe using data from the WHO European Childhood Obesity Surveillance Initiative (COSI). <b><i>Method:</i></b> The fourth COSI data collection round was conducted in 2015–2017, using a standardized protocol that included a family form completed by parents with specific questions about their children’s PA, screen time, and sleep duration. <b><i>Results:</i></b> Nationally representative data from 25 countries was included and information on the PA behaviour, screen time, and sleep duration of 150,651 children was analysed. Pooled analysis showed that: 79.4% were actively playing for &#x3e;1 h each day, 53.9% were not members of a sport or dancing club, 50.0% walked or cycled to school each day, 60.2% engaged in screen time for &#x3c;2 h/day, and 84.9% slept for 9–11 h/night. Country-specific analyses of these behaviours showed pronounced differences, with national prevalences in the range of 61.7–98.3% actively playing for &#x3e;1 h/day, 8.2–85.6% were not members of a sport or dancing club, 17.7–94.0% walked or cycled to school each day, 32.3–80.0% engaged in screen time for &#x3c;2 h/day, and 50.0–95.8% slept for 9–11 h/night. <b><i>Conclusions:</i></b> The prevalence of engagement in PA and the achievement of healthy screen time and sleep duration are heterogenous across the region. Policymakers and other stakeholders, including school administrators and parents, should increase opportunities for young people to participate in daily PA as well as explore solutions to address excessive screen time and short sleep duration to improve the overall physical and mental health and well-being of children.

scholarly journals ESL and content teachers’ collaboration

2019 ◽  
Vol 14 (1) ◽  
pp. 1-18
Author(s):  
Amanda Giles ◽  
Bedrettin Yazan
Keyword(s):  
Teacher Learning ◽  
Learning Outcomes ◽  
Administrative Support ◽  
Teaching Practice ◽  
School Administrators ◽  
Collaborative Partnerships ◽  
Esl Students ◽  
Esl Teachers ◽  
Educational Stakeholders ◽  
Mainstream Classrooms

This paper reviews the earlier studies to synthesize the benefits and challenges of ESL and content teachers’ collaboration and discusses Amanda’s recent experiences of collaboration in a middle school in the Southeastern U.S. Previous studies document the collaborative benefits (DelliCarpini, 2018), which include teacher learning, increased ESL students’ participation, and strengthened professional partnerships. However, ESL and content teachers’ collaboration has yet to become a routine teaching practice in the U.S., particularly in secondary mainstream classrooms, because of the reported challenges (Dove & Honigsfeld, 2018), such as teachers’ incompatible personalities and beliefs (Arkoudis, 2003), conflicting schedules (Peercy, Ditter, & DeStefano, 2016), inconsistent administrative support (Villa, Thousand, Nevin, Liston, 2005), and the ESL teacher’s relegated role compared to the content teacher (Ahmed Hersi, Horan, & Lewis, 2016). In order for ESL and content teachers’ collaboration to be a pathway for equitable learning outcomes for ESL students, educational stakeholders, namely content teachers, ESL teachers, and school administrators, need to share responsibility for planning for and teaching ESL students. This begins with school administrators who can foster a culture of collaboration, and content and ESL teachers who can take steps to build and strengthen collaborative partnerships. More specific recommendations are discussed in the conclusion.

scholarly journals Salutary factors explaining why hospital nurses remain in work and the profession

2020 ◽  
Author(s):  
Håkan Nunstedt ◽  
Monica Eriksson ◽  
Ayman Obeid ◽  
Lisbeth Hillström ◽  
Anh Truong ◽  
...  
Keyword(s):  
Registered Nurses ◽  
Sense Of Coherence ◽  
Success Factors ◽  
Intention To Leave ◽  
Well Being ◽  
Three Dimensions ◽  
Good Work ◽  
Hospital Nurses ◽  
Individual Interviews ◽  
Interview Guide

Abstract Background: There is extensive research on how nurses experience their working conditions and environment; this research shows high job stress, job dissatisfaction and intention to leave the workplace. Objective: To explore and describe success factors explaining why hospital nurses remain in work and the profession. Methods: The salutogenic theory was used as a basis for the interview guide, which contained semi-structured, open-ended questions about factors important to explaining why nurses remain in work and the profession. Data collection took place from March to June 2018. Individual interviews with twelve registered nurses working in a hospital in western Sweden were conducted. The data were analyzed using content analysis; additionally, sense of coherence (and its three dimensions: comprehensibility, manageability, and meaningfulness) was used as a tool to structure analyses of the qualitative data. Results: The following factors emerged from the analysis: having fun at work, being acknowledged, feeling togetherness in the team, having varying tasks with a manageable workload, good interaction between colleagues and patients, doing good work, feeling committed to and pride in the professional role, and having a balance between work and leisure time.Conclusions: One precondition of improving registered nurses’ health and well-being was having clear leadership. Another precondition was having a sense of coherence in relation to both the working group and the organization. Experiencing job satisfaction and being acknowledged for one’s good work were important; acknowledgement was received not only from patients, but also from colleagues, other professionals and the nurse manager. In this way, the nurses felt acknowledged and could create a sense of meaningfulness, manageability and comprehensibility in their work.

Living the Good Life?

Waste ◽  
2018 ◽  
pp. 193-208
Author(s):  
Eiko Maruko Siniawer
Keyword(s):  
Good Life ◽  
Well Being ◽  
Economic Power ◽  
The Good Life ◽  
Self Reflection ◽  
Financial Wealth ◽  
The Past ◽  
Affluent Society

With the ever increasing sense in the 1980s that Japan had arrived as an economic power, attention was newly focused on what beyond financial wealth and material abundance constituted an affluent life, on what constituted “true affluence” or an “affluence of the heart.” Affluence—and waste along with it—came to be conceived in more psychological, spiritual, and emotional terms than in the past, with an attention to a well-being and self-fulfillment which extended beyond the purely financial. What was often being sought was yutori, or leisure, relaxation, space, and unconstricted time. Financial and material prosperity made possible self-reflection about what a good life could and should be in an affluent society.

Building scale and well-being in a hospice: a qualitative exploration

2020 ◽  
pp. bmjspcare-2019-002151
Author(s):  
Margo Annemans ◽  
Koen Coomans ◽  
Ann Heylighen
Keyword(s):  
Palliative Care ◽  
Day Care ◽  
Medical Condition ◽  
Well Being ◽  
Future Research ◽  
Small Scale ◽  
Physical Proximity ◽  
Individual Interviews ◽  
Hospital Environments ◽  
Outdoor Spaces

ObjectiveThis study explored how built space plays out in palliative care, focusing on spatial aspects that could support or hamper patients’, relatives’ and caregivers’ well-being.MethodsThis study was conducted in a freestanding small-scale hospice combining a residential part for eight guests with a day-care part for groups of about five persons. Observations were combined with semistructured, individual interviews with eight guests (sometimes accompanied by relatives) and three focus-group interviews with staff, volunteers and relatives. All interviews were audio-recorded and transcribed verbatim. Data were analysed based on the Qualitative Analysis Guide of Leuven.ResultsThe most important spatial aspects that impact on physical and social well-being in palliative care turned out to be the building scale and physical proximity. The small-scale setting counters the (often negative) association of palliative care with hospital environments. When the medical condition of the guest allows, it makes communal or outdoor spaces reachable, which enhances emotional and social well-being. In worse conditions, it still makes that care and nature are always nearby. The compactness of communal spaces intensifies social contacts.ConclusionsThe building scale and physical proximity play out in the relationship between the building and its surroundings, between the residential and the day-care parts and among people within the building. Future research could investigate to what extent these spatial aspects are relevant in more conventional palliative care units or even in general hospital wards.

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