The many becoming the unresolved one: Reconciling the fields of art, research and education through a/r/tography and collage

A study in three secondary schools in Aotearoa New Zealand explored students’ critical thinking and how that was articulated in visual arts education. The research was motivated by the influence of everyday visual experiences on young people’s lives and the national curriculum’s call for encouraging critical thinking in the context of the students’ cultural milieu. This inquiry entailed multiple methods that included policy analysis, focus group interviews with teachers, interviews with students, classroom observations, photographic documentation and researcher engagement with the art of collage. A/r/tography allowed for the reconciliation of art, research and education and the exploration of liminal spaces through a relational inquiry. The collage process provided insights into how art making can be used as a relational device between researcher and participants that evoked findings in innovative ways. The findings are presented as entanglements of meanings aimed to provoke the imagination and open conversations.

Ledelse mellom sterke ideologier og lillebrorkomplekser – en eksplorerende studie i tverrfaglig spesialisert rusbehandling

Background: Substance use treatment has long traditions in Norway, but it was not until 2004 that it became part of the specialist health service, leading to new leadership requirements. The aim of this study was to understand how the field is perceived from a leadership perspective and how leaders perceive their leadership role. Method: The study is based on three focus group interviews with the mentors of 28 network groups. Data were analysed through systematic text condensation. Results: The analysis resulted in a clustering of four aspects the informants reported to characterise their perceptions of their leadership role: the inferiority complex, values ​​in substance use treatment, pragmatic leadership, and subjective leadership. Implications: The analysis shows that informal hierarchies of power, ideology, and expectations of interdisciplinarity in all decisions provide fertile ground for a flat structure and ambiguity in management. The findings reveal the need for measures to strengthen recognition of the field and develop the leadership role. Keywords: Substance use treatment, leadership, drugs, addiction, health, leadership development

“The Internal Police Officer Has Not Retired but Has Slowed Down”: Israeli Women Reframe Their Aging Experiences in the Second Half of Life

Compared with gains, losses have received a substantial amount of research and public attention. The present study aims to shed light on the positive gains associated with older age from the perspective of older women. Five focus groups with 19 Israeli women over the age of 54 were conducted. Trailers of three different films were used to stimulate discussion about old age and aging and allow for reflections on societal norms in light of personal experiences. Focus group interviews were analyzed thematically. Respondents identified four contexts, characterized by reframing their experiences against societal norms. These included gender stereotypes, physical appearance, interpersonal relations, and employment. This study represents an opening to a different discourse around old age, which is characterized by gains and possibilities brought about by changes in reframing one’s experiences, while distancing oneself and exerting free will vis à vis social norms.

Students’ Perceptions of Video-based Tasks in the “American English File” Series: a Survey at People’s Security University

This study was a survey design conducted with the aim of exploring non-English major students' perceptions of video-based tasks in listening classes. The data were collected both quantitatively and qualitatively through two main research tools, namely Likert-scale questionnaires and semi-structured focus group interviews respectively. First, quantitative data was collected through the questionnaires delivered to 86 non-English major students with the use of Google forms to investigate how they perceive video-based tasks in the AEF series in terms of three components, namely Goals, Input, and Procedures. Then, qualitative data, which was gathered from two focus groups of student volunteers, was used to confirm and supplement the findings from the first tool. It was then discovered that the student participants' responses to the video-based tasks in American English File (AEF) series are generally positive. Moreover, students can improve their listening ability, have more motivation in listening lessons as well as better acquire real-life input from the videos.

As Steady as a Rock! Gaining Insight in Recruitment and Retention Among Primary School Children With Behavioural Problems in Sport Mix Club

The number of children dealing with behavioural problems is increasing. A major challenge in many health-supportive programmes is the recruitment and retention of these children. In the current study, Sport Mix Club (SMC), an approach to enhance socioemotional disorders of 4- to 12-year-old children through sport classes in municipality Vaals, the Netherlands, is used as an illustration. Where many studies faced difficulties getting and keeping children in their interventions, SMC overcame this challenge. Therefore, we decided to explore “What factors contribute to enhanced recruitment and retention procedures among children with behavioural problems in Sport Mix Club?” A qualitative case study design using the analysis of the administrative logbook of the SMC coach and trainees, individual interviews with the SMC coach, trainees (n = 2), school teachers (n = 3) and parents of participating children (n = 9), and four focus group interviews with children (n = 13) were carried out. During the recruitment and retention of SMC, the human psychological need of relatedness seemed to be of crucial value. The fact that the SMC coach: (1) made efforts to become a familiar face for children, parents and community partners beforehand; (2) showed enthusiasm; and (3) placed her focus on having fun as opposed to the children's problems, seemed to be decisive in the process of getting children to participate in SMC and retaining their participation.

Pakistan sign language translation tool in educational setting: teachers perspective

PurposeThe current study aims to determine the viability of the tool developed by Abbas and Sarfraz (2018) to translate English speech and text to Pakistan Sign Language (PSL) with bilingual subtitles.Design/methodology/approachFocus group interviews of 30 teachers of a Pakistani private university were conducted; who used the PSL translation tool in their classrooms for lecture delivery and communication with the deaf students.FindingsThe findings of the study determined the viability of the developed tool and showed that it is helpful in teaching deaf students efficiently. With the availability of this tool, teachers are not dependent on human sign language (SL) interpreters in their classrooms.Originality/valueOverall, this tool is an effective addition to educational technology for special education. Due to the lack of Sign Language (SL) understanding, learning resources and availability of human SL interpreters in Pakistan, institutions feel dependency and scarcity to educate deaf students in a classroom. Unimpaired people and especially teachers face problems communicating with deaf people to arrange one interpreter for a student(s) in multiple classes at the same time which creates a communication gap between a teacher and a deaf student.

The Experiences of People With Advanced Cancer and Professionals Participating in a Program With Focus on Rehabilitation and Palliative Care

The study’s aim is to explore the experiences of people with advanced cancer and professionals participating in a program with focus on rehabilitation and palliative care. The study is based on two adjusted rehabilitation programs for 33 people with advanced cancer and 12 professionals. An observational study was conducted among the participants and two focus group interviews with 10 professionals. The analytic themes were “Lightness and happiness to gain control in everyday life,” “Community and closeness,” and “Training as a happiness and changing agent.” The activities had to support physical functions and everyday activities promoting body identity and well-being as well as emotions like closeness, lightness, and happiness in groups with like-minded people and at home with a partner and other family members. These activities and theory of emotions and body can expand the understanding of palliative care and rehabilitation as separated or integrated perspectives theoretical and in practice.

Mental and Behavioural Responses to Bahá’í Fasting: Looking Behind the Scenes of a Religiously Motivated Intermittent Dry Fast Using a Mixed Methods Approach

Background / Objective: Historically, fasting has not only been practiced for medical but also for religious reasons. Bahá’ís follow an annual religious fast of 19 days. We assessed motivation behind and subjective health impacts of Bahá’í fasting. Methods: A convergent parallel mixed methods design was embedded in a clinical single arm observational study. Semi-structured interviews were conducted with six fasters before, during and after fasting. Three months after the fasting period, two focus group interviews were conducted. 146 Bahá’í volunteers answered an online survey at five time points before, during and after fasting. Results: Interviews: Fasting was found to play a central role for the religiosity of interviewees, implying changes in daily structures, spending time alone, engaging in religious practices, and experiencing social belonging. Results show an increase in mindfulness and well-being, accompanied by behavioural changes and experiences of self-efficacy and inner freedom. Survey: Scores point to an increase in mindfulness and well-being during fasting, while stress, anxiety and fatigue decreased. Mindfulness remained elevated even three months after the fast. Conclusion: Bahá'í intermittent dry fast seems to enhance participants’ mindfulness and well-being, lowering stress levels and reducing fatigue. Some of these effects lasted more than three months after fasting.

Understanding Parents’ Experiences with Children with Type 1 Diabetes: A Qualitative Inquiry

Parenting is often described as a stress-inducing experience, which can be further complicated or made more stressful and anxiety-inducing when parenting children with chronic conditions such as type 1 diabetes (T1D). The incidence of T1D among children has risen and continues to rise globally, resulting in a need to understand the experiences of parenting children with T1D. The purpose of this qualitative inquiry was to explore the lived experiences, and the meaning ascribed to those experiences, of being a parent of a child with T1D. This qualitative study was conducted through an interpretivist paradigm and includes the experiences of 29 parents (19 mothers and 10 fathers) of 24 children (aged 6 to 15 years) with T1D. Parents, and parent dyads, completed demographic questionnaires and written prompts, and participated in focus group interviews. Three themes were developed from the data, namely, a) the costs of T1D, b) the ultimate helicopter mom, and c) dealing with “being different”. Generally, the participants reported on the direct (e.g., financial and time) and indirect (e.g., family planning) costs associated with parenting children with T1D, their role as a primary provider and anxieties with relinquishing control and dealing with the stigma surrounding a diabetes diagnosis. Unique findings from this study included the impact a T1D diagnosis had on future family planning as parents navigated the fear and uncertainty of having additional children with T1D, as well as the internal conflict parents had with entrusting others to care for their child, especially if they deemed them to be unqualified or unnecessarily stigmatizing or ostracizing their child.

Spanish and Swedish teachers’ perspective of teaching STEM and robotics in preschool – results from the botSTEM project

This article describes outcomes from the Erasmus + project botSTEM, involving a theoretical framework for Science, Technology, Engineering & Technology (STEM) and robotics and teaching activities for preschool teachers and teachers educating children 4–8 years old. Spanish and Swedish preschool teachers’ self-efficacy and views of teaching STEM and robotics are presented, using a mixed methodology based on a questionnaire and focus group interviews. The 3-year long project has improved the preschool teachers’ self-efficacy in STEM and robotics teaching, as described in a questionnaire answered by the preschool teachers after the project. Possibilities in STEM and robotics teaching experienced by them include an increase in children’s agency, knowledge and interest, and the obstacles are mainly structural or technical. Robotics teaching also supports children with special needs when interacting with peers. The results from the botSTEM project point to the benefit of supported long-term professional development for STEM and robotics teaching in preschools.