Why should teachers cultivate resilience through mindfulness?

The concept of resilience and mindfulness is becoming increasingly popular in schools worldwide in response to critical issues such as escalating teacher stress and burnout. This article explores the concept of mindfulness as a supportive practice to build resilience in times of stress in relation to reducing or preventing teacher burnout. It aims to provide practical strategies for psychologists and counsellors in schools to empower teachers with coping strategies when encountering stress. What current research literature reveals about the effectiveness of resilience and mindfulness for supporting the wellbeing of preservice and inservice teachers is discussed. Overall, the research shows that practising mindfulness to build resilience is beneficial because it helps teachers focus on the present and improves attention, self-awareness and emotional regulation, which can reduce stress and enhance wellbeing. However, further empirical studies are needed to provide deeper insights of these benefits for teachers. Recommendations for psychologists and counsellors in supporting teachers on practising mindfulness and resilience are provided.

Managing clients and patients: Exploring the experience of client-based incivility in veterinary practice

Background: Interactions with clients have been identified as a key potential stressor within veterinarian work. However, there is a lack of research investigating the experience, and impact, of specific behaviours such as incivility. The current study aimed to address this literature gap by investigating veterinary perceptions of client-based rudeness. Method: Telephone interviews were used to gather qualitative data regarding veterinary perceptions of client-based rudeness. This encompassed the potential causes of incivility, the impact on the veterinarian, and coping strategies.Results: Thematic analysis produced 16 themes relevant to client-based rudeness, and one over-arching theme. The over-arching theme suggested that vets consider client management, and patient care, two distinct aspects of their role. Key themes included the perception of client worry as a key causal factor of rudeness, the utilisation of empathy as a client management technique and the potential for rudeness to have an adverse impact on mental health. A supportive practice was considered vital for enabling successful coping.Conclusion: It is important that veterinary practices are aware of the potential for client rudeness to adversely impact vet wellbeing. Practices should seek to develop guidelines detailing appropriate responses to rudeness, alongside developing a supportive culture to maximise vet coping strategies.

Challenges and experiences faced by social workers working with children exposed to abuse and neglect

Child abuse and neglect are the most disturbing problems in the field of child welfare. In the area of child welfare, all over the world, it is common social workers engaged with children such as psychologists; nurses and pediatrician are often affected while carrying out their respective duties. The study is intended to explore the dynamic problems such social workers experience in their line of duty. The issue of social workers engaging with children exposed to child abuse and neglect require much attention and it has to be addressed in line with the child protection system. The child protection system is one of the frameworks of the whole child welfare which provide social services to children exposed to abuse and neglect. In the field of child welfare, different social workers for example pediatricians, psychologists etc work together in assessing children in relation to abuse and neglect. Therefore, this study showcases the need for supportive practice for social workers in the field of child protection to work together. Key Words: Child protection, Social worker, Child abuse and neglect,

Manifestation of parental support for primary form students learning at home

The research deals with the parental support for primary form student learning at home. The following problem questions were raised: what are the types of parental involvement in children’s learning and how does parental support manifest in practice of children learning at home. The problem is also relevant because the primary form students’ age is the time when parent support has the highest value and creates conditions for comprehensive personality growth: academic skills, children’s future prospects, mental health and formation of social relationships. By applying the data collection method of in-depth interview, the conditions to understand what types of parental involvement in children’s learning manifest while providing learning support at home have been created. The method of content analysis helped to reveal the following types of parental involvement in children’s learning: control and autonomy supportive practice. Expression of the said roles manifested during the following parents’ initiatives/ actions: collaboration, motivation, intrusion of rules, instructions of parents, preaching, continuous observation.

Why do people with long-term health needs see more than one GP?: a qualitative study

This study aimed to understand what barriers exist or choices are made by patients who access regular care for long-term health issues from multiple GPs. This was a qualitative interview study in Western Sydney community settings consisting of semi-structured interviews and inductive thematic analysis. Twenty participants who accessed GP care were interviewed. Sixteen had seen multiple GPs over the previous twelve months and all had seen multiple GPs over preceding years. Participants valued interpersonal continuity of care. Nevertheless, they made decisions to meet their needs by seeing multiple GPs. They considered waiting times, preference for an individual GP based on their consultation style or perception of their particular area of expertise, experiences with reception staff and the practice model of care. Participants were aware that interpersonal continuity of care was considered important by GPs and were reticent to be seen as ‘doctor shoppers’. Therefore, they did not usually disclose that they saw multiple doctors and were unlikely to discuss continuity of care with a GP. Participants made considered choices about health care. Despite general practice promoting interpersonal continuity of care, it is not always achievable or desired by patients. GPs can promote care continuity through supportive practice models and dialogue about when continuity is desirable.

General practitioners’ accounts of negotiating antibiotic prescribing decisions with patients: a qualitative study on what influences antibiotic prescribing in low, medium and high prescribing practices

Background Antimicrobial resistance (AMR) is high on the UK public health policy agenda, and poses challenges to patient safety and the provision of health services. Widespread prescribing of antibiotics is thought to increase AMR, and mostly takes place in primary medical care. However, prescribing rates vary substantially between general practices. The aim of this study was to understand contextual factors related to general practitioners’ (GPs) antibiotic prescribing behaviour in low, high, and around the mean (medium) prescribing primary care practices. Methods Qualitative semi-structured interviews were conducted with 41 GPs working in North-West England. Participants were purposively sampled from practices with low, medium, and high antibiotic prescribing rates adjusted for the number and characteristics of patients registered in a practice. The interviews were analysed thematically. Results This study found that optimizing antibiotic prescribing creates tensions for GPs, particularly in doctor-patient communication during a consultation. GPs balanced patient expectations and their own decision-making in their communication. When not prescribing antibiotics, GPs reported the need for supportive mechanisms, such as regular practice meetings, within the practice, and in the wider healthcare system (e.g. longer consultation times). In low prescribing practices, GPs reported that increasing dialogue with colleagues, having consistent patterns of prescribing within the practice, supportive practice policies, and enough resources such as consultation time were important supports when not prescribing antibiotics. Conclusions Insight into GPs’ negotiations with patient and public health demands, and consistent and supportive practice-level policies can help support prudent antibiotic prescribing among primary care practices.

Management as a Supportive Practice

In this chapter, the nature of the management practice is investigated. The scene is sketched by telling a couple of stories from the experience of the author. Then, it is argued that an organizational approach is needed to understand the thinking and behavior of managers. It is shown that practice approaches are very suitable because they take their starting point in the daily activities, do justice to the nature of different activities, and make underlying ideals, values, and basic beliefs explicit. The Triple I model is used to investigate the practice of management in detail. It is shown that practices and management practices are intimately intertwined. The author's conclusion is that management is a supportive practice that is disclosed by the intrinsic values of the specific domain.

Grammar-Related Autonomous Supportive Practice (GRASP) Version 2

It is of fundamental importance to use effective techniques for learning a language since language learning is not easy work and efforts made for this purpose must be retained over time (Wright, Betteridge and Buckby, 2006). Upon realizing this issue with language learning, an English learning tool, Grammar-Related Autonomous Supportive Practice (GRASP) was invented. GRASP is a board game whose central objective is to strengthen grammar comprehension, involving several language components such as “nouns”, “pronouns”, “adjectives”, “adverbs”, “verbs”, “tenses”, “prepositions”, and “conjunctions”. As GRASP is an acronym created to represent the meaning of the English word, “grasp”, the game is intended to improve learners’ understanding and memory of English grammar via playing it. The game also involves various aspects that make it more interesting, namely the visual stimuli like the graphics on grammar question cards and a colorful board; the determination of the winner based on who is able to answer the most grammar questions correctly as well as who is the fastest to arrive at the finish line; the penalty for a wrong answer; mystery rewards; and many other fun elements. With all that GRASP can offer, it can be confidently claimed that its novelty value can benefit learners in many ways especially in serving as a fun learning tool for enhancement of grammar understanding, and retention of grammar memory without any need for complicated technical or electronic dependence. Being made of affordable light materials like papers and plastic, GRASP is easily produced and marketable for the reach of many potential users. Keywords: Grammar-Related Autonomous Supportive Practice (GRASP), grammar learning, grammar understanding, memory retention