Exploring Maieutic Instruction

General views of the Socratic Method consist of it being a dialectical exchange based on probing questions concerning a topic. While this definition may prove practical, it may not do justice to the broad nature and practice of the instructional strategy. It is, therefore, equally important to explore how maieutic questioning grounds the Socratic Method as a viable instructional strategy. By realizing the maieutic process as giving birth to discoveries, educationists and students are given a clearer framework in implementing the Socratic Method in educational experiences. In further elucidating this claim, this chapter first draws from the maieutic practice found in Plato's dialogues. Second, the chapter explores research on maieutic questioning in teaching and learning experiences. Lastly, a recognition of both Socrates' original maieutic practice and the modern conception of it are advanced as strategies educationists can implement in their courses.

Navigating through Resilience: Young Adults in Kuwait

Individual’s behaviors, mindset and personality is greatly affected by their social circle and shaped by their past experiences, leading the individual to develop resilience against stressful situations and adversaries. Such situations are mainly experienced during adolescence stage presenting an opportunity to understand how individuals think they will react to stressful times and what measures do they consider if and when crises hit. The inevitable goal of this research is to find out how and if individuals build resilience to negative situations and find themselves to express and feel happiness instead of succumbing to negative emotions and behaviors. For a better understanding of their self-resilience, we created a framework of Internal and External Resilience to guide us with the findings. This research was conducted during the early stage of the COVID-19 spread, which did not present to be a pandemic at the time and had not affected one’s life as gravely. In gathering our research, questions that will be kept in mind but are not limited to, include: how do two individuals who experience similar situations react in different ways, one left negatively affected while the other unaffected? Do past experiences make individuals more resilient to situations that they came into contact with? With those probing questions, we would be able to further understand the relationship between building resilience and experiencing hopelessness in times of crises. Keywords: resilience, adversaries, crises, hopelessness, psychological immune system

Understanding factors that influence unintentional insider threat: a framework to counteract unintentional risks

The exploitation of so-called insiders is increasingly recognised as a common vector for cyberattacks. Emerging work in this area has considered the phenomenon from various perspectives including the technological, the psychological and the sociotechnical. We extend this work by specifically examining unintentional forms of insider threat and report the outcomes of a series of detailed Critical Decision Method (CDM) led interviews with those who have experienced various forms of unwitting cybersecurity breaches. We also articulate factors likely to contribute firmly in the context of everyday work-as-done. CDM’s probing questions were used to elicit expert knowledge around how decision making occurred prior, during and post an unintentional cyber breach whilst participants were engaged in the delivery of cognitive tasks. Through the application of grounded theory to data, emerging results included themes of decision making, task factors, accidents and organisational factors. These results are utilised to inform an Epidemiological Triangle to represent the dynamic relationship between three vectors of exploit, user and the work environment that can in turn affect the resilience of cyber defences. We conclude by presenting a simple framework, which for the purposes of this work is a set of recommendations applicable in specific scenarios to reduce negative impact for understanding unintentional insider threats. We also suggest practical means to counteract such threats rooted in the lived experience of those who have fallen prey to them.

The Darker Side of Ageing: Towards an Ethics of Suffering that Emphasises the Primacy of Witnessing

Many older adults succeed in finding meaning in life, even in deep old age. There is, however, a minority of older adults, in particular among the oldest old, who feel that life no longer makes sense: they suffer from the consequences of old age, explicated in feelings of loneliness, social isolation and disconnectedness, and fears for (further) decline and dependency. This article seeks to address this darker side of ageing. It discusses probing questions including: what can we learn from the stories of those who severely struggle with the consequences of old age? And how might these stories guide us in finding ways how we – both as fellow human beings and as a society – can face and respond to suffering in old age? To achieve this, this article first briefly outlines the scholarship on suffering and explores the idea of suffering from life in old age. Secondly, drawing on empirical work, it reflects on the phenomenological question: what is it like to suffer from life in old age? What does it mean to live with a deep sense that life is no longer worth living? Then, thirdly, building on these insights, the aim is to work towards developing an ethics of suffering that emphasises the primacy of witnessing. It is argued that in the confrontation with manifestations of meaninglessness and suffering that cannot be solved or remedied, we need bystanders who are willing to name, to narrate, to give voice and connect to these experiences of suffering.

Perceptions and Experiences of the COVID-19 Pandemic amongst Frontline Nurses and Their Relatives in France in Six Paradoxes: A Qualitative Study

Due to their frontline position to fight the coronavirus disease 2019 (COVID-19), the professional and personal life of nurses was severely disrupted. To understand and describe their lived experiences and perceptions during the pandemic’s first wave in France, we interviewed 49 nurses, including 16 nursing students, and 48 of their family members from June to July 2020. Using a purposeful sampling, the semi-structured interviews were scripted according to Abric’s method with probing questions. The interview analysis led to the identification of six paradoxical perceptions concerning the pandemic’s consequences: the Silence Paradox, the Hero Paradox, the Workforce Paradox, the Learning Paradox, the Symbolic Exchange Paradox, and the Uncertainty Paradox. However, despite different experiences, the nurses perceived their frontline position both as a burden jeopardizing their safety and well-being and as a spotlight of nurses’ tough working conditions. Indeed, because they were in the frontline position, nurses and nursing students were psychologically vulnerable, even more so when they felt alone and inadequately protected. Besides, their families were vulnerable too, as they were also exposed to the consequences of the nurses’ frontline engagement. Thus, to preserve their safety and well-being, institutions should also provide them with better organizational support and inclusive leadership, without neglecting their families.

An Analysis of Teachers Questioning Strategy at the Computer Engineering Class of SMKN 7 Luwu Utara

The objective of this research is to find out the teachers’ questioning strategy in teaching English at SMKN 7 Luwu Utara. The method that was applied in this research is a descriptive qualitative method. There were 2 English teachers as the sample of this research. Data collection of this research through interview and questionnaire. The result of data analysis showed that the teachers used questioning strategies by applying some types of question in each sessions of teaching. During the interview the researcher found that the first teacher only used a probing question and divergent question, while the second teacher only used a higher order question. So, from the whole between the first teacher and the second teacher after the researcher analyzed from the interview and questionnaire, the researcher found that the questioning strategies used by the teacher were probing questions, divergent questions and higher order questions. As for the strategy question that often appears or is often used by teachers, namely the probing question strategy.

Description of a training protocol to improve research reproducibility for dignity therapy: an interview-based intervention

Background Dignity Therapy (DT) has been implemented over the past 20 years, but a detailed training protocol is not available to facilitate consistency of its implementation. Consistent training positively impacts intervention reproducibility. Objective The objective of this article is to describe a detailed method for DT therapist training. Method Chochinov's DT training seminars included preparatory reading of the DT textbook, in-person training, and practice interview sessions. Building on this training plan, we added feedback on practice and actual interview sessions, a tracking form to guide the process, a written training manual with an annotated model DT transcript, and quarterly support sessions. Using this training method, 18 DT therapists were trained across 6 sites. Results The DT experts’ verbal and written feedback on the practice and actual sessions encouraged the trainees to provide additional attention to eight components: (1) initial framing (i.e., clarifying and organizing of the patient's own goals for creating the legacy document), (2) verifying the patient's understanding of DT, (3) gathering the patient's biographical information, (4) using probing questions, (5) exploring the patient's story thread, (6) refocusing toward the legacy document creation, (7) inviting the patient's expression of meaningful messages, and (8) general DT processes. Evident from the ongoing individual trainee mentoring was achievement and maintenance of adherence to the DT protocol. Discussion The DT training protocol is a process to enable consistency in the training process, across waves of trainees, toward the goal of maintaining DT implementation consistency. This training protocol will enable future DT researchers and clinicians to consistently train therapists across various disciplines and locales. Furthermore, we anticipate that this training protocol could be generalizable as a roadmap for implementers of other life review and palliative care interview-based interventions.

Experience Magic: Read!

If experience is the best teacher, then reading may be the best life experience. Reading books is a unique experience that will take you on a journey into another world. You will learn about people you have never met but who have already left an indelible mark and a legacy that inspired so many generations. Reading is an institution devoted wholly to the mind and the imagination. Books contain spiritual values of all ages and we perceive them as simultaneously present and vitally alive. Each book is a precious treasure with countless implications and the reader is ultimately left to discover not only the subject at hand but also the deep layers of the spell cast by a tremendous force with its innermost meaning for each individual with a curious mind and its probing questions.

Critical analysis and comment (News Performance)

Field of application/theoretical foundation: Analyses of critical analysis and comment are theoretically linked to the news performance and the watchdog function of the media (Donsbach, 1995; McQuail, 1992). This construct is related to the normative expectation that the news media should critically analyze and comment on cases of abuse of power, incompetence, failures and grievances in government institutions, non-profit organizations, or the private sector (Downie & Schudson, 2009). References/combination with other methods of data collection: The analysis of critical reporting and comment is complex and requires an understanding of the context and the references made by the journalist. Furthermore, it is empirically demanding to distinguish between critical reporting in the sense of the watchdog function and criticism in the sense of negativity or sensationalism (Humprecht, 2016). Due to this complexity, automated approaches have hardly been employed so far. Example studies: Benson (2010); Humprecht (2016) Table 1. Study summaries Author(s) Sample Unit of Analysis Values Reli-ability Benson (2010) Content type: immigration news coverage (all articles focused on broad immigration trends, policy making and politics, or individual immigrants) Outlet/ country: 14 newspapers from two countries (FR, US) Sampling period: 1991/1994; 2002/2004; 2006) Sample size: N= 1088 Unit of analysis: critical statements in news articles (from sources/ journalists) Critical statements are classified according to their target, substantive focus, and sources Target (government; dominant left parties; dominant right parties; minor political parties; civil society organizations; business; foreign or international organizations) Focus (administrative, character, truth, ideology, policy, and strategy) Administrative criticism (failure (e.g., corruption, incompetence, mismanagement) Truth criticism (e.g., evidence to demonstrate the falsity of claims) Character criticisms (e.g., attacks on personal characteristics of powerful individuals in public life) Policy criticism (e.g., logical coherence, feasibility, empirical justification, evidence supporting any pro- posed policy) Ideology criticism (e.g., criticisms of fascism, racism, sexism, other worldviews) Strategy criticisms (negative assessments of effectiveness of a particular idea/ action; normative criticisms of political strategies) Holsti M=0.85 Humprecht (2016) Content type: Political routine-period online news Outlet/ country: 48 online news outlets from six countries (CH, DE, FR, IT, UK, US) Sampling period: June – July 2012 Sample size: N= 1660 Unit of analysis: Political news items (make reference to a political actor, e.g. politician, party, institution in headline, sub?headline, in first paragraph or in an accompanying visual) Story shows critical perspective towards authorities/power holders Story raises probing questions at actors responsible for a problem Story discovers new, previously unknown information about a problem of social/political relevance; story may unveil a ‘scandal’ Cohen’s kappa: critical perspective = 0.74 probing questions = 0.67 unveiling scandals = 0.81 References Benson, R. (2010). What Makes for a Critical Press? A Case Study of French and U.S. Immigration News Coverage. The International Journal of Press/Politics, 15(1), 3–24. https://doi.org/10.1177/1940161209349346 Donsbach, W. (1995). Lapdogs, Watchdogs and Junkyard Dogs. Media Studies Journal, Fall 1995, 17–30. Downie, L., & Schudson, M. (2009). The Reconstruction of American Journalism. Humprecht, E. (2016). Shaping Online News Performance. In Palgrave Macmillan. Palgrave Macmillan UK. https://doi.org/10.1007/978-1-137-56668-3 McQuail, D. (1992). Media Performance: Mass Communication and the Public Interest. Sage Publications.

Question Order Effects in Cross-Cultural Web Probing: Pretesting Behavior and Attitude Questions

Cognitive pretesting is an essential method of piloting questionnaires and ensuring quality of survey data. Web probing has emerged as an innovative method of cognitive pretesting, especially for cross-cultural and web surveys. The order of presenting questions in cognitive pretesting can differ from the order of presentation in the later survey. Yet empirical evidence is missing whether the order of presenting survey questions influences the answers to open-ended probing questions. The present study examines the effect of question order on web probing in the United States and Germany. Results indicate that probe responses are not strongly impacted by question order. However, both content and consistency of probe responses may differ cross-culturally. Implications for cognitive pretesting are discussed.