self reflection
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2022 ◽  
Vol 2 (1) ◽  
pp. 34-40
Author(s):  
Claudia Christ ◽  
Selina Raisch

Due to the fourth industrial revolution employees in high-risk environments are confronted with increasing complexity and thus, the need to make ever greater and faster adaptations. As a consequence, the importance of efficient and safe human-machine interactions – in other words, human factors – is constantly growing. In this context, one skill is becoming increasingly relevant: resilience. This ability to react appropriately in difficult situations, recognize mistakes and ‘bounce back’ from adverse or altering circumstances, increasing challenges and possible setbacks is of enormous value, especially for employees in high-risk environments. The basic prerequisite of resilience is considered to be balance of a person’s life energy among the various areas of life – a basic principle of Positive Psychotherapy. In addition, there are several personality traits, competencies and psychosocial factors that have been shown to help improve resilience. Both aspects will be examined in the following article. Also, the article invites self-reflection on one’s own life balance, personality traits and competencies central to resilience. For the encouraging and interesting message is: Resilience can be developed and promoted – and can thereby contribute to increasing safety in high-risk environments as well as to promoting the employees’ health.


Author(s):  
Vanessa Mai ◽  
Caterina Neef ◽  
Anja Richert

AbstractCoaching has become an important didactic tool for reflecting learning processes in higher education. Digital media and AI-based technologies such as chatbots can support stimulating self-coaching processes. For the use case of student coaching on the topic of exam anxiety, the working alliance between a coaching chatbot and a human coachee is investigated. Two coachbot interaction methods are compared: A click-based chatbot (implemented in a rule-based system), where the coachee can only click on one answer, and a writing-based chatbot (implemented in a conversational AI), which allows the coachee to freely type in their answers. The focus is on which coachbot interaction method enables a stronger working alliance between coach and coachee: a click-based or a writing-based chatbot. The working alliance and the technical realization of the chatbot systems were investigated in an exploratory quantitative study with 21 engineering students. The results indicate that the working alliance in both study conditions can be classified as medium to high overall. The results further show higher values for bonding on a writing-based platform than when using a click-based system. However, click-based systems seem to be more helpful as a low-threshold entry point to coaching, as they guide coachees better through the process by providing predefined answers. An evaluation of the technical realization shows that self-reflection processes through digital self-coaching via chatbot are generally well accepted by students. For further development and research, it is therefore recommendable to develop a “mixed” coachbot that allows interaction via clicking as well as via free writing.


2022 ◽  
Vol 8 (1) ◽  
Author(s):  
Emmeline Lagunes-Cordoba ◽  
Ruth Alcala-Lozano ◽  
Roberto Lagunes-Cordoba ◽  
Ana Fresan-Orellana ◽  
Manuela Jarrett ◽  
...  

Abstract Background There is research evidence regarding the presence of stigmatising attitudes in psychiatrists towards people with mental illness, but a lack of studies and interventions focused on this issue in low and middle-income countries. Aims To assess the feasibility of implementing an anti-stigma intervention for Mexican psychiatric trainees, and its potential effects. Methods This study comprised a pre-post design with outcome measures compared between baseline and 3-month follow-up. Quantitative outcome measures were used to evaluate the potential effects of the intervention, whilst the process evaluation required the collection and analysis of both quantitative and qualitative data. Results Twenty-nine trainees (25% of those invited) participated in the intervention, of whom 18 also participated in the follow-up assessment. Outcome measures showed the intervention had moderately large effects on reducing stereotypes and the influence of other co-workers on trainees’ own attitudes. The main mechanisms of impact identified were recognition of negative attitudes in oneself and colleagues, self-reflection about the impact of stigma, one’s own negative attitudes and recognition of one’s ability to make change. Participants accepted and were satisfied with the intervention, which many considered should be part of their routine training. However, trainees’ work overload and lack of support from the host organisation were identified as barriers to implement the intervention. Conclusions A brief anti-stigma intervention for Mexican psychiatric trainees is feasible, potentially effective, well accepted and was considered necessary by participants. This study also suggests mechanisms of impact and mediators should be considered for developing further interventions, contributing to reducing the damaging effects that mental health-related stigma has on people’s lives.


2022 ◽  
pp. 002087282110689
Author(s):  
Catherine A LaBrenz ◽  
Claudia Reyes-Quilodran ◽  
Diana Padilla-Medina ◽  
Miguel Arevalo Contreras ◽  
Luz Cabrera Piñones

Worldwide, there has been a push toward reforming or abolishing child welfare systems because of systemic bias against families. Few studies have examined the role of bias in decision-making processes among child welfare practitioners, especially in child welfare systems in processes of change/reform. This qualitative study utilized discussion groups with child welfare teams to examine how professionals navigated the decision-making process in cases of child maltreatment. A grounded theory analysis revealed that professionals deconstruct macro, mezzo, and micro biases as they make decisions. Implications for global social work, such as self-reflection and structural changes, and for future research are explored.


2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Peter Skaerbaek

Purpose The purpose of this paper is to explore the implications that Power’s book had to the author’s research in public sector auditing. Design/methodology/approach In this paper, the author reflects and debates the inspiration that Michael Power’s book The Audit Society had on the author’s own research. Findings The author finds that this book had a significant influence on how he succeeded theorizing his studies on auditing, and how he could contribute to the audit literature. It is stunning how the book succeeded in synthesizing audit research, encouraging scholars to understand auditing as a social practice, i.e. how auditing can be theorized using various social science theories and how the book also appealed to broader social science. Research limitations/implications This paper is a reflection that covers around a 20-year period with potential mis-representations of how exactly sequences of actions and thoughts were. Practical implications This paper helps to clarify how it is that audit operates and influences everyday life of persons involved with auditing. Social implications This paper casts doubts as to what actions are carried out in the name of audit and that audit is not just a value free activity but involved with political agendas. Originality/value The originality of this paper is that it fleshes out how a seminal book can have significant implications on how research is carried out.


2022 ◽  
Vol 12 (4) ◽  
Author(s):  
Jing Zhang

This self-reflective paper examines my experience as a Chinese doctoral student while studying in a large research university in America. Through my self-reflection, with Foucault's analysis on power, I hope to shed some light on my experience with the neoliberal academy, which caused much discomfort and created my fragmented identities. Instead of questioning the problematic neoliberal power relations that caused my discomfort in the first place, as the madman of higher ed, I was directed to psychotherapy to treat my symptoms, which only caused more confusion. Through my story, I hope to reveal how social context, Neoliberalism in this case, and social discourse of psychotherapy, work hand in hand in higher education space, which have exercised intangible power and created the fragmented identities among many international doctoral students in America. At the end of the paper, I also provided suggestions for graduate students to navigate the neoliberal academy.


2022 ◽  
Vol 23 (4) ◽  
pp. 61-67
Author(s):  
Anna Parpala ◽  
Liisa Postareff

This article introduces the development of the self-reflection tool HowUTeach for higher education teachers. HowUTeach is a research-based self-assessment tool created primarily for teachers in both science universities and universities of applied sciences. The purpose of HowUTeach is to increase teachers’ awareness of their teaching and thereby enhance individual self-reflection relating to work and well-being. HowUTeach uses responses to a questionnaire as a base to generate feedback that includes descriptions of different teaching dimensions as well as ideas on how to develop and improve teaching practices. This article defines these dimensions and presents the idea of counter feedback. The results from the pilot tests of HowUTeach were promising, and teachers identified that the instrument advanced their teaching practices. The tool is now being developed further.


2022 ◽  
pp. 262-280
Author(s):  
Veronica A. Keiffer-Lewis

Achieving equity in higher education involves more than just closing achievement gaps and mitigating the impact of historic oppression and underrepresentation. In this chapter, the author presents a framework for cultural humility as a pathway to equity for institutions of education, as well as an approach for the professional development of cultural humility practitioners. The cultural humility framework comprises four core principles as well as five transformational skills (i.e., dialogue, inquiry, self-reflection, conflict transformation, and identity negotiation). The chapter concludes with a discussion about how to implement this framework at both the classroom and institutional levels, as well as the implications of such training for achieving greater equity in higher education.


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