المؤلفون: Basic, Goran, 1972, Olsson, Lina, Färdig, Belinda

المصدر: School as a protection factor. An analysis of achievements, obstacles, collaboration, and identities in senior high school work with students who use alcohol and drugs. The 10th International Scientific Conference. Research in Education and Rehabilitation Sciences – ERFCON2023, Zagreb, Croatia, Scientific Series. :67-81

مصطلحات موضوعية: insignificant power-wielding other, meaningfulness, reliability, account, rejection, ethnic identity, self-esteem, self-awareness, Sociologi med utbildningsvetenskaplig inriktning, Sociology Education, Social Psychology, Socialpsykologi, Missbruks- och beroendevård, Substance Abuse Treatment, Social Pedagogy, Socialpedagogik, Special Education, Specialpedagogik, Pedagogics and Educational Sciences, Pedagogik och Utbildningsvetenskap

الوصف: The aim of this study is to contribute new knowledge about interactions of power and social pedagogical recognition in narratives of students who use alcohol and drugs in an upper-secondary school context. In this context, the student narratives create and re-create a series of images of varied treatment by professional actors (e.g., teachers, student coordinators, counsellors). The reproduced power interactions in narratives describing the practices of professional actors are significant for student learning, teaching, nurturing, inclusion, change, discipline, and identity creation. In these interactions of power, professional actors are portrayed as significant power-wielding others or as rejected power-wielding others, two verbal portrayals that contribute to the verbal production of four analytical categories: 1) social pedagogical identity, which in previous studies has been classified as social identity (e.g., alcohol and drug user, ethnic identity, victim identity), and pedagogical identity (e.g., pupil identity, teacher identity, desired successful pupil identity, desired successful teacher identity, invisible student identity); 2) social pedagogical interactions of power related to verbal representations of situational images, control, monitoring, invisibility, discipline, prejudice, devaluation, victimhood, and the other; 3) varied descriptions, narratives, representations, and reproduction of social and pedagogical aspects of learning, teaching, nurturing, inclusion, change, and discipline; and 4) varied constructions, reconstructions, productions, and reproductions of learning, teaching, nurturing, inclusion, change, and discipline in the social and pedagogical sense. The social pedagogical recognition of the “other party” in the pupil–professional actor relationship is especially important for achieving the aims of including pupils who use alcohol and drugs in a learning context and enacting positive change through the creation and re-creation of social pedagogical identities (e.g., successful pupil identity) in the upper-secondary school context.

وصف الملف: electronic

الوصول الحر: https://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-120608Test
https://erfcon22.conventuscredo.hrTest/
https://erfcon22.conventuscredo.hr/wp-content/uploads/2023/11/book-of-abstracts.pdfTest
https://urn.nsk.hr/urn:nbn:hr:158:436150Test
https://lnu.diva-portal.org/smash/get/diva2:1755288/FULLTEXT04.pdfTest
https://lnu.diva-portal.org/smash/get/diva2:1755288/FULLTEXT05.pdfTest
https://lnu.diva-portal.org/smash/get/diva2:1755288/FULLTEXT06.pdfTest
https://lnu.diva-portal.org/smash/get/diva2:1755288/FULLTEXT07.pdfTest

المؤلفون: Springfield, Cassi, Pinkham, Amy, Harvey, Philip, Moore, Raeanne, Ackerman, Robert, Depp, Colin, Bonfils, Kelsey

المصدر: Behavioral Sciences. 14(3)

مصطلحات موضوعية: insight, introspective bias, self-awareness, sleep disturbance

الوصف: People with schizophrenia-spectrum and bipolar disorders have difficulty accurately estimating their abilities and skills (impaired introspective accuracy [IA]) and tend to over- or underestimate their performance. This discrepancy between self-reported and objective task performance has been identified as a significant predictor of functional impairment. Yet, the factors driving this discrepancy are currently unclear. To date, the relationships between sleep quality and IA have not been examined. The current study aimed to explore the relationships between sleep quality and IA in participants diagnosed with schizophrenia (SCZ; n = 36), schizoaffective disorder (SCZ-A; n = 55), and bipolar disorder with psychotic features (BP; n = 87). Participants completed tasks of emotion recognition, estimated their performance on the tasks (used to calculate IA), and provided confidence ratings for their accuracy judgments. Participants also self-reported their sleep quality. These results suggest significantly greater discrepancies between self-reported and actual task scores for those with SCZ and SCZ-A compared to participants with BP. For those with SCZ, lower confidence on the tasks and underestimation of abilities were associated with lower sleep quality, while for those with SCZ-A, lower sleep quality was associated with higher confidence and overestimation of performance. Results suggest differential relationships between diagnostic groups. Future research is needed to further explore the factors driving these differing relationships, particularly the contrasting relationships between SCZ and SCZ-A.

وصف الملف: application/pdf

الوصول الحر: https://escholarship.org/uc/item/99n7v104Test

المؤلفون: Spener, Maja, author

الإتاحة: https://doi.org/10.1093/oso/9780198867449.001.0001Test

المؤلفون: Huda, Miftachul, Bakar, Abu

المصدر: Qualitative Research Journal, 2024, Vol. 24, Issue 4, pp. 434-453.

الوصول الحر: http://www.emeraldinsight.com/doi/10.1108/QRJ-07-2023-0123Test

المؤلفون: Gross, Ondine, author

المصدر: The School Services Sourcebook : A Guide for School-Based Professionals, 2024.

الإتاحة: https://doi.org/10.1093/oso/9780197603413.003.0038Test

المؤلفون: Angulo, Rafael C., author

المصدر: Social Work and the Arts : Expanding Horizons, 2024.

الإتاحة: https://doi.org/10.1093/oso/9780197579541.003.0004Test

المؤلفون: Rasool, Shahid, Cerchione, Roberto, Centobelli, Piera, Oropallo, Eugenio, Salo, Jari

المصدر: Asia Pacific Journal of Marketing and Logistics, 2023, Vol. 36, Issue 4, pp. 993-1023.

الوصول الحر: http://www.emeraldinsight.com/doi/10.1108/APJML-07-2022-0559Test

المؤلفون: Jacqueline Nonweiler, Jaume Vives, Neus Barrantes-Vidal, Sergi Ballespí

المصدر: Scientific Reports, Vol 14, Iss 1, Pp 1-12 (2024)

مصطلحات موضوعية: Emotional self-awareness, Self-knowledge, Self-mentalizing, Positive mental health, Adolescence, Medicine, Science

الوصف: Abstract “Know thyself” may be indicated by a balanced high pairing of two emotional self-knowledge indicators: attention to emotions and emotional clarity. Closely associated but often evaluated separately, emotional clarity is consistently, inversely associated with psychopathology, while evidence regarding attention to emotions is less consistent. Variables of high/low emotional clarity and attention to emotions yielded four emotional self-knowledge profiles which were analyzed for associations with mental health indicators (depression and anxiety symptoms, self-esteem, self-schema, resiliency, transcendence) in n = 264 adolescents. Here we report regression models which show that compared with neither, both high (attention + clarity) show higher positive self-schema (B = 2.83, p = 0.004), more resiliency (B = 2.76, p = 0.015) and higher transcendence (B = 82.4, p

وصف الملف: electronic resource

العلاقة: https://doaj.org/toc/2045-2322Test

الوصول الحر: https://doaj.org/article/856f729fc8af4cb6a5b37fafd27821f0Test

المؤلفون: Tatyana A. Busygina

المصدر: Russian Journal of Education and Psychology, Vol 15, Iss 1, Pp 170-208 (2024)

مصطلحات موضوعية: existential values, psychological well-being, self-realization, existential fulfillment, professional self-awareness, neuroticism, Education (General), L7-991, Psychology, BF1-990

الوصف: Purpose. The article analyzes the relationship between the existential values of a university teacher and the manifestations of indicators of the emotional sphere. In this study, we consider the problem of a teacher’s psychological well-being from the perspective of an existential approach. An analysis of scientific sources on the issues of neuroticism, emotional and professional burnout of teachers, as well as directions for overcoming a stressful state to achieve psychological well-being, led us to the conclusion that most researchers see a way out exclusively through satisfying needs, regulating work and rest schedules, and mastering self-regulation methods . We agree that such areas of psychological work help to cope with situational stress, but at the same time, we have identified a gap in the study of the psychological properties of the individual, his value field, which can be the support of a stable emotional state, self-satisfaction and professional activity, significantly reducing risks of neurotic symptoms. We propose that there is a fundamental factor, namely existential values, that underlies the state of psychological well-being. Methodology of the research. During the research process, a detailed theoretical examination of various literary sources was carried out, as well as a comparison and assessment of various points of view expressed in the literary works under consideration. An empirical study was conducted on a sample of 130 Russian university teachers of both sexes, from 40 to 75 years old, with more than 18 years of experience, using psychodiagnostic techniques. Quantitative processing of the results was carried out on the basis of the statistical program STATISTICA 6.0. Results. As a result of empirical research, we received an extensive array of data proving the influence of developed existential values on the state of psychological well-being, namely, we came to such conclusions as: ignoring existential values contributes to the manifestation of such neurotic states as maladaptation, guilt, non-acceptance of oneself, non-acceptance of others, hostility, exhaustion, depersonalization, external control, control, escapism. The acceptance of existential values by a teacher entails the formation of such emotional states as adaptability, internality, self-acceptance, acceptance of others, and emotional comfort. Based on empirical data, we formulated a definition of the term “existential well-being”. Scope of the results. The results of the study will help expand the possibilities of individual and group psychological work with emotionally stressful situations to reduce the risks of neurotic manifestations and the formation of adaptive emotional states in the professional activities of a university teacher at the level of acceptance, awareness and disclosure of the individual’s existential values.

وصف الملف: electronic resource

العلاقة: http://rjep.ru/jour/index.php/rjep/article/view/439Test; https://doaj.org/toc/2658-4034Test; https://doaj.org/toc/2782-3563Test

الوصول الحر: https://doaj.org/article/7d761e437ae34c15b22ca6d71a497519Test

المؤلفون: Shaher H. Hamaideh, Sawsan Abuhammad, Abdallah Abu Khait, Hanan Al-Modallal, Ayman M Hamdan-Mansour, Rami Masa’deh, Saleem Alrjoub

المصدر: BMC Nursing, Vol 23, Iss 1, Pp 1-10 (2024)

مصطلحات موضوعية: Empathy, Self-awareness, Perceived stress, Nursing students, Jordan, Nursing, RT1-120

الوصف: Abstract Background High levels of empathy and self-awareness and low level of stress among nursing students are the core elements of improving patients’ care and outcomes. The purpose of this study is to assess the levels, relationships, and predictors of empathy, self-awareness, and perceived stress in a sample of undergraduate Jordanian nursing students. Methods A descriptive cross-sectional design was employed to collect data from 330 students using a web-based survey. Results The total mean scores of empathy, self-awareness, and perceived stress were 75.75, 40.17, and 55.65, respectively. Students who are studying in public universities, with higher GPA, who have no intention to leave nursing, and who are satisfied with nursing; reported higher level of empathy. Students with lower income level, who have no intention to leave nursing, and who are satisfied with nursing; reported higher level of self-awareness. Female students, those who sleeping 6 h and less, did not get a balanced diet or perform exercise, studying in public universities, lower GPA, have intention to leave nursing, and did not satisfy with nursing; reported higher level of perceived stress. Conclusions Nursing students reported adequate empathy level, low self-awareness level, and moderate perceived stress level. Students who are satisfied and have no intention to leave nursing reported higher level of empathy, self-awareness, and perceived stress. It is necessary to conduct interventional programs that enhance students’ well-being especially empathy and self-awareness, and reduce the level of their stress.

وصف الملف: electronic resource

العلاقة: https://doaj.org/toc/1472-6955Test

الوصول الحر: https://doaj.org/article/b4f71222d75c45fa896576ad625273eeTest