scholarly journals The Readiness is All: Here Am I. Send Me.

2016 ◽  
Vol 5 (6) ◽  
pp. 09
Author(s):  
Janet Tipton Hindman
Keyword(s):  
Life Experiences ◽  
Spinal Injury ◽  
Self Awareness ◽  
Internal Environment ◽  
Life Changes ◽  
Important Lesson ◽  
Personal Renewal ◽  
Personal Experiences ◽  
Personal Success ◽  
Central Characters

<p align="center">The article uses contextual biography to examine the psychological and existential dimensions of “an internal environment that interacts with the other contexts in which the [author] evolves (Vidal, F., 2003, p. 73). Through a network of enterprises (Gruber, 1980) as a key aspect of that internal environment, this contextual autobiography conceptualizes a slice of the author’s life through the integration of particular literary and life contexts and her position within these background experiences. By using a unique and creative narrative of personal experiences, the author posits the universal or ontological problem of understanding the “all” of readiness for one of Shakespeare’s central characters with the juxtaposition of her own life as undertaken through the literary contexts examined. A catastrophic spinal injury coupled with the loss of her beloved father serve as prime catalysts for extreme life changes for the author creating questions of self-doubt and self-awareness, and whether the readiness for her was indeed, all. The article purposively adds to our understanding of how the internal environment and network of enterprises within an individual’s life experiences juxtaposed with literary contexts may profoundly inspire others to live unique lives of action and readiness.  Findings of the study present the participant’s joyful journey of discovery and personal renewal with the most important lesson learned being that education is the ticket to a life of freedom and personal success.   </p>

The Value of Mindfulness-Based Methods in Teaching at a Clinical Field Placement

2010 ◽  
Vol 106 (2) ◽  
pp. 455-466 ◽  
Author(s):  
Nurper Gökhan ◽  
Edward F. Meehan ◽  
Kevin Peters
Keyword(s):  
Self Care ◽  
Well Being ◽  
Self Awareness ◽  
Field Placement ◽  
Active Involvement ◽  
Mindfulness Skills ◽  
Personal Experiences ◽  
Before And After ◽  
Comparison Groups ◽  
Psychology Course

The value of mindfulness-based methods in an undergraduate field placement was investigated in relation to the acquisition of self-care and other basic clinical competencies. The participants were 22 students in an applied behavioral analysis course, which included a mindfulness-based training module, and 20 students enrolled in an experimental psychology course without mindfulness training. The Mindfulness Attention and Awareness Scale, the Freiberg Mindfulness Inventory, and the Kentucky Inventory of Mindfulness Skills were used as measurements before and after intervention. Mindfulness-trained participants kept records and were asked to share their personal experiences during supervision and an exit interview. Results demonstrated that training significantly increased mindfulness. Qualitative data indicated enhanced self-care, attention to well-being, self-awareness, active involvement acquiring skills, and empathy and compassion. The need to expand the utility of mindfulness to the realm of education and the importance of including comparison groups with other self-care modules for future studies were discussed.

Mindfulness Access Points in General Music: Singing, Breathing, and Self-Awareness

2021 ◽  
Vol 35 (2) ◽  
pp. 43-46
Author(s):  
Edward Varner
Keyword(s):  
Life Experiences ◽  
Holistic Approach ◽  
General Music ◽  
Self Awareness ◽  
Access Points ◽  
Music Classroom ◽  
The World ◽  
The Moment

The purpose of this column is to promote the use of focused breathing and singing as access points to improved student self-awareness in the general music classroom. Singing is a holistic activity with the healing potential to improve and transform many traumatic life experiences endured by our students. Similarly, mindfulness breathwork is a holistic approach used to enhance self-awareness in the moment and can reduce anxiety. Both pursuits have the potential to help students overcome difficulties of fear, stress, and anxiety. Both practices expose participants to new ways of understanding themselves and the world around them while creating important access points to mindfulness and self-awareness.

Composing Sexuality in the Midst of Adolescent Cancer

2019 ◽  
Vol 36 (3) ◽  
pp. 191-206
Author(s):  
Andrew Estefan ◽  
Nancy J. Moules ◽  
Catherine M. Laing
Keyword(s):  
Young Adults ◽  
Narrative Inquiry ◽  
Life Experiences ◽  
Adolescents And Young Adults ◽  
Life Changes ◽  
Adolescent Cancer ◽  
Significant Life ◽  
Depth And Complexity ◽  
After Cancer ◽  
Is Value

A cancer diagnosis heralds the onset of significant life changes. The various experiences of diagnosis, treatment, and recovery from cancer during adolescence and young adulthood are complex and disruptive. Emphasis on treatment and recovery often overshadows other social and developmental imperatives for adolescents and young adults. Acknowledging, exploring, and crafting one’s own sexual identity is a significant milestone achieved during this time, and it is one that is interrupted by the arrival and treatment of cancer. There is value in understanding how adolescents and young adults compose sexuality amid cancer experiences, and how this composition contributes to their ongoing stream of life experiences after recovery. As part of a larger study of sexuality and adolescent cancer, we undertook a narrative inquiry with Anna and Mark, two young adults who experienced cancer during adolescence. Over 14 months, we met with Anna and Mark, drawing on different narrative inquiry approaches to explore their past and ongoing experiences and to build negotiated stories of those experiences. We explored resonant threads between the stories, which help show the depth and complexity of sexuality as it is experienced in the midst of and after cancer. Two resonant threads are discussed: inward and outward looking, and sexuality and survival. The inquiry reveals the richness of self-composition amid competing stories of cancer treatment, disruptions to family and socialization, survivorship, what it means to be a young man or woman in the world, and the sense of a developing sexual self.

scholarly journals Analysis of the Coping Process among Visually Impaired Individuals, Using Interpretative Phenomenological Analysis (IPA)

2020 ◽  
Vol 17 (8) ◽  
pp. 2819
Author(s):  
In Ok Sim
Keyword(s):  
Interpretative Phenomenological Analysis ◽  
Positive Reinforcement ◽  
Visually Impaired ◽  
Life Experiences ◽  
Family Education ◽  
Self Awareness ◽  
Structured Interviews ◽  
Self Disclosure ◽  
Coping Process ◽  
Coping Processes

There is a lack of research based on in-depth theoretical and scientific knowledge to understand the visually impaired, and there has been little effort in the application of strategies for early intervention to minimize the risk these people might encounter during development. This study used semi-structured interviews from eight persons with visual impairments who had various experiences of coping process. Three coping processes based on life experiences were identified: (1) self-awareness and adaptation process: “self-awareness of disability” and “adaptation to disability and the environment”; (2) facing the circumstance process: “the exposure to concealment and abuse,” “the suppression of potential,” “denial and abandonment by family,” “poverty and disability,” “expansion of thinking,” and “opportunities of special participation”; and (3) the positive reinforcement process: “self-disclosure and jump-starting life,” “maintain satisfaction and achievement,” and “socioeconomic independence.” These findings expand the understanding of the factors common to the coping process experienced by individuals with visual impairment and highlight the importance of psychological support, family, education, and social support.

Memories from the Cradle

2003 ◽  
Vol 12 (2) ◽  
pp. 62-65 ◽  
Author(s):  
Mark L. Howe
Keyword(s):  
Longitudinal Study ◽  
Empirical Data ◽  
Life Experiences ◽  
The Self ◽  
Memory Development ◽  
Personal Memory ◽  
Cross Sectional ◽  
Personal Experiences ◽  
Scientific Context ◽  
Early Memory

How far back can we, as adults, remember details of our life experiences? Current popular and scientific beliefs are contradictory, with the latter stipulating that personal memories do not begin until the late preschool years (age 4–5 years) and the former claiming that we not only remember being born, but can also remember in utero experiences. In this review, these beliefs are examined in a scientific context and evaluated in terms of empirical data about the development of early memory. The theory proposed here is that memories for personal experiences are not possible until the advent of the cognitive self, around the age of 18 to 24 months. This age is much earlier than that proposed as the age of the earliest memories in other scientific accounts and much later than that proposed in popular beliefs about early memory. New data from a cross-sectional and longitudinal study of early memory development and the emergence of the self clearly show the origins of personal memory coincide with the emergence of the early self.

Psychosocial Dimensions of Exceptional Longevity: A Qualitative Exploration of Centenarians' Experiences, Personality, and Life Strategies

2009 ◽  
Vol 69 (2) ◽  
pp. 101-118 ◽  
Author(s):  
Christina Darviri ◽  
Panayotes Demakakos ◽  
Xanthi Tigani ◽  
Fotini Charizani ◽  
Chrysoula Tsiou ◽  
...  
Keyword(s):  
Qualitative Study ◽  
Life Experiences ◽  
Conflict Avoidance ◽  
Life Strategies ◽  
Life Changes ◽  
Structured Interviews ◽  
Major Life ◽  
Exceptional Longevity ◽  
The Social ◽  
Qualitative Exploration

This qualitative study provides a comprehensive account of the social and life experiences and strategies and personality attributes that characterize exceptional longevity (living to 100 or over). It is based on nine semi-structured interviews of relatively healthy and functional Greek centenarians of both sexes. The analytic approach was thematic and based on grounded theory. We found that our participants were characterized by selectiveness in their socializing with other people and tendency to avoid conflicts. Also, we found that they predominantly used the “flight” response whenever confronted with stressors. Further, they appeared to be much adaptive as they had managed to overcome adversity and adapt successfully to major life changes. These findings provide insights into three possible pathways (social selectivity, conflict avoidance, and adaptiveness) through which psychosocial factors might be associated with aging and exceptional longevity.

The Lived Experience of BSN Students in Caring Groups: Priceless

2013 ◽  
Vol 17 (3) ◽  
pp. 13-19 ◽  
Author(s):  
Carol B. Wilson, ◽  
Kathryn Grams,
Keyword(s):  
Lived Experience ◽  
Self Care ◽  
Phenomenological Approach ◽  
Educational Programs ◽  
Nursing Program ◽  
Self Awareness ◽  
Building Relationships ◽  
Personal Experiences ◽  
Further Development ◽  
Bsn Students

The commitment to caring is an essential component of a nursing program through the implementation of Caring Groups. The purpose is to create a context for experiencing and learning caring. An interpretive phenomenological approach was used to describe the experiences of students participating in Caring Groups. The findings support this strategy as an opportunity for students to learn caring through sharing personal experiences, growing in self-awareness and self-care, building relationships, and being part of a team. The findings will inform the further development of Caring Groups and guide other educational programs in implementing this strategy.

Classic psychedelics: the special role of the visual system

2019 ◽  
Vol 30 (6) ◽  
pp. 651-669
Author(s):  
Noemi Császár-Nagy ◽  
Gábor Kapócs ◽  
István Bókkon
Keyword(s):  
Cognitive Process ◽  
Life Experiences ◽  
Abstract Thinking ◽  
Special Role ◽  
Self Awareness ◽  
Visual Effects ◽  
The Past ◽  
Visual Processes ◽  
Amygdala Activity

Abstract Here, we briefly overview the various aspects of classic serotonergic hallucinogens reported by a number of studies. One of the key hypotheses of our paper is that the visual effects of psychedelics might play a key role in resetting fears. Namely, we especially focus on visual processes because they are among the most prominent features of hallucinogen-induced hallucinations. We hypothesize that our brain has an ancient visual-based (preverbal) intrinsic cognitive process that, during the transient inhibition of top-down convergent and abstract thinking (mediated by the prefrontal cortex) by psychedelics, can neutralize emotional fears of unconscious and conscious life experiences from the past. In these processes, the decreased functional integrity of the self-referencing processes of the default mode network, the modified multisensory integration (linked to bodily self-consciousness and self-awareness), and the modified amygdala activity may also play key roles. Moreover, the emotional reset (elimination of stress-related emotions) by psychedelics may induce psychological changes and overwrite the stress-related neuroepigenetic information of past unconscious and conscious emotional fears.

Conscientization Calls: A White Dual Language Educator’s Development of Sociopolitical Consciousness and Commitment to Social Justice

2020 ◽  
pp. 001312452092860
Author(s):  
Juan A. Freire
Keyword(s):  
Social Justice ◽  
Latin American ◽  
Dual Language ◽  
Life Experiences ◽  
Educational Equity ◽  
Pedagogical Tools ◽  
School Year ◽  
Sociopolitical Consciousness ◽  
Personal Experiences ◽  
Email Correspondence

Literature is limited demonstrating how some in-service teachers have developed sociopolitical consciousness and why they commit to social justice. Drawing on interviews, email correspondence, and Facebook postings collected throughout a school year, this article shows the life experiences of one white dual language educator who developed sociopolitical consciousness and a commitment to social justice as a result of what I refer to as conscientization calls based on personal experiences and observed inequities affecting minoritized populations in U.S. and Latin American contexts. This article makes a call to promote educational equity by helping privileged pre-service and in-service teachers by using, as pedagogical tools, conscientization calls they might have received throughout their lives.

A retrospective survey on evaluating an enrichment program for socioeconomically disadvantaged gifted students

2020 ◽  
Vol 36 (2) ◽  
pp. 170-195
Author(s):  
Chien-Hong Yu ◽  
Ching-Chih Kuo ◽  
Yen-Wei Chen ◽  
Chien-Chi Chu
Keyword(s):  
Gifted Education ◽  
Positive Attitude ◽  
Life Experiences ◽  
Gifted Students ◽  
Socioeconomically Disadvantaged ◽  
Personal Experiences ◽  
Enrichment Program ◽  
Chinese Association ◽  
Future Project ◽  
Disadvantaged Families

The Bright Mind Project, sponsored by Morgan Stanley Taiwan and Chinese Association of Gifted Education, was launched in 2004 and ended in 2018. With scholarships, living subsidies, enrichment courses, and counseling provided, this project was tailored for gifted senior high students of socioeconomically disadvantaged families in Taiwan. After the project ended in 2018, a retrospective tracking study was conducted to understand the students’ feedback on the project. The findings suggest that students hold a positive attitude toward the project and think it is of great help to their academic performances at school and future careers. They also believe that, with the resources obtained from the project, they have broadened their horizons, enriched their life experiences, and adopted a positive attitude toward life. Finally, students also provided suggestions for the future project like this based on their personal experiences.

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