SELF-REFLECTION EXERCISE: ENGAGING GROUP DISCUSSION ON TRAUMA

2017 ◽  
pp. 183-184
Keyword(s):  
Group Discussion ◽  
Self Reflection

Teachers' learning in extraordinary times: shifting to a digitally facilitated approach to lesson study

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
James Calleja ◽  
Patrick Camilleri
Keyword(s):  
Technology Use ◽  
Lesson Study ◽  
Group Discussion ◽  
Content Type ◽  
Self Reflection ◽  
Opportunities For Learning ◽  
Study Process ◽  
The University ◽  
Practical Implications

PurposeThe research reported in this paper brings forth the experiences of three teachers working in different schools. These teachers learned about lesson study through a course offered at the University of Malta while, at the same time, leading a lesson study with colleagues at their school. With the COVID-19 outbreak, these teachers had, out of necessity, to adopt and accommodate for their lesson study to an exclusive online approach. This paper, hence, focuses on teachers' learning as they shifted their lesson study online.Design/methodology/approachThis paper presents a case study that delves into the experiences and perceptual insights that these teachers manifested in shifting to an exclusive online lesson study situation. Data collection is derived from a focus group discussion, teacher reflective entries and detailed reports documenting the lesson study process and experiences. Employing technological frames as the theoretical lens, a description-analysis-interpretation approach was employed to analyse and interpret reflections and grounded experiential perceptions that the respondents disclosed during their lesson study journey.FindingsNotwithstanding their initial discerned sense of loss and unpreparedness of being constrained to migrate lesson study to exclusive online means, teachers eventually recognised that digitally mediated collaborative practices enhanced self-reflection about the lesson study process. Therefore, the extraordinary situation that the teachers in this study experienced not only disrupted their modus operandi but also allowed them to discern new opportunities for learning about digital technology use in lesson study.Practical implicationsDisruption, brought about by unforeseen circumstances, takes teachers and professional development facilitators out of their comfort zones, invariably helping them grow out of their limitations and rethink lesson study practices.Originality/valueIntentionally driven disruptions prompt teachers to resolve their dissatisfactory situations by thinking out of the box, eventually helping them to improve their professional practices.

Bodhisattvas in Motion: A Path to Compassion Through Physical Activity for Larger Women

2014 ◽  
Vol 22 (1) ◽  
pp. 10-17
Author(s):  
Vicki Ebbeck ◽  
Keegan E. Fitzgerald
Keyword(s):  
Physical Activity ◽  
Focus Group ◽  
Focus Group Discussion ◽  
Group Discussion ◽  
Self Reflection ◽  
Field Notes ◽  
Journal Entries ◽  
The Way

The purpose of this study was to assess the feasibility of enacting the Way of the Bodhisattva (Chödrön, 2005) lessons in compassion with larger women, particularly in reference to their physical activity behaviors. Three women provided ongoing and detailed information with regard to their experiences engaging with the lessons over a 6-week period. Individual weekly interviews, journal entries, a focus group discussion with all women following the program, and researcher field notes in combination offered triangulated information that was analyzed by two researchers. The findings suggested that the women benefited from the program, although assuming the role of a bodhisattva did prove to be challenging in the time available and perhaps was most beneficial in facilitating the process of self-reflection.

scholarly journals Core beliefs in the service leadership model proposed by the Hong Kong Institute of Service Leadership and Management

2015 ◽  
Vol 14 (3) ◽  
Author(s):  
Daniel T.L. Shek ◽  
Li Lin
Keyword(s):  
Hong Kong ◽  
Group Discussion ◽  
Leadership Competencies ◽  
Core Beliefs ◽  
Leadership Qualities ◽  
Leadership Model ◽  
Leadership And Management ◽  
Self Reflection ◽  
Service Leadership ◽  
Successful Leadership

AbstractThe service leadership model and related curriculum were developed by the Hong Kong Institute of Service Leadership and Management. To nurture service leadership qualities in university students, a 2-credit service leadership subject was developed at The Hong Kong Polytechnic University. This paper presents the core beliefs and key components of the service leadership model and outlines the content of one of the lectures in the subject. The lecture attempts to help students recognize the importance of leadership competencies, moral character and caring disposition in successful leadership, and to explore ways to develop service leadership qualities. In addition to the lecture, class activities are adopted, including group discussion, role play, self-reflection, and drawing.

scholarly journals Engaging heARTS: Developing an arts-based curriculum to enhance compassion and creativity in healthcare

2018 ◽  
Vol 5 (1) ◽  
Author(s):  
Andrea Nadine Frolic ◽  
Marilyn Swinton ◽  
Darla Biccum ◽  
Marybeth Leis Druery ◽  
Megan English ◽  
...  
Keyword(s):  
Professional Education ◽  
Group Discussion ◽  
Healthcare Personnel ◽  
Self Awareness ◽  
Self Reflection ◽  
The Past ◽  
The Arts ◽  
Seminar Series ◽  
Professional Artists ◽  
And Coping

In 2014-15 Hamilton Health Sciences (HHS), with supportive funding from the Ontario Arts Council, partnered with a local group of professional artists to develop a curriculum called Awakening Your Creative Power: a seminar series on creativity, compassion and play. In order to understand the feasibility and impact of this arts-based curriculum for healthcare personnel working within a hospital, HHS undertook a comprehensive program evaluation. Input from participants who attended the course was obtained in three ways: (1) weekly evaluation forms at the end of each session (2) a final evaluation that asked questions about the overall seminar series, and (3) a focus group discussion held 2 weeks after the seminar series ended. This paper reports on the outcomes of the evaluation and the evolution of the curriculum over the past 3 years, including its impacts on both participants and the arts partners. The evaluation data demonstrate that the course was successful in meeting its stated objectives which include: enhancing interpersonal skills, fostering self-reflection, deepening compassion, cultivating resilience, recognizing creative potential, applying intention and coping with daily stresses through the power of play. In addition, the course also: increased self-awareness, fostered a sense of community, emphasized the value of creativity for its own sake, empowered participants, provided participants with a sense of accomplishment and made participants feel valued by the institution. The paper concludes with some reflections on the potential of engaging arts professionals in health professional education. 

scholarly journals Addressing Systemic Racism by Creating a Diversity, Equity, and Inclusion Department Initiative

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 547-548
Author(s):  
Stephanie Chow ◽  
Katherine Brown ◽  
Martine Sanon ◽  
Sasha Perez ◽  
Amy Kelley ◽  
...  
Keyword(s):  
Group Discussion ◽  
Lessons Learned ◽  
Qualitative Assessment ◽  
Medical Setting ◽  
Systemic Racism ◽  
Self Reflection ◽  
Academic Medical ◽  
Online Feedback ◽  
Program Components ◽  
Departmental Administration

Abstract Background Catalyzed by social injustice and worsening racial inequities highlighted by the COVID-19 pandemic, a diverse academic geriatrics and palliative medicine department in NYC launched a DEI initiative. This report presents key program components and lessons learned in launching this initiative in the interprofessional academic medicine setting. Methods First, DEI core and departmental administration met 2-4 times/month to plan and review program activities, vision, and mission. The team conducted confidential roundtable discussions about DEI issues and 1:1 interviews to assess needs. A monthly Humanities, Arts, and Books (HAB) Initiative provided a safe space for discussion and learning. The HAB platform supported a longitudinal curriculum emphasizing (1) group discussion and self-reflection on DEI concerns, (2) knowledge dissemination including a “Learning Pathway” series, and (3) skill-based workshops. With each event, we collected anonymous feedback. Comments were systematically recorded and an engagement evaluation was conducted to iteratively shape future sessions. Departmental administration was engaged to track DEI-focused measures of recruitment, career advancement, and retention. Finally, we centralized DEI activities on a departmental website, including an anonymous online feedback box. Results Quantitative and qualitative assessment of DEI initiatives are forthcoming. Metrics include DEI and professional development surveys, departmental demographic and diversity measures, increase in DEI-related projects and grants, and individual participation in DEI programs. Conclusions Creating a strong and sustainable DEI initiative within an academic medical setting requires a passionate and diverse core team, deliberate backing by administration, and thoughtful dissemination of sensitive content in the midst of a highly charged social justice landscape.

scholarly journals Learning how to plan a science lesson: An exploration of pre-service science teacher reflection in online microteaching

2021 ◽  
Vol 2104 (1) ◽  
pp. 012017
Author(s):  
Z Haryanto ◽  
N F Sulaeman ◽  
A Nuryadin ◽  
P D A Putra ◽  
S A Putri ◽  
...  
Keyword(s):  
Quantitative Analysis ◽  
Science Teachers ◽  
Teacher Educators ◽  
Lesson Plan ◽  
Group Discussion ◽  
Service Science ◽  
Science Lesson ◽  
Pedagogical Content ◽  
Self Reflection ◽  
Major Shift

Abstract As a compulsory approach in shaping pre-service teachers for Technological Pedagogical Content Knowledge (TPACK), microteaching is either essential and challenging. During the COVID-19 pandemic, the shift from offline to the online microteaching course had occurred. This major shift drives the change of planning science lessons. Our research examined how pre-service science teachers designed and reflected their planning on a 30-minute microteaching unit. The participants of our study were four groups of pre-service science teachers that consisted of five students. The participants were pre-service science teachers from two national universities in Indonesia that were chosen by purposive sampling. The data was collected through the lesson plan, self-reflection to the lesson plan, and group discussion. We conducted both qualitative and quantitative analysis on research data for content analysis. The qualitative analysis dealt with the themes and patterns of the theme, while quantitative analysis dealt with the duration and frequency of the theme. Based on the analysis, the single domains such as CK, PK, TK were shown in the lesson plan. However, the complex domain of TPACK was rarely seen. The group discussions revealed that teacher educators need to become specific and explicit about which technology is being infused to support learning. It is significant to enhance the TPACK during planning in online microteaching classes and conduct further study of the implementation of this planning in the lesson.

scholarly journals Negotiating Tensions and Roles in International Development: A Workshop for Graduate Students

2008 ◽  
Vol 37 (2) ◽  
Author(s):  
Jennifer Hales
Keyword(s):  
Graduate Students ◽  
International Development ◽  
Global Education ◽  
Research Study ◽  
Group Discussion ◽  
Development Work ◽  
Structural Level ◽  
Self Reflection ◽  
Qualitative Research Study ◽  
Personal Level

This paper presents the findings from a qualitative research study involving graduate students who are studying or working in international development. The students participated in an activity-based workshop during which they reflected on and discussed their tensions and concerns about the nature of international development and their roles and positions in this work. Tensions ranged from those on a personal level, where students questioned their individual privilege and power in international development, to those on a structural level, where students questioned the overall nature of development practices. The workshop activities, designed by the author and based on a global education framework (Pike & Selby, 2000), generated group discussion, provoked personal reflection, challenged assumptions and reaffirmed goals. The study addresses the potential pedagogical value of such a workshop in promoting critical self-reflection and raising critical consciousness about one’s politics and practice in international development work. Cet article présente les résultats d'une recherche qualitative concernant des étudiants gradués qui vont étudier ou travailler dans un milieu de développement international. Ces étudiants ont participé à un atelier d'activités où ils ont réfléchi aux tensions et aux soucis vis-à-vis de la nature du développement international, y compris leurs rôles et leurs positions dans ce travail. Les tensions se rangent depuis le niveau personnel, où les étudiants se demandent sur leur privilège individuel et leur pouvoir dans le développement international, jusqu'à celles du niveau structurel, où ils se questionnent la nature globale des pratiques de développement. Les activités de l'atelier, conçues par l'auteur d'après un cadre d'éducation globale (Pike & Selby, 2000) créent des discussions en groupe, provoquent des réflexions personnelles, mettent en question les assomptions et réaffirment les objectifs. L'étude aborde la valeur pédagogique possible d’un tel atelier dans le développement de l'autocritique et dans le soulèvement de la conscience critique sur sa politique et ses pratiques propres dans le travail de développement international.

scholarly journals Women’s attitude towards representation of women domestication in advertisement

2019 ◽  
Vol 32 (1) ◽  
pp. 80
Author(s):  
Endah Siswati
Keyword(s):  
Public Sector ◽  
Group Discussion ◽  
Peer Groups ◽  
Analysis Method ◽  
Primary Research ◽  
Household Chores ◽  
Self Reflection ◽  
The Public ◽  
Representation Of Women ◽  
Persuasive Strategies

The persuasive strategies in advertising often use gender-biased signs or languages, which represent women’s subordination and domestication. On the other hand, the construction and development of individual gender concepts begin in childhood through the parents, peer groups, schools and mass media socialisation, including advertisements. Thus, how women, who act as wives and mothers, view and respond to female domestication will influence how they socialise gender concepts towards their children. This study examines how the mother of the student at Laboratory Primary School, Malang, view and address the representation of female domestication advertisements in  Nova and Nyata tabloids. This qualitative research was conducted in Malang City and using self-researcher as the primary research instrument. Data was collected through Focus Group Discussion (FGD) and interview; then the data were analysed by qualitative analysis method of Miles & Huberman. This study found that the subjects viewed the tendency of using female models in advertising is reasonable and not a problem as long as fulfil specific criteria. The representation of women’s domestication in the domestic sector in the advertisement is also considered reasonable because the representation is the nature of women and self-reflection of women themselves. However, the subjects disagree if the description of women is only as mother who were responsible for household chores. In addition, about the representation of women’s domestication in the public sector in advertisements, the subjects stated that they agree if the ads depict the success of men in the public, however, the ads should also describe the involvement and success of women in the public sector and not only describe women as servants.

Introduction to the Program

2018 ◽  
Author(s):  
Catherine Fuchsel
Keyword(s):  
Mental Health ◽  
Mental Health Professionals ◽  
Health Professionals ◽  
Intervention Program ◽  
Group Discussion ◽  
Latina Women ◽  
Self Reflection ◽  
Educational Groups ◽  
Group Population ◽  
Large Group Discussion

This chapter introduces the Yes, I Can (Sí, Yo Puedo [SYP]) curriculum and program for bilingual Spanish-English speaking mental health professionals who want to offer psycho-educational groups in direct practice settings. The term graduate licensed mental health professional is used interchangeably with the term group facilitator throughout the SYP program manual/book. A discussion on how the SYP curriculum and program emphasizes cultural factors is addressed. An introduction to the group population—immigrant Latina women—and the challenges to accessing services are reviewed. This chapter also reviews the SYP curriculum and program as a type of group-format prevention and intervention program that community-based agencies with mental health professionals can use among immigrant Latina women. This chapter describes the SYP curriculum goals and outcomes. A table depicts the three parts of the SYP curriculum, weekly topics, types of large-group discussion for group facilitators, and self-reflection drawing and writing exercises for participants.

Yes I Can, (Sí, Yo Puedo)

2018 ◽  
Author(s):  
Catherine Fuchsel
Keyword(s):  
Mental Health ◽  
Domestic Violence ◽  
Mental Health Professionals ◽  
Group Discussion ◽  
The United States ◽  
Self Esteem ◽  
Latina Women ◽  
Healthy Relationships ◽  
Self Reflection ◽  
Cultural Concepts

The Sí, Yo Puedo (SYP) program manual/book is a culturally specific 11-week curriculum designed to provide education on domestic violence, promote self-esteem, prevent domestic violence, help participants understand healthy relationships within a cultural framework, and empower immigrant Latina women to access resources and support systems in their respective communities. The step-by-step and structured SYP program manual/book is intended for bilingual Spanish-English speaking licensed graduate mental health professionals who work with immigrant Latina women or Latina women in general across the United States and around the world in direct practice settings and who want to offer psycho-educational groups. Each week, immigrant Latina women meet for two hours in a group format setting.The SYP curriculum is divided into three parts: Part I: Awareness of Self, Part II: Knowledge of Relationships within Culture, and Part III: Impact of Factors on Relationships. The mental health professional (i.e., group facilitator) teaches and facilitates large-group discussion among group members on the following topics: (a) Introductions and Who Am I?; (b) Coping Strategies; (c) Self-Esteem; (d) Influences of Past Trauma; (e) Dating; (f) Cultural Concepts: Machismo, Familism, and Marianismo; (g) Healthy Relationships; (h) Domestic Violence; (i) Factors Influencing Relationships or Sexual Abuse; (j) Talking to Children; and (k) Resources and Graduation. Through group discussion and instruction, in-class drawing and writing self-reflection exercises, and peer support, immigrant Latina women are empowered to examine their identity, self-esteem, and current relationships and to potentially make changes in their lives.

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