Search

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, 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 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, 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 therapist's attachment pattern, a new focus that has shown the importance of understanding how current therapist characteristics affect the therapeutic situation. The purpose of the study was to investigate how experienced psychodynamically oriented psychotherapists viewed their own attachment pattern and its importance in psychotherapies. The study also aimed to investigate how the psychotherapists' attachment pattern played a role in psychotherapy, and whether attachment insecurity is associated with difficulties in psychotherapeutic practice and whether attachment security is associated as an asset. Furthermore, whether it was important that psychotherapists develop their own attachment pattern from an insecure attachment pattern to a secure one through psychotherapy. The study wanted to investigate the psychotherapists' experiences, perspectives and get a current snapshot of their perception on the subject, and then put it in relation to literature and research in the area. The sample consisted of ten psychodynamically oriented psychotherapists, all with extensive experience in psychotherapy. The data from individual semi-structured interviews were analyzed using thematic analysis. The analysis of the interviews developed six themes which aimed to describe the essence of the respondents' experiences. The results show that the psychotherapists perceived that attachment patterns affected the therapy relationship. The results also show that the psychotherapists perceived that secure attachment generally had a positive outcome in the therapy process in such a way that this was beneficial, but that it was not enough in itself to have a secure attachment representation. This study emphasizes the importance that it was above all mentalization, reflection, awareness and knowledge of one's attachment history and attachment pattern that was of decisive importance for the therapy process. But the combination should be optimal, and this was especially evident in relatio, Terapeutens anknytningsmönster, ett nytt fokus som visat vikten av att förstå hur aktuell terapeutegenskap påverkar i den terapeutiska situationen. Studiens syfte var att undersöka hur erfarna psykodynamiskt inriktade psykoterapeuter såg på sitt eget anknytningsmönster och dess betydelse i psykoterapier. Studien ämnade också undersöka på vilket sätt psykoterapeuternas anknytningsmönster spelade en roll i psykoterapi, och om anknytningsotrygghet är förknippat med svårigheter i psykoterapeutisk praktik samt om anknytningstrygghet är förknippat som en tillgång. Vidare, om det var av vikt att psykoterapeuter utvecklade sitt egna anknytningsmönster från ett otryggt anknytningsmönster till ett tryggt genom psykoterapi. Studien ville undersöka psykoterapeuternas erfarenheter, perspektiv och få en aktuell stillbild av deras uppfattning i ämnet, för att sedan ställa det i relation till litteratur och forskning i området. Urvalet bestod av tio psykodynamiskt inriktade psykoterapeuter, alla med lång erfarenhet av psykoterapi. Datan från individuella semistrukturerade intervjuer analyserades med hjälp av tematisk analys. Analysen av intervjuerna utvecklade sex teman vilka syftade till att beskriva essensen av respondendernas erfarenheter. Resultatet visar att psykoterapeuterna uppfattade att anknytningsmönster påverkade terapirelationen. Resultatet visar också att psykoterapeuterna uppfattade att trygg anknytning generellt hade positivt utfall i terapiprocessen på så sätt att detta var gynnsamt, men att det inte i sig räckte med att inneha en trygg anknytningsrepresentation. Denna studie betonar vikten av att det framförallt var mentalisering, reflektion, medvetenhet och kunskap om sin anknytningshistoria och sitt anknytningsmönster som var av avgörande betydelse för terapiprocessen. Men kombinationen borde vara optimal, och det visade sig framförallt i relation till människor med svårare psykiatrisk problematik.

Upplevt socialt stöd, självkännedom och självmedkänsla är faktorer som tidigare visat sig hänga samman med tonåringars livstillfredsställelse och psykiska ohälsa i flera tvärsnittsstudier. Denna studie hade för avsikt att undersöka hur de ovan nämnda variablerna förhåller sig till varandra över tre år och om sambanden mellan socialt stöd och livstillfredsställelse respektive psykisk ohälsa medieras av självkännedom och självmedkänsla. Därtill undersöktes om kön är en modererande faktor. En kohort av tonåringar (Målder =16,1; SD = 0,26; N = 251) från tre gymnasieskolor i södra Sverige besvarade enkäter om sitt mående, sociala stöd och självförmågorna vid tre tillfällen under åren 2021, 2022, och 2023. Resultaten visade positiva samband mellan socialt stöd, självkännedom, självmedkänsla och livstillfredsställelse, samt negativa samband med psykisk ohälsa över tre år vilket delvis är i linje med tidigare forskning. Överraskande nog var sambanden mellan upplevt socialt stöd och livstillfredsställelse respektive psykisk ohälsa mer stabila över tre år för pojkar medan de blev svagare för flickor. Vidare visade resultaten att endast självmedkänsla, men inte självkännedom, medierar sambandet mellan socialt stöd och livstillfredsställelse för båda könen. När det gäller sambandet mellan socialt stöd och psykisk ohälsa var medieringen signifikant via båda mediatorer för flickor, medan det inte var signifikant via självkännedom för pojkar. Samtidigt var det direkta sambandet mellan socialt stöd och psykisk ohälsa signifikant för pojkar men inte för flickor. Dessa resultat tyder på att socialt stöd är en viktig faktor för tonåringars psykiska hälsa, vilket både direkt och indirekt, men främst genom ungdomars självmedkänsla, har en betydande koppling till deras livstillfredsställelse och psykiska ohälsa. Att förstå könsskillnader i sambanden kan vara viktigt för att skräddarsy hälsofrämjande interventioner och stödåtgärder som är effektiva för både flickor och pojkar., Perceived social support, self-awareness and self-compassion are factors that have previously been shown to be associated with adolescent life-satisfaction and psychological distress in cross-sectional studies. The aim of this study was to examine how these variables relate to each other over three years and whether the relationship between perceived social support and well-being, as well as psychological distress, respectively, are mediated by self-awareness and self-compassion. Gender differences were also examined. A cohort of adolescence (Mage =16,1; SD = 0,26; N = 251) from three high-schools in southern Sweden completed questionnaires regarding their mental health, perceived social support, self-awareness, and self-compassion annually: 2021, 2022, and 2023. Results indicated a positive association between social support, self-awareness, self-compassion and well-being and a negative relationship between social support and mental illness over time which are partially consistent with previous research. Surprisingly, correlations between perceived social support and life-satisfaction and psychological distress, respectively, were more stable over three years for boys compared to girls, with associations weakening for girls. Furthermore, the results showed that solely self-compassion, and not self-awareness, mediated the relationship between social support and life-satisfaction for both genders. Regarding the relationship between social support and psychological distress, the mediation was significant for both mediators for girls, while only self-compassion was a mediator for boys. Social support was only significantly directly related to psychological distress for boys but not for girls. Our findings suggest that social support is an important factor for youth’s mental well-being, with a significant connection both directly and indirectly, primarily via adolescents’ self-compassion. Understanding gender differences in these relationships, especially noting the low

Self-reflection plays a vital role in the delineation of one's personal existence. Through self-reflection, individuals can attain a more profound comprehension of life and its significance. Whether it involves contemplating one's purpose, unraveling the intricacies of existence, pondering the course of the future, or assessing the potential outcomes of past choices, all types of introspection about the past, present, and future rely on an awareness of oneself. The methodologies utilized to attain self-understanding and uncover the truth of reality vary in their impact according to the era and cultural backdrop in which they were or are being employed. The four primary approaches to self-reflection are The Questioning Life, The Study in Learning and Virtue, The Method of Purification, and The Method of Recollection. These approaches have significantly influenced both Western and Eastern societies. Without the intention to search for one's true identity and grasp the essence of being, the exploration of self-awareness remains unattainable.

A dissertation is presented on a teaching program for emotional intelligence (EI) and empathy with a cohort of nursing students enrolled in a traditional, undergraduate nursing college in the Northeast region of the United States (US). An interactive teaching program was used with various media to present new material and learning activities during the spring semester. The importance of teaching nursing students the aspects of EI was to prepare them for the rigors of the profession by allowing them to delve into their own self-awareness and emotional regulation, which in turn helps to connect with patients in a more robust and empathetic manner. This quasi-experimental study had 36 participants complete the Trait-Meta Mood Scale-24 (TMMS-24) and 33 for the Toronto Empathy Questionnaire (TEQ) at two set points in the semester. A paired-sample t-test was completed, along with the Shapiro-Wilk and Wilcoxon Signed Rank Test to determine a normal distribution. The results indicated data that was not statistically significant, and the researcher failed to reject the null hypotheses. However, mean scores in females improved in both the TMMS-24 and TEQ, as did Hispanic/Latino and Asian participant scores in the TMMS-24, as well as one participant who had prior topic training. Future research is recommended on this subject considering correlation studies, nursing program type, increased participant numbers, race, and combining different instruments.

Globally and nationally in Sweden, we see an increased awareness of the interconnectedness of sustainability challenges and an understanding that no single actor or sector possesses the resources, knowledge or creativity needed to develop and implement holistic solutions to bring about disruptive transformations of the currently unsustainable system. This has led to an increased demand for collaborative governance and values-based responsible leadership. Despite this growing interest, we identify a gap in research regarding what leadership approach and competencies are needed to harness the potential of collaboration. The purpose of this study is to understand individual leaders’ perspectives on responsible leadership in collaborative governance aimed at systemic sustainable development. By gathering qualitative data through semi-structured interviews with 9 leaders active in collaborative governance in Sweden we contribute with research on internal competencies in leadership. We analyze the individual leaders’ reflections in relation to three concepts from responsible leadership: ethics and values, self-awareness and stakeholder relations. Through this study we find that responsible leadership provides a suitable holistic approach to address the complex challenges of collaborative governance aimed at systemic sustainable development. In addition, we find that the three internal competencies in focus for this study are deeply interconnected and create synergies when applied in collaborative governance. Lastly, we identify that leaders’ self-awareness reflects an interconnectedness between the leaders’ perception of their own inner sustainability and the sustainability of the outer world consisting of stakeholder relations and the societal system they strive to change through their leadership. Through our findings we identify a need for further qualitative research applying an integrated approach to responsible leadership studies through which the synergies and inter

This thesis examines the effects of the UGL course (Development of Group and Leader), a popular leadership training program in Sweden. The study analyzes differences in leadership styles, particularly transformational and destructive leadership, between leaders who have completed the UGL course and those who have not. Using a quantitative method, participants self-evaluate their leadership behaviors with the Developmental Leadership Questionnaire (DLQ). The results indicate that UGL participants report an increase in transformational leadership and a decrease in destructive leadership, although these changes were not statistically significant. The study highlights how self-awareness, a major component of UGL, can influence leadership quality. It also points to the need for further research with larger and more diverse sample groups to validate the results and establish statistical significance.

© 2024 Elsevier. This manuscript version is made available under the CC-BY-NC-ND 4.0 license http://creativecommons.org/licenses/by-nc-nd/4.0, Traditional dynamic energy management methods optimize the energy usage in wireless sensor nodes adjusting their behavior to the operating conditions. However, this comes at the cost of losing the predictability in the operation of the sensor nodes. This loss of predictability is particularly problematic for the battery life, as it determines when the nodes need to be serviced. In this paper, we propose an energy and relevance-aware monitoring method, which leverages the principles of self-awareness to address this challenge. On one hand, the relevance-aware behavior optimizes how the monitoring efforts are allocated to maximize the monitoring accuracy; while on the other hand, the power-aware behavior adjusts the overall energy consumption of the node to achieve the target battery life. The proposed method is able to balance both behaviors so as to achieve the target battery life, at the same time is able to exploit variations in the collected data to maximize the monitoring accuracy. Furthermore, the proposed method coordinates two different adaptive schemes, a dynamic sampling period scheme, and a dual prediction scheme, to adjust the behavior of the sensor node. The evaluation results show that the proposed method consistently meets its battery lifetime goal, even when the operating conditions are artificially changed, and is able to improve the mean square error of the collected signal by up to 20% with respect to the same method with the relevance-aware behavior disabled, and of up to 16% with respect the same algorithm with just the adaptive sampling period or the dual prediction scheme enabled. Consequently showing the ability of the proposed method of making appropriate decisions to balance the competing interest of its two behaviors and coordinate the two adaptive schemes to improve their performance., This study was supported by the Agència de Gestió d’Ajuts Universitaris i de Recerca (AGAUR 2019 DI 075 to David Arnaiz). The founder had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript., Peer Reviewed, Postprint (published version)

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, 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.

Tinnitus ist eine multifaktorielle Störung, bei der die Gesamtprävalenz je nach Studiendesign von 5,1- 42,7 % variiert (McCormack et al., 2016). Häufig geht der Tinnitus mit psychologischen Faktoren wie Angst, Depression oder katastrophisierendes Denken einher, was die Krankheitsbewältigung von Betroffenen erschwert (Weise et al., 2013). In dieser qualitativen Interviewstudie liegt das Hauptaugenmerk auf der Fragestellung, inwieweit die Beziehungsgestaltung, das Krankheitsverständnis, die Akzeptanz und das Selbsterleben die Bewältigung des Tinnitus beeinflussen. Hierfür wurden zwölf Proband*Innen zweimalig interviewt. Die Ergebnisse dieser Studie zeigen einen reziproken Zusammenhang von Beziehungsgestaltung, Akzeptanz, Krankheitsverständnis und Selbsterleben bei der Tinnitusbewältigung. Diese Ergebnisse bieten, trotz Limitationen, einen interessanten Einblick in die Thematik und lassen Schlussfolgerungen für die Praxis zu., Tinnitus is a multifactorial disorder in which the overall prevalence varies from 5.1- 42.7 % depending on the study design (McCormack et al., 2016). Tinnitus is often associated with psychological factors such as anxiety, depression or catastrophizing thinking, which makes it more difficult for those affected to cope with the disease (Weise et al., 2013). In this qualitative interview study, the main focus is on the extent to which relationship management, understanding of the illness, acceptance and self-experience influence coping with tinnitus. Twelve participants were interviewed twice for this purpose. The results of this study show a reciprocal correlation between relationship design, acceptance, understanding of the illness and self-experience in coping with tinnitus. Despite limitations, these results offer an interesting insight into the topic and allow conclusions to be drawn for practice., eingereicht von Caroline Bezold, in englischer Sprache, Masterarbeit Universität Innsbruck 2024

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, 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.

Erworben im Rahmen der Schweizer Nationallizenzen (http://www.nationallizenzen.ch), In this research, we applied a differential perspective to the study of action crises, i.e., being in an intra-psychic decisional conflict whether to pursue or abandon a goal once difficulties in its pursuit arise. In two studies, we investigated the role of individuals' levels of self-awareness when experiencing such action crises. Both among professional ballet dancers (daily diary, Study 1) and university undergraduates (preregistered experience sampling, Study 2), individuals with greater levels of (dispositional and situational) self-awareness showed an adaptive, that is, problem-solving oriented way of dealing with difficulties in the pursuit of their (training or study) goals. As a consequence, self-awareness contributed to less experience of action crisis during goal pursuit and, as a result, led to better goal performance.

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, 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.

This thesis examines the effects of the UGL course (Development of Group and Leader), a popular leadership training program in Sweden. The study analyzes differences in leadership styles, particularly transformational and destructive leadership, between leaders who have completed the UGL course and those who have not. Using a quantitative method, participants self-evaluate their leadership behaviors with the Developmental Leadership Questionnaire (DLQ). The results indicate that UGL participants report an increase in transformational leadership and a decrease in destructive leadership, although these changes were not statistically significant. The study highlights how self-awareness, a major component of UGL, can influence leadership quality. It also points to the need for further research with larger and more diverse sample groups to validate the results and establish statistical significance.

Globally and nationally in Sweden, we see an increased awareness of the interconnectedness of sustainability challenges and an understanding that no single actor or sector possesses the resources, knowledge or creativity needed to develop and implement holistic solutions to bring about disruptive transformations of the currently unsustainable system. This has led to an increased demand for collaborative governance and values-based responsible leadership. Despite this growing interest, we identify a gap in research regarding what leadership approach and competencies are needed to harness the potential of collaboration. The purpose of this study is to understand individual leaders’ perspectives on responsible leadership in collaborative governance aimed at systemic sustainable development. By gathering qualitative data through semi-structured interviews with 9 leaders active in collaborative governance in Sweden we contribute with research on internal competencies in leadership. We analyze the individual leaders’ reflections in relation to three concepts from responsible leadership: ethics and values, self-awareness and stakeholder relations. Through this study we find that responsible leadership provides a suitable holistic approach to address the complex challenges of collaborative governance aimed at systemic sustainable development. In addition, we find that the three internal competencies in focus for this study are deeply interconnected and create synergies when applied in collaborative governance. Lastly, we identify that leaders’ self-awareness reflects an interconnectedness between the leaders’ perception of their own inner sustainability and the sustainability of the outer world consisting of stakeholder relations and the societal system they strive to change through their leadership. Through our findings we identify a need for further qualitative research applying an integrated approach to responsible leadership studies through which the synergies and inter

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.

The purpose of this study was to conduct a quantitative, causal-comparative study to determine if there was a significant difference in social-emotional learning between students at elementary and middle private schools with and without restorative practices after COVID-19. There is limited research investigating the integration of social-emotional learning and restorative practices and their effects on private elementary and middle school students. This study was important to pinpoint whether integrating social emotional learning and restorative practices has a significant benefit on student’s self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. The study includes 128 students from grades three-eight. Students were selected from two K-eight grade private schools in northeastern North Carolina. These students took the Social Skills Improvement System Social Emotional Learning assessment to determine their level of social emotional learning proficiency. A two-way ANOVA was used to analyze if there were any significant differences in student’s self-awareness, self-management, social awareness, relationship skills, and responsible decision-making between students at elementary and middle private schools with and without restorative practices after COVID-19. The results indicate there are no significant differences in student’s five social emotional learning competencies between students at elementary and middle private schools with and without restorative practices after COVID-19. Based on these findings, it is recommended that more research be conducted on the integration of social emotional learning and restorative practices in private elementary and middle schools over a period of three years to collect longitudinal data.

The process of self-awareness in preschool age is influenced not only by biological factors but also by the development that occurs under the influence of socially and psychologically consistent external stimuli. These stimuli can even lead to age-related developmental delays. The family and pre-school educational institutions, which form the primary social environment, play a crucial role in educational, psychological, and pedagogical activities.

This article provides an analysis of theories of social maturity, as put forth by numerous scholars, demonstrating the theoretical and practical significance of students' social maturity in contemporary society. The study presents an in-depth exploration of the concept of social maturity, including an individual's lifetime achievements, societal status, personal and professional accomplishments, philosophical perspective, notable character traits, and values. Moreover, this piece elucidates the phenomenon of social maturity, expounding upon its investigation via psychological research. It further sheds light on psychological external and internal factors influencing the student, psychological elements of social maturity, age-specific characteristics, processes of professional growth and adaptation, social maturity development, motivational aspects of career selection, and contemporary scientific psychological constructs of social maturity.

In this paper, we argue for the need to shift towards more sustainable Faculty Development (FD) processes so that academics can become self-regulated, autonomous learners themselves and develop competences that allow them to design efficacious Inclusive Student-centred Pedagogy (ISCP) lessons in their context. Drawing on Hockings (2001), we define ISCP in Higher Education as proactive and intentional teaching and learning activities, course design, curricula and assessment that foster equity during carefully designed learner-centred opportunities for student engagement, self-awareness, self-regulation, and learner autonomy for all stakeholders in higher education; hence, ISCP does not label certain groups of students or individuals who may have additional needs but it attempts to meet all student needs proactively taking into account potential needs of all stakeholders without labelling (Katsampoxaki-Hodgetts, 2022). The Covid pandemic created many challenges that higher education (HE) has to address (EU Commission Directorate, 2021) including the rapid digitalisation of education and the expression of often muted or suppressed academic voices. The digital transformation of education enhanced our awareness that some face-to-face teaching models may not be appropriate as certain groups of students may be under-privileged. In this new landscape, academics ought to revise their teaching and their curricula, listening at the same time to voices that may have been unassumed, like those of students. Incorporating needs, plans and ambitions of all students, regardless of identity, ISCP can address such discrepancy in a context where everyone’s voice can be heard through all available means and students are viewed as equal partners (Cook-Sather, 2016). This need for educational change is highlighted and promoted throughout the EU through University alliances i.e. Circle.U or CIVIS and European Agencies promoting Inclusion i.e. EASIE. Academics’ role needs to adapt to be, COALITION

School leaders wishing to advance distributed leadership often end up in what Kessels (2021) calls the leadership paradox. The school leader openly states their wish to stimulate distributed leadership, but displays behaviour that hinders, rather than helps this development. This behaviour comes from underlying tension that school leaders experience with distributed leadership. To “solve” these tensions, school leaders often take leadership into their own hands. As a result of this ‘backlash’ of a more traditional leadership paradigm in which the leader is seen as the ‘hero’ (Liljenberg & Andersson, 2019; Spillane, 2006), school leaders consciously or unconsciously restrict the autonomous space needed for teacher leadership. There are indications in both practice and research that the ‘beliefs’ of school leaders play a role in the tensions which they experience in the transition to distributed leadership (Marchial & Wouters, 2018; Kessels, 2021; Louws et al., 2020; Van der Hilst, 2019). Beliefs are conceptual representations in which knowledge of objects, people, and experiences, as well as their characteristic relationships are saved (Hermans et al., 2008). This dissertation offers insights into how the school leader can become more self-aware, and through this growth in self-awareness may come to a deeper understanding of their own beliefs. Self-awareness can lead to taking a ‘different’ view, to being able to see ‘more’ and finally to more conscious action that brings the ‘desire’ and the ‘doing’ closer together, ensuring that there is less of a leadership paradox. In other words: self-awareness leads to more freedom (of choice) in leadership (Bieri, 2006; Bieri, 2012). In this study distributed leadership is defined as a dynamic process in which teachers temporarily acquire and assign leadership within a factual and perceived autonomous space. Teachers influence their colleagues, the organization, and their surroundings from this position. With distribut

Mirror self-recognition (MSR) assessed by the Mark Test has been the staple test for the study of animal self-awareness. When tested in this paradigm, corvid species return discrepant results, with only the Eurasian magpies and the Indian house crow successfully passing the test so far, whereas multiple other corvid species fail. The lack of replicability of these positive results and the large divergence in applied methodologies calls into question whether the observed differences are in fact phylogenetic or methodological, and, if so, which factors facilitate the expression of MSR in some corvids. In this study, we (1) present new results on the self-recognition abilities of common ravens, (2) replicate results of azure-winged magpies, and (3) compare the mirror responses and performances in the mark test of these two corvid species with a third corvid species: carrion crows, previously tested following the same experimental procedure. Our results show interspecies differences in the approach of and the response to the mirror during the mirror exposure phase of the experiment as well as in the subsequent mark test. However, the performances of these species in the Mark Test do not provide any evidence for their ability of self-recognition. Our results add to the ongoing discussion about the convergent evolution of MSR and we advocate for consistent methodologies and procedures in comparing this ability across species to advance this discussion.

The article investigates the concept of self-illness ambiguity (SIA), which was recently re-introduced in the philosophy of psychiatry literature. SIA refers to situations in which patients are uncertain about whether features (symptoms, signs) of their illness should be attributed to their illness or to their ‘selves’. Identification of these features belongs to a more encompassing process of self- definition and -interpretation. The paper introduces a distinction between the notions of self-relatedness, self-referentiality (or: implicit self-signification), self-awareness and self-interpretation. Each of these notions offers a different perspective on SIA, but these perspectives do not exclude one another. A further distinction will be developed between primary, secondary and tertiary forms of self-referentiality. The practical and conceptual relevance of these distinctions will be illustrated with case vignettes. Throughout the paper our findings will placed in the context of other philosophical work on the self, especially in the field of narrative theory (Ricoeur), phenomenology (Ratcliffe) and philosophy of mind. The article closes with a brief discussion about the appropriateness of the term ambiguity and the potential of SIA as concept in the context of clinical psychiatry. Directions for future work will be indicated.

In this paper, we argue for the need to shift towards more sustainable Faculty Development (FD) processes so that academics can become self-regulated, autonomous learners themselves and develop competences that allow them to design efficacious Inclusive Student-centred Pedagogy (ISCP) lessons in their context. Drawing on Hockings (2001), we define ISCP in Higher Education as proactive and intentional teaching and learning activities, course design, curricula and assessment that foster equity during carefully designed learner-centred opportunities for student engagement, self-awareness, self-regulation, and learner autonomy for all stakeholders in higher education; hence, ISCP does not label certain groups of students or individuals who may have additional needs but it attempts to meet all student needs proactively taking into account potential needs of all stakeholders without labelling (Katsampoxaki-Hodgetts, 2022). The Covid pandemic created many challenges that higher education (HE) has to address (EU Commission Directorate, 2021) including the rapid digitalisation of education and the expression of often muted or suppressed academic voices. The digital transformation of education enhanced our awareness that some face-to-face teaching models may not be appropriate as certain groups of students may be under-privileged. In this new landscape, academics ought to revise their teaching and their curricula, listening at the same time to voices that may have been unassumed, like those of students. Incorporating needs, plans and ambitions of all students, regardless of identity, ISCP can address such discrepancy in a context where everyone’s voice can be heard through all available means and students are viewed as equal partners (Cook-Sather, 2016). This need for educational change is highlighted and promoted throughout the EU through University alliances i.e. Circle.U or CIVIS and European Agencies promoting Inclusion i.e. EASIE. Academics’ role needs to adapt to be, COALITION

In this paper, we argue for the need to shift towards more sustainable Faculty Development (FD) processes so that academics can become self-regulated, autonomous learners themselves and develop competences that allow them to design efficacious Inclusive Student-centred Pedagogy (ISCP) lessons in their context. Drawing on Hockings (2001), we define ISCP in Higher Education as proactive and intentional teaching and learning activities, course design, curricula and assessment that foster equity during carefully designed learner-centred opportunities for student engagement, self-awareness, self-regulation, and learner autonomy for all stakeholders in higher education; hence, ISCP does not label certain groups of students or individuals who may have additional needs but it attempts to meet all student needs proactively taking into account potential needs of all stakeholders without labelling (Katsampoxaki-Hodgetts, 2022). The Covid pandemic created many challenges that higher education (HE) has to address (EU Commission Directorate, 2021) including the rapid digitalisation of education and the expression of often muted or suppressed academic voices. The digital transformation of education enhanced our awareness that some face-to-face teaching models may not be appropriate as certain groups of students may be under-privileged. In this new landscape, academics ought to revise their teaching and their curricula, listening at the same time to voices that may have been unassumed, like those of students. Incorporating needs, plans and ambitions of all students, regardless of identity, ISCP can address such discrepancy in a context where everyone’s voice can be heard through all available means and students are viewed as equal partners (Cook-Sather, 2016). This need for educational change is highlighted and promoted throughout the EU through University alliances i.e. Circle.U or CIVIS and European Agencies promoting Inclusion i.e. EASIE. Academics’ role needs to adapt to be, COALITION

Dan Zahavi has defended a systematic and influential account of our most basic form of experiential self-consciousness, pre-reflective self-awareness (PRSA). For Zahavi, PRSA explicates the subtle way in which we are always immediately aware of the experiences we are having, are aware of them as being our experiences, and, in being so aware, are minimally self-aware. Zahavi’s model of PRSA (hereafter Z-PRSA) has proven influential in contemporary debates on the nature of self-consciousness and selfhood across analytic, Buddhist and continental philosophical traditions. However, one aspect of Zahavi’s model that is underdeveloped is its relation to the body. In his first major work, Self-Awareness and Alterity ([1999] 2020), Zahavi argued that Z-PRSA is intrinsically bodily by drawing on the analyses of bodily self-experience developed by Husserl and Merleau-Ponty. Yet, in more recent works, Zahavi has either remained silent on the topic of the body or indicated newfound neutrality on the question of embodiment, without adequately accounting for this change. By contrast, over this period, body awareness has become the focal point of philosophical and empirical investigations into self-consciousness and minimal phenomenal selfhood. Various forms of body awareness have been proposed to play a foundational role in grounding self-consciousness: the sense of body ownership, proprioceptive self-awareness, interoceptive self-awareness, spatial self-awareness, and the implicit self-awareness we have in perceiving the world as ripe for bodily action. An important question arises of how these modalities of bodily self-consciousness relate to Z-PRSA. Should we identify Z-PRSA with one of these forms of bodily self-consciousness, in a deflationary move? Alternatively, does bodily self-consciousness constitute a phenomenological condition of possibility for Z-PRSA? To find an answer, in this thesis I examine a series of descriptive and transcendental phenomenological arguments to

Do all conscious states structurally necessitate self-consciousness? For many, the answer is affirmative: self-consciousness is an inherent property of phenomenal consciousness. I refer to this family of theses under the denomination of Strong Subjectivity Claim (SSC). However, reports of DIED (Drug-Induced Ego Dissolution) and MIED (Meditation-InducedEgo Dissolution) seem to suggest otherwise: there are at least some extraordinary circumstances under which no sense of self contributes to the resulting phenomenology. Similarly, subjectivity is altered in depersonalisation, a condition whereby the subject feels detached from oneself. I argue that different varieties of self-consciousness are altered or missing in concomitance with ego dissolution and depersonalisation. Nonetheless, I speculate that depersonalisation per se does not involve a lack of basic self-consciousness — while some reports of ego dissolution indicate that even the most minimal formulation of phenomenal self-consciousness is not adequately present. I identify two modalities —boundlessness and centrelessness — whose implication seems to be crucial in experiences of total lack of self-consciousness. All things considered, I conclude that, while self-consciousness could be a frequent feature of our ordinary experience, SSC is not plausible. In the absence of phenomenal self-consciousness, what remains is the epistemic observation that experiences are self-bounded: no one can have access to each other’s experiences in a first-personal manner. This ontological fact, however, need not be accompanied by a corresponding “sense of self”. Finally, I propose an account explaining the conceivableness of selfless self-reports resting on the premise of the subject being conscious and on her dispositional ability for self-consciousness., Kräver alla medvetna tillstånd strukturellt självmedvetenhet? För många är svaret jakande: självmedvetenhet är en inneboende egenskap hos fenomenalt medvetande. Jag hänvisar till denna familj av avhandlingar under benämningen Strong Subjectivity Claim (SSC). Rapporter om DIED (Drug-Induced Ego Dissolution) och MIED (Meditation-Induced Ego Dissolution) verkar dock antyda något annat: det finns åtminstone några extraordinära omständigheter när en brist av känsla av jaget bidrar till den resulterande fenomenologin. På liknande sätt förändrar depersonalisation subjektiviteten, ett tillstånd där subjektet känner sig fristående från sig själv. Jag hävdar att olika varianter av självmedvetande förändras ellersaknas i samband med ego upplösning och depersonalisering. Icke desto mindre spekulerar jag att depersonalisation i sig inte innebär brist på grundläggande självmedvetenhet – medan vissa rapporter om egoupplösning indikerar att även den mest minimala formuleringen av fenomenal självmedvetenhet inte är tillräckligt närvarande. Jag identifierar två modaliteter -gränslöshet och centerlöshet - vars implikation verkar vara avgörande i upplevelser av total avsaknad av självmedvetenhet. Sammantaget drar jag slutsatsen att även om självmedvetenhet kan vara ett vanligt inslag i vår vanliga upplevelse, är SSC inte rimligt. I frånvaro av fenomenal självmedvetenhet, kvarstår den epistemiska observationen att upplevelser är självbundna: ingen kan ha tillgång till varandras upplevelser på ett förstapersonligt sätt. Detta ontologiska faktum behöver dock inte åtföljas av en motsvarande "känsla av jaget". Slutligen föreslår jag en redogörelse som förklarar tänkbarheten av osjälviska självrapporter som vilar på premissen att subjektet är medvetet och på hennes dispositionsförmåga till självmedvetenhet.

Autistic people have historically been described as incapable of developing a deeper sense of self-awareness, and autistic understandings of self-awareness have been largely disregarded. The aim of this study is to explore the way young autistic adults try to understand their functionality and who they are, or to develop their sense of self-awareness, in work and in private life contexts. In 12 qualitative interviews conducted with four autistic adults without learning difficulties, we identified a rich set of reflections on knowing and accepting oneself. The overarching theme of self-knowledge has three subthemes: learning from previous experiences, learning about oneself by securing the support of others, and understanding and accepting autistic functionality. The strategy of self-knowledge was used by these young adults to help them achieve functional lives in the work and private domains. Our results show that young autistic adults both actively explore and develop their self-awareness. We suggest that it is important for practitioners and employers working with autistic individuals to engage with their journeys of self-awareness as a vital part of understanding and supporting them., Lay abstract When researchers and professionals talk about autism, they commonly point out problems and risks with autism or being autistic. Several interventions are based on the idea of the problems and risks of autism. Another way of talking about autism is to point out autistic people’s strengths and strategies which they use to handle barriers and problems in their lives in order to live good lives on their own terms. In this article, the researchers explore how autistic young adults formulate their own difficulties, strengths and support needs in order to get right support from support people. To be able to formulate this, autistic people need to get to know oneself and one’s own way of functioning. Autistic own self-knowledge must be central when formal support people, such as social workers, formulate support and interventions aimed at helping autistic people, in order for the support/intervention to be helpful.

Autistic people have historically been described as incapable of developing a deeper sense of self-awareness, and autistic understandings of self-awareness have been largely disregarded. The aim of this study is to explore the way young autistic adults try to understand their functionality and who they are, or to develop their sense of self-awareness, in work and in private life contexts. In 12 qualitative interviews conducted with four autistic adults without learning difficulties, we identified a rich set of reflections on knowing and accepting oneself. The overarching theme of self-knowledge has three subthemes: learning from previous experiences, learning about oneself by securing the support of others, and understanding and accepting autistic functionality. The strategy of self-knowledge was used by these young adults to help them achieve functional lives in the work and private domains. Our results show that young autistic adults both actively explore and develop their self-awareness. We suggest that it is important for practitioners and employers working with autistic individuals to engage with their journeys of self-awareness as a vital part of understanding and supporting them.

Autistic people have historically been described as incapable of developing a deeper sense of self-awareness, and autistic understandings of self-awareness have been largely disregarded. The aim of this study is to explore the way young autistic adults try to understand their functionality and who they are, or to develop their sense of self-awareness, in work and in private life contexts. In 12 qualitative interviews conducted with four autistic adults without learning difficulties, we identified a rich set of reflections on knowing and accepting oneself. The overarching theme of self-knowledge has three subthemes: learning from previous experiences, learning about oneself by securing the support of others, and understanding and accepting autistic functionality. The strategy of self-knowledge was used by these young adults to help them achieve functional lives in the work and private domains. Our results show that young autistic adults both actively explore and develop their self-awareness. We suggest that it is important for practitioners and employers working with autistic individuals to engage with their journeys of self-awareness as a vital part of understanding and supporting them., Lay abstract When researchers and professionals talk about autism, they commonly point out problems and risks with autism or being autistic. Several interventions are based on the idea of the problems and risks of autism. Another way of talking about autism is to point out autistic people’s strengths and strategies which they use to handle barriers and problems in their lives in order to live good lives on their own terms. In this article, the researchers explore how autistic young adults formulate their own difficulties, strengths and support needs in order to get right support from support people. To be able to formulate this, autistic people need to get to know oneself and one’s own way of functioning. Autistic own self-knowledge must be central when formal support people, such as social workers, formulate support and interventions aimed at helping autistic people, in order for the support/intervention to be helpful.

Autistic people have historically been described as incapable of developing a deeper sense of self-awareness, and autistic understandings of self-awareness have been largely disregarded. The aim of this study is to explore the way young autistic adults try to understand their functionality and who they are, or to develop their sense of self-awareness, in work and in private life contexts. In 12 qualitative interviews conducted with four autistic adults without learning difficulties, we identified a rich set of reflections on knowing and accepting oneself. The overarching theme of self-knowledge has three subthemes: learning from previous experiences, learning about oneself by securing the support of others, and understanding and accepting autistic functionality. The strategy of self-knowledge was used by these young adults to help them achieve functional lives in the work and private domains. Our results show that young autistic adults both actively explore and develop their self-awareness. We suggest that it is important for practitioners and employers working with autistic individuals to engage with their journeys of self-awareness as a vital part of understanding and supporting them.

Do all conscious states structurally necessitate self-consciousness? For many, the answer is affirmative: self-consciousness is an inherent property of phenomenal consciousness. I refer to this family of theses under the denomination of Strong Subjectivity Claim (SSC). However, reports of DIED (Drug-Induced Ego Dissolution) and MIED (Meditation-InducedEgo Dissolution) seem to suggest otherwise: there are at least some extraordinary circumstances under which no sense of self contributes to the resulting phenomenology. Similarly, subjectivity is altered in depersonalisation, a condition whereby the subject feels detached from oneself. I argue that different varieties of self-consciousness are altered or missing in concomitance with ego dissolution and depersonalisation. Nonetheless, I speculate that depersonalisation per se does not involve a lack of basic self-consciousness — while some reports of ego dissolution indicate that even the most minimal formulation of phenomenal self-consciousness is not adequately present. I identify two modalities —boundlessness and centrelessness — whose implication seems to be crucial in experiences of total lack of self-consciousness. All things considered, I conclude that, while self-consciousness could be a frequent feature of our ordinary experience, SSC is not plausible. In the absence of phenomenal self-consciousness, what remains is the epistemic observation that experiences are self-bounded: no one can have access to each other’s experiences in a first-personal manner. This ontological fact, however, need not be accompanied by a corresponding “sense of self”. Finally, I propose an account explaining the conceivableness of selfless self-reports resting on the premise of the subject being conscious and on her dispositional ability for self-consciousness., Kräver alla medvetna tillstånd strukturellt självmedvetenhet? För många är svaret jakande: självmedvetenhet är en inneboende egenskap hos fenomenalt medvetande. Jag hänvisar till denna familj av avhandlingar under benämningen Strong Subjectivity Claim (SSC). Rapporter om DIED (Drug-Induced Ego Dissolution) och MIED (Meditation-Induced Ego Dissolution) verkar dock antyda något annat: det finns åtminstone några extraordinära omständigheter när en brist av känsla av jaget bidrar till den resulterande fenomenologin. På liknande sätt förändrar depersonalisation subjektiviteten, ett tillstånd där subjektet känner sig fristående från sig själv. Jag hävdar att olika varianter av självmedvetande förändras ellersaknas i samband med ego upplösning och depersonalisering. Icke desto mindre spekulerar jag att depersonalisation i sig inte innebär brist på grundläggande självmedvetenhet – medan vissa rapporter om egoupplösning indikerar att även den mest minimala formuleringen av fenomenal självmedvetenhet inte är tillräckligt närvarande. Jag identifierar två modaliteter -gränslöshet och centerlöshet - vars implikation verkar vara avgörande i upplevelser av total avsaknad av självmedvetenhet. Sammantaget drar jag slutsatsen att även om självmedvetenhet kan vara ett vanligt inslag i vår vanliga upplevelse, är SSC inte rimligt. I frånvaro av fenomenal självmedvetenhet, kvarstår den epistemiska observationen att upplevelser är självbundna: ingen kan ha tillgång till varandras upplevelser på ett förstapersonligt sätt. Detta ontologiska faktum behöver dock inte åtföljas av en motsvarande "känsla av jaget". Slutligen föreslår jag en redogörelse som förklarar tänkbarheten av osjälviska självrapporter som vilar på premissen att subjektet är medvetet och på hennes dispositionsförmåga till självmedvetenhet.

I detta arbete undersöks den musikaliska medvetenheten med hjälp av inspelningsutrustning, genom att identifiera aspekter i ens spel som inte märktes förrän genomlyssning i efterhand. Den moderna musikerns förutsättningar skiljer sig markant från tidigare, där det nu är enklare än någonsin att göra en inspelning med mobilmikrofonen. Genom att spela in stycken, lyssna på dem och föra anteckningar, identifierades flertal konkreta aspekter i pianospelet som inte märktes vid själva genomspelningen. Dessa tilldelades kategorierna: ”precision”, ”balans”, ”kroppsspråk”, ”agogik och tolkning”, ”frasering" och ”tempo och rytm". Vad gäller precision och balans erhölls inga större insikter utöver att feltoners betydelse kunde underskattas vid enstaka fall samt att jämnhet i anslaget var viktigt. I kroppsspråket fanns det en generell tendens att positiva rörelser gjordes i underdrift och de rytmiska aspekterna berörde ofta instabiliteter av olika slag, exempelvis ojämna rubato eller plötsliga tempoändringar. Slutligen handlade det agogiska och interpretativa ofta om att tydliggöra musikaliska strukturer, vilket gav en signifikant förbättring i upplevelse. Genom att aktivt arbeta med denna analysmetod märktes på sikt en förbättring i ens musikaliska självinsikt, där medvetenheten blev allt bättre med tiden., In this project, my musical self-awareness is examined with the help of various recording devices, by identifying different aspects in the music that weren’t noticed until the recording was listened to. The possibilities given to the modern musician differ significantly from earlier times, where it is now easier than ever to make a recording with your mobile device. By recording pieces, listening to them and taking notes, several concrete aspects in my piano playing that weren’t noticed when playing through were identified. These were assigned the categories: ”precision”, ”balance", ”body language”, ”agogic and interpretation”, ”phrasing” and ”tempo and rhythm”. When it comes to precision and balance, no interesting insights were made apart from the significance of certain wrong notes as well as the importance of evenness in touch. The body language had the general tendency of not being exaggerated enough and the rhythmical aspects often concerned different instabilities, such as uneven rubato or sudden tempo changes. Lastly, the key to improving agogic and interpretation often lied in making musical structures more clear. By actively working with this method of analysis, one’s musical self-awareness was gradually improved through time., Den klingande delen är arkiverad.

Psykisk ohälsa är ett utbrett problem i det svenska samhället. En möjlig delförklaring till detta kan vara bristen på utrymme för existentiella frågor i vården såväl som i samhället i stort. På senare tid har existentiella dimensioner av hälsa uppmärksammats allt mer. Det digitala Livsstilsverktyget är utformat för att främja hälsa ur ett holistiskt och existentiellt perspektiv. Denna studie syftade till att undersöka användares upplevelser av existentiell hälsa i relation till Livsstilsverktyget. Sex användare intervjuades och materialet analyserades genom en induktiv tematisk analys. Analysen resulterade i tre teman: Hitta sin egen väg, Omvärderade förhållningssätt och Att vila i något större. Upplevelser av existentiell hälsa i relation till Livsstilsverktyget berörde ökad självkännedom, förändrade förhållningssätt till sig själv och sin omvärld, närvaro i livet och utforskande av andlighet., Mental illness is a widespread problem in the Swedish society. A partial explanation for this could be the lack of space for existential questions in healthcare and in society as a whole. Recently there has been an increased recognition of existential dimensions of health. The digital lifestyle-tool Livsstilsverktyget is designed to promote health from a holistic and existential perspective. This study aimed to examine users' experience of existential health in relation to Livsstilsverktyget. Six users were interviewed and the material was analyzed through an inductive thematic analysis. The analysis resulted in three themes: Finding one’s own way, Reassessed approaches and To rest in something bigger. Experiences of existential health in relation to Livsstilsverktyget included increased self-awareness, changed approaches to oneself and one's surroundings, presence in life and exploration of spirituality.

In their interactions with patients and health care professionals during work-based learning, medical students are known to experience emotionally challenging situations that can evoke negative feelings. Students have to manage these emotions. Students learn and develop their professional identity formation through interactions with patients and members of the healthcare teams. Earlier studies have highlighted the issues involved with processing emotionally challenging situations, although studies concerning learning and professional identity formation in response to these experiences are rare. In this study, we explored medical students’ experiences of emotionally challenging situations in work-based learning, and the impact these experiences had on forming medical students’ professional identities. We conducted an analysis of narrative data (n = 85), using a constructivist grounded theory approach. The narratives were made up of medical students’ reflective essays at the end of their education (tenth term). The analysis showed that students’ main concern when facing emotionally challenging situations during their work-based education was the struggle to achieve and maintain a professional approach. They reported different strategies for managing their feelings and how these strategies led to diverse consequences. In the process, students also described arriving at insights into their own personal needs and shortcomings. We consider this development of self-awareness and resulting self-knowledge to be an important part of the continuously ongoing socialization process of forming a professional identity. Thus, experiencing emotionally challenging situations can be considered a unique and invaluable opportunity, as well as a catalyst for students’ development. We believe that highlighting the impact of emotions in medical education can constitute an important contribution to knowledge about the process of professional identity formation. This knowledge can enable fac

This report presents a design project undertaken by a Design+Change student seeking to create apositive and holistic change through design. The thesis project focuses on thinking and designing through the perspective of care to promote well-being of students in higher education. My collaborator, EUniWell, has expressed the need to enhance university services to improve students' well-being. As a designer, I was motivated to improve those services by incorporating tangible, visual, and other elements to foster more engaging and effective conversations between students and counselors. The intention was to meet the needs of a variety of learners and design an interactive and inclusive counseling experience. During the design process, I have explored different interesting topics, such as how tangible objects can help us reflect upon thoughts and how incorporating creativity into counseling can help students explore their emotions and experiences. In collaboration with career counseling professionals, I identified a need for students to develop self-awareness in times of uncertainty. As a service designer, I used various design methods and prototypes to explore how tangibility can serve as guidance inbuilding self-awareness and resilience in student counseling in higher education. To test the effectiveness of my counseling tool, I collaborated with health and career counseling services at my university. The designed tool serves as a visualization technique to support conversation during sessions held in different counseling settings and potentially offers a structured approach to self-reflection, allowing students to explore themselves in a welcoming and supportive environment. It has the potential to be a valuable resource for students seeking to gain a better understanding of themselves and their experiences. The tool allows different learners to reflect, identify and utilize students' resources (strengths) which I consider vital not only for students' well-being but a

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, Resurgent Authoritarianism: The Sociology of New Entanglements of Religions, Politics, and Economies. The XX ISA World Congress of Sociology, International Sociological Association, Melbourne, Australia, (20230625-20230701). ”Interactions of power and social pedagogical recognition: an analysis of narratives of pupils who use alcohol and drugs in an upper-secondary school context in Sweden”. Lina Olsson, Belinda Färdig, and Goran Basic., 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 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, Resurgent Authoritarianism: The Sociology of New Entanglements of Religions, Politics, and Economies. The XX ISA World Congress of Sociology, International Sociological Association, Melbourne, Australia, (20230625-20230701). ”Interactions of power and social pedagogical recognition: an analysis of narratives of pupils who use alcohol and drugs in an upper-secondary school context in Sweden”. Lina Olsson, Belinda Färdig, and Goran Basic., 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

Emotions play a critical role within the workplace, impacting employees' well-being, motivation, productivity, colleague relationships, and overall workplace culture. As a designer, my objective was to address emotional issues in the workplace by developing a tool capable of recognizing and effectively managing emotions. Through a comprehensive research process involving workshops, interviews, and surveys with employees, I identified self-awareness as a fundamental and essential aspect in addressing emotional issues within organisations. Building upon these findings, I created a design tool named "How are you feeling now?" which prompts employees to reflect upon their emotions while providing resources for their effective management. This service incorporates features such as emotion recording and the presentation of emotion history, facilitating users' self-reflection on their emotional states. I dedicated efforts to visually represent the various elements associated with emotions in this tool, aiming to enable individuals to scrutinise their emotions with greater attentiveness and depth. It is my intention that this visualisation process captivates users' interest and encourages them to momentarily embrace and acknowledge their emotions. Furthermore, by visually displaying the historical record of emotions, my goal is to assist employees in understanding that emotions constitute an ongoing accumulation of valuable data. Ultimately, I aspire for this heightened self-awareness to yield positive behavioural transformations by enabling individuals to regulate and transform their emotions effectively.

This report presents a design project undertaken by a Design+Change student seeking to create apositive and holistic change through design. The thesis project focuses on thinking and designing through the perspective of care to promote well-being of students in higher education. My collaborator, EUniWell, has expressed the need to enhance university services to improve students' well-being. As a designer, I was motivated to improve those services by incorporating tangible, visual, and other elements to foster more engaging and effective conversations between students and counselors. The intention was to meet the needs of a variety of learners and design an interactive and inclusive counseling experience. During the design process, I have explored different interesting topics, such as how tangible objects can help us reflect upon thoughts and how incorporating creativity into counseling can help students explore their emotions and experiences. In collaboration with career counseling professionals, I identified a need for students to develop self-awareness in times of uncertainty. As a service designer, I used various design methods and prototypes to explore how tangibility can serve as guidance inbuilding self-awareness and resilience in student counseling in higher education. To test the effectiveness of my counseling tool, I collaborated with health and career counseling services at my university. The designed tool serves as a visualization technique to support conversation during sessions held in different counseling settings and potentially offers a structured approach to self-reflection, allowing students to explore themselves in a welcoming and supportive environment. It has the potential to be a valuable resource for students seeking to gain a better understanding of themselves and their experiences. The tool allows different learners to reflect, identify and utilize students' resources (strengths) which I consider vital not only for students' well-being but a

Cet essai vise à démontrer que le problème de l’autodétermination de la raison et sa réalisation dans la société et l’histoire constituent le nœud de la philosophie spéculative de Hegel. Le problème philosophique-politique fait référence à la conscience de la liberté et sa mise en place dans un ordre juridique-politique, produite de l’exercice légitime de la libre volonté. Il s’agit donc d’une connaissance philosophique de la raison pratique par rapport l’institution d’un nouvel ordre selon la validité de la libre volonté. Ceci comme un horizon de la possibilité d’une société critique d’après la tradition politique de l’Illustration. Bien que cette tradition politique ait perdu de la validité, elle est devenue, à maintes reprises un référent indispensable pour la constitution une communauté authentique capable d’accueillir le développement et la réalisation de l’être humain comme résultat de son propre travail libre et rationnel, ce qui est opposé à l’arbitraire et à la coaction d’un exercice du pouvoir subordonné à une ou plusieurs volontés particulaires, c’est-à-dire, arbitraires., En este ensayo se busca mostrar que el problema de la autodeterminación de la razón y su realización en la sociedad y en la historia constituyen la cuestión medular de la filosofía especulativa de Hegel; como problema filosófico-político se refiere a la conciencia de la libertad y su realización en un orden jurídico-político resultado del ejercicio legítimo de la voluntad libre. Se trata, por ello, del conocimiento filosófico de la razón práctica respecto de la institución de un nuevo orden conforme a la validez de la voluntad libre. Ello, como horizonte de posibilidad de una sociedad crítica situada en la tradición política de la Ilustración, que no solo no ha perdido vigencia sino que una y otra vez se convierte en el referente indispensable para la constitución de una auténtica comunidad capaz de albergar el desarrollo y realización del ser humano como resultado de su propio quehacer libre y racional, contrapuesto a la arbitrariedad y la coacción de un ejercicio del poder subordinado a una o varias voluntades particulares y, como tales, arbitrarias, This essay seeks to show that the problem of the self-determination of reason and its fulfillment in society and history constitute the core issue of Hegel's speculative philosophy; as a philosophical-political problem, it refers to the awareness of freedom and its fulfillment in a legal-political order, resulting from the legitimate exercise of free will. It is, therefore, the philosophical knowledge of practical reason regarding the institution of a new order according to the validity of free will. This, as a horizon of possibility of a critical society located in the political tradition of the Enlightenment, which not only has not lost validity, but time and again becomes the indispensable reference for the constitution of an authentic community capable of hosting the development and fulfillment of human beings as a result of his own free and rational endeavor, as opposed to the arbitrariness and coercion of an exercise of power subordinated to one or more particular wills and, as such, arbitrary.

In our complex world, inner qualities such as self-awareness, empathy, and creativity are vital. Addressing the development of inner qualities in education has proved effective, resulting in enhanced self-confidence and open-mindedness. Despite the benefits, it needs more attention. This study explores how student-generated stories facilitate the inner development and self-awareness of pre-service primary school science teachers. The study employs an educational design research (EDR) approach to develop a teaching module in an authentic setting, considering the challenges associated with laboratory work and digital resources. The module encourages pre-service teachers to reflect on their teaching journey, recognize self-awareness, and promote transformative growth. Findings reveal that reflective writing nurtures self-confidence and resilience, enabling pre-service teachers to navigate challenges in becoming a science teacher. The design principles of conscious reflection and integration of challenges are shown to be effective in fostering personal growth. Through this approach, preservice teachers gain insights into their own strengths, fears, and aspirations. This study contributes to the discourse on teacher education by highlighting the importance of nurturing inner development, such as introspective activities, for effective teaching in educational settings. Teacher education should prioritize cultivating self-awareness and personal growth in structured ways.

This article explores sustainable development from a gastronomic perspective. Humanistic perspectives on food offered by gastronomy are explored as an asset in cultivating self-awareness capacities needed for sustainable transformations of society. The purpose is to explore how gastronomes can cultivate understandings and explanations of sustainability to be conveyed to individuals via meals. In semi-annually recurring dialogic interviews, four university-educated gastronomes cultivated their understandings and explanations of sustainability, and modeled how these could be communicated to other individuals. The dialogues gradually brought the ideas of the researcher and the participants toward a common explanation of the potential ways gastronomic competency could advance sustainable development. The results highlight two ways of understanding gastronomic sustainability: functionally as practical communication, and formally as a cultural issue. Based on H.G. Gadamer’s idea of bildung as hermeneutic interpretation, we argue that self-awareness is a process which is rooted in how knowledge is interpreted, understood, and explained by the individual. Practical participation in culturally influenced meals makes gastronomy a bridge between individual and societal issues, whereby gastronomic competencies can cultivate sustainable commitment, judgment, and community. In this way, gastronomic sustainability represents an approach to sustainable development that, significantly, also involves the cultivation of sustainable meaning.

Negotiation is not a skill that comes naturally to most people. However, most people could benefit from attaining good negotiation skills. Non-verbal behaviour plays an important role in negotiations. Previous studies have shown a link between mimicry through conversational agents and self-regulation of non-verbal behaviour. The current study aims to raise a person’s self-awareness of their non-verbal behaviour through the medium of a conversational agent in negotiation training. An experiment (N = 64) is conducted where participants performed negotiations with an intermediate feedback round where the participants' non-verbal behaviour was played back on a virtual agent. The agent either mimicked the participants’ non-verbal behaviour or exhibited idle behaviour. It was found that the mimicking agent provided better feedback to the participants. Furthermore, repeated negotiations increase a person's self-awareness. The data indicate that raising a person’s self-awareness in negotiation training by utilising non-verbal mimicry through a conversational agent is feasible., Computer Science | Artificial Intelligence

© 2023 IEEE. Personal use of this material is permitted. Permission from IEEE must be obtained for all other uses, in any current or future media, including reprinting/republishing this material for advertising or promotional purposes,creating new collective works, for resale or redistribution to servers or lists, or reuse of any copyrighted component of this work in other works., Self-awareness has been successfully utilized to create adaptive behaviors in wireless sensor nodes. However, its adoption can be daunting in scenarios, such as structural health monitoring, where the monitored environment is too complex for it to be accurately modeled by a sensor node. This article addresses this challenge by proposing a novel and lightweight anomaly-aware monitoring method for structural health monitoring that can be directly executed by a sensor node. Instead of modeling the complete structure, the proposed anomaly-aware monitoring method uses the vibration measurements of the sensor node to identify local deviations in the dynamic response of the monitored structure. The self-awareness module can then use this information to guide the dynamic behavior of the sensor node, replacing more resource-intensive structural models. We use data from multiple public benchmark structures to evaluate different features and propose an unsupervised feature selection method. Additionally, we evaluate different anomaly detection algorithms comparing their ability to detect local structural damages, also taking into account their memory and energy cost. The proposed method has been implemented in a commercial sensor node, and deployed in a scaled structure where various damage scenarios were simulated to validate the proposed method, where it was able to successfully detect the presence of damages in over 88% of the cases. Finally, we showcase how the proposed method can enhance self-awareness through the use of a simulation, where the proposed monitoring method was able to extend the battery life of the sensor node by over 59%, without impacting the node’s ability to swiftly detect damages in the structure., This work was supported in part by the Industrial Doctorate Plan of the Department of Research and Universities of the Generalitat de Catalunya. The work of David Arnaiz was supported by Agència de Gestió d’Ajuts Universitaris de Recerca under Grant AGAUR 2019 DI 075., Peer Reviewed, Postprint (published version)

José, F. E. & Rocha, M. H. (2022). Você + Feliz: como conquistar o autoconhecimento cognitivo, emocional e comportamental. Novo Hamburgo, RS: Sinopsys., José, F. E. & Rocha, M. H. (2022). Você + Feliz: como conquistar o autoconhecimento cognitivo, emocional e comportamental. Novo Hamburgo, RS: Sinopsys., José, F. E. & Rocha, M. H. (2022). Você + Feliz: como conquistar o autoconhecimento cognitivo, emocional e comportamental. Novo Hamburgo, RS: Sinopsys.

José, F. E. & Rocha, M. H. (2022). Você + Feliz: como conquistar o autoconhecimento cognitivo, emocional e comportamental. Novo Hamburgo, RS: Sinopsys., José, F. E. & Rocha, M. H. (2022). Você + Feliz: como conquistar o autoconhecimento cognitivo, emocional e comportamental. Novo Hamburgo, RS: Sinopsys., José, F. E. & Rocha, M. H. (2022). Você + Feliz: como conquistar o autoconhecimento cognitivo, emocional e comportamental. Novo Hamburgo, RS: Sinopsys.

Autistic people have historically been described as incapable of developing a deeper sense of self-awareness, and autistic understandings of self-awareness have been largely disregarded. The aim of this study is to explore the way young autistic adults try to understand their functionality and who they are, or to develop their sense of self-awareness, in work and in private life contexts. In 12 qualitative interviews conducted with four autistic adults without learning difficulties, we identified a rich set of reflections on knowing and accepting oneself. The overarching theme of self-knowledge has three subthemes: learning from previous experiences, learning about oneself by securing the support of others, and understanding and accepting autistic functionality. The strategy of self-knowledge was used by these young adults to help them achieve functional lives in the work and private domains. Our results show that young autistic adults both actively explore and develop their self-awareness. We suggest that it is important for practitioners and employers working with autistic individuals to engage with their journeys of self-awareness as a vital part of understanding and supporting them.

I detta arbete undersöks den musikaliska medvetenheten med hjälp av inspelningsutrustning, genom att identifiera aspekter i ens spel som inte märktes förrän genomlyssning i efterhand. Den moderna musikerns förutsättningar skiljer sig markant från tidigare, där det nu är enklare än någonsin att göra en inspelning med mobilmikrofonen. Genom att spela in stycken, lyssna på dem och föra anteckningar, identifierades flertal konkreta aspekter i pianospelet som inte märktes vid själva genomspelningen. Dessa tilldelades kategorierna: ”precision”, ”balans”, ”kroppsspråk”, ”agogik och tolkning”, ”frasering" och ”tempo och rytm". Vad gäller precision och balans erhölls inga större insikter utöver att feltoners betydelse kunde underskattas vid enstaka fall samt att jämnhet i anslaget var viktigt. I kroppsspråket fanns det en generell tendens att positiva rörelser gjordes i underdrift och de rytmiska aspekterna berörde ofta instabiliteter av olika slag, exempelvis ojämna rubato eller plötsliga tempoändringar. Slutligen handlade det agogiska och interpretativa ofta om att tydliggöra musikaliska strukturer, vilket gav en signifikant förbättring i upplevelse. Genom att aktivt arbeta med denna analysmetod märktes på sikt en förbättring i ens musikaliska självinsikt, där medvetenheten blev allt bättre med tiden., In this project, my musical self-awareness is examined with the help of various recording devices, by identifying different aspects in the music that weren’t noticed until the recording was listened to. The possibilities given to the modern musician differ significantly from earlier times, where it is now easier than ever to make a recording with your mobile device. By recording pieces, listening to them and taking notes, several concrete aspects in my piano playing that weren’t noticed when playing through were identified. These were assigned the categories: ”precision”, ”balance", ”body language”, ”agogic and interpretation”, ”phrasing” and ”tempo and rhythm”. When it comes to precision and balance, no interesting insights were made apart from the significance of certain wrong notes as well as the importance of evenness in touch. The body language had the general tendency of not being exaggerated enough and the rhythmical aspects often concerned different instabilities, such as uneven rubato or sudden tempo changes. Lastly, the key to improving agogic and interpretation often lied in making musical structures more clear. By actively working with this method of analysis, one’s musical self-awareness was gradually improved through time., Den klingande delen är arkiverad.