Search

Background. Despite a significant number of studies of self-attitude, the specifics of self-attitude in high school students of different sexes remains insufficiently studied due to the peculiarities of their conscious (cognitive) and emotional regulation. Objective. The target is to identify the relationship between the frequency of manifestations of cognitive-emotional conflict during the video dialogue with the parameters of self-attitude in high school students of different sexes. Methods. Manifestations of cognitive-emotional conflict were recorded in a video dialogue and identified on the basis of formalized integral expert assessments. During the dialogue, questions or approval of the methodology “Research of self-relationship” by S.R. Pantileev were pronounced aloud by the experimenter. The respondent had to answer aloud in detail, and after the answer spontaneous clarifying questions and remarks of the experimenter, uttered in order to provoke a cognitive-emotional conflict and to increase emotionality of the dialogue were possible. The dialogue was conducted by an experienced psychologist (woman). Sample. The study involved 37 people — schoolchildren, grades 8–11 (average age 15 years, standard deviation 1.5 years) from different cities of the Russian Federation (15 boys and 22 girls). Results. As a result of correlation analysis of 9 parameters of self-attitude and the frequency of occurrence of cognitive-emotional conflict, it was shown that the frequency of conflict is associated with the nature of self-attitude and has a pronounced gender specificity. It was revealed that boys have a significant correlation only with the scale "closedness — openness", while girls — with the scales "self-acceptance", "self-attachment", "internal conflict" and "self-accusation". Conclusions. It was found that the more are young men characterized by openness, reflection and self-criticism, the more often they manifest cognitive-emotional conflict in the experimental situation. In girls, the emergence of a cognitive-emotional conflict in a research situation is associated with a decrease in self-acceptance (a general negative background of self-perception), self-worth (dissatisfaction with oneself and the desire to change oneself), as well as a general high internal conflict and self-accusation. Practical application of the results. The results obtained are important both for differentiated education and for organizing more effective psychological support for students in the framework of educational work at school.

The primary objective of this study was to assess the impact of cognitive-social education and coaching education on self-awareness among female high school students. The research employed a quasi-experimental approach with a pretest-posttest design involving a control group. The study's target population encompassed all female high school students in District 2 of Tehran in 2022. A total of 45 participants were included in the study (with 15 individuals in each group, comprising 15 in Experimental Group 1, 15 in Experimental Group 2, and 15 in the Control Group). The research instrument employed in this study consisted of the Copper Self-Awareness Questionnaire. In the experimental groups, both the Cognitive-Social Education program and the Coaching Training program were administered, while the control group did not receive any intervention. The findings revealed that both cognitive-social education and coaching training had a significant impact on self-awareness scores. Furthermore, the results indicated that cognitive-social education was more effective in enhancing students' self-awareness compared to coaching education. Consequently, cognitive-social education proved to be a more effective approach for enhancing students' self-awareness. Overall, the results of this study offer valuable insights for psychologists and school counselors, providing effective strategies for boosting self-awareness among high school students.

This research was conducted with the aim of evaluating the effectiveness of teaching positive thinking skills to enhance self-control and self-awareness of sixth grade elementary school students. The research method was semi-experimental with a pre-test and post-test design and a control group. Among the studied students, 57 individuals who had low positive thinking were identified by implementing a positive thinking questionnaire. After meeting the required conditions and matching, 30 people were selected as the study sample and were randomly divided into two control and experimental groups of 15 people. The positive thinking program was implemented on the experimental group in 8 sessions. After the training course was finished and the post-test were held, research data were collected using self-restraint scale and self-awareness scale. Data analyzed using covariance analysis. The results of the covariance analysis showed that positive thinking training program was effective and increased students' self-control and self-awareness, and this effect was still stable in the follow-up phase after four months. The results of the research clarify that positive thinking training can be used as a suitable interventional method to improve self-control and self-awareness of students.IntroductionHuman nature and personality have important capabilities and features which include self-control, self-awareness, and positive thinking. Self-control as an important part of human performance is one of the basic and fundamental elements in the formation of human behavior (Ka'abe et al., 2017). Research findings have shown that people who have more self-control are more successful in all areas than people who act impulsively and without self-control (Nouri, 2008 as cited in Kazemi et al., 2011). Another component that converges with human behavior is self-awareness. Self-awareness is the ability to pay attention to oneself (Carden et al., 2021). People who have self-awareness identify their feelings and become aware of them and control these feelings. They become aware of their weaknesses and strengths, and by relying on their strengths, they reduce their weaknesses (Joe, 2010).There are little research indications on the effect of teaching positive thinking skills on self-control and self-awareness has not been investigated. This research has been with the aim of showing the effectiveness of teaching positive thinking skills on students' self-awareness and self-control. To achieve this goal, two questions were formulated and tested as follows.Does teaching positive thinking skills have an effect on students' self-control? 2. Does teaching positive thinking skills have an effect on students' self-awareness? MethodThis research was conducted with a semi-experimental method with a pre-test and post-test design with a control group and a four-month follow-up. The statistical community of this study was made up of all the students of the sixth grade of Salas Babajani in the academic year (2018-2019). In order to identify the students who had low positive thinking, 222 people were first selected using the cluster sampling method. By implementing the positive thinking questionnaire of Ingram and Visnicki (1998), 57 people who had low positive thinking have been recognized, and then among the participants who had the conditions to enter the research, 30 people were selected by a simple random method and were assigned to two groups of experimental (15 people) and control (15 people). Self-awareness questionnaire and self-control questionnaire were used to collect data.Based on Seligman's positive thinking training protocol (2000), the positive thinking skill training program was presented to the experimental group for 8 ninty-minute sessions (two sessions per week) in the Adobe Connect application. To conduct the research, first in order to implement the pre-test, the self-awareness and self-control questionnaire were given to the control and experimental groups, and the data related to the pre-test were collected. Then the participants in the experimental group were trained in skills in 8 sessions of 1.5 hours in workshops through the booklet of positive thinking skills. At the end of the workshops, the mentioned questionnaires (post-test) were again presented to both groups to complete again. Finally, to evaluate the effect of the experimental intervention in the follow-up phase after 4 months, the questionnaires were implemented again and the data of this phase were collected. To analyze the data, covariance analysis tests were used. ResultsTable 1The Average Scores of the two Groups in the Pre-test , Post-test, Follow-up and the Normality of the DataKurtosisSkewnessFollow-upPost-testpre-exam Standard deviationAverageStandard deviationAverageStandard deviationAveragegroupVariables 765/0-066/0 908/740/83480/147/83Controlself-awareness 152/789/91216/673/90239/740/81exam 463/0794/0- 951/920/8267/1153/83Controlself-control 123/677/90443/760/9269/1613/81exam According to the table, the average of the subjects of the control and experimental groups, in the self-awareness and self-control test in the pre-test stage did not differ significantly from each other. But the difference in the average of the subjects of the control and experimental groups was significant in the post-test so that the average of the subjects of the experimental group in the post-test was significantly higher than the average of the post-test of the control group. This shows that the experimental intervention was able to affect the studied behavior. In the follow-up phase, this difference between the experimental and control groups was also obvious and expresses the continuation of the effect of teaching positive thinking on the behavior of the participants.Levine's test was used to check the assumption of homogeneity of variances. The variables of restraint (F=2.710, p>0.064), self-awareness (F=1.928, p>0.136) were not significant; Therefore, the assumption of both variables' homogeneity of variances was confirmed.In the inferential results, the statistic F value which shows the effect of the independent variable, in the self-control variable (F=19.577, p

One of Avicenna's renowned intuitive arguments that emphasizes the individuality or distinct existence of the soul is the thought experiment of the 'flying' or 'suspended' man. This argument takes various forms in Avicenna’s works. The central concept across all versions is the imperative nature of cessation or detachment from the soul's faculties to attain self-awareness and confirm the inniyyah (particular existence) of the self. In other words, a focus on particular existence is only achievable through detachment from both external and internal faculties. This detachment unfolds in three stages: withdrawal of attention from the external world, turning attention inward to the internal sphere, and ultimately confirming the Inniyyah, representing the deepest layer of the self in Avicenna’s perspective. Avicenna employs the same approach in his treatise Hayy Ibn Yaqzan, framing it as a journey to acquire knowledge about God. In this treatise, we witness the rational soul's journey, guided by the active intellect, towards higher principles. This journey is predicated on the detachment from faculties. Avicenna consistently adopts this approach in the pursuit of self-awareness and knowledge of God. This methodology is rooted in the interference of the soul's faculties in its path and the necessity of detachment from these faculties for the fulfillment and completion of this journey. The rationale behind this lies in Avicenna's distinctive perspective on the faculties and their relationship to the soul.

As a result of the diversity of preschool education environments day by day, it has become inevitable for teachers to make some sensitive arrangements to meet the needs of children based on their differences. For this reason, it is important to determine the awareness of teachers about anti-bias education.This study aims to investigate the psychometric properties of the scale called The Self-Awareness Scale toward Anti-Bias Education and to assess preschool teachers’ self-awareness towards anti-bias education in Turkey. Before collecting data for first study, items were determined by benefiting from literature and getting opinions of field experts. 270 preschool teachers participated this study to test validity and reliability of the draft scale. Firstly, Exploratory Factor Analysis was applied and the KMO value of .840 and the Bartlett Test of Homogeneity (x2 = 794,814, p = 0.000) were found to be significant. The factor loadings of the items ranged from .75 to .48. The model fit indices were found as acceptable with Confirmatory Factor Analysis. As a result, 11 items were included in the created test scale. It was also decided that the scale would be in a 5-point Likert type. 120 preschool teachers participated to the second study and it was found that preschool teachers’ self-awareness for anti-bias education was high. In addition, their professional experiences have an effect on their awareness. Teachers who have more professional experiences have more positive self-awareness for anti-bias than teachers who have less professional experiences.

University faculty members seek to regulate emotions to achieve professional and social goals in the work environment. The process of emotion regulation is influenced by self-awareness, as self-awareness is an important predictor of self-regulation, and the outcomes of the self-regulation process depend, in part, on the level of self-awareness. The purpose of the present paper was to examine whether or not self-awareness is used to predict emotional regulation difficulties among faculty members. The current quantitative study was designed using a survey research design. The participants comprised 172 faculty members from Philadelphia University in Jordan, the Arab Open University in Jordan, and Al Falah University in the U.A.E. Data were collected using the Self-Awareness Scale (SAS) and Emotional Regulation Difficulties Scale (ERDS). The researchers revealed that increasing the self-awareness subscale (self-critical) decreases the non-acceptance of emotional responses. The researchers also found that when there is an increase in the self-awareness subscale (desire for realistic awareness), there is a tendency toward lower levels of non-acceptance of emotional responses and difficulties engaging in goal-directed. Researchers also came to that an increase in the self-awareness subscale (self-reflection) decreases the non-acceptance of emotional responses, difficulties engaging in goal-directed and impulse control difficulties. The researchers concluded there is a need to work on university faculties' self-awareness and emotional regulation to balance realistic awareness and emotional responses related to task engagement and control difficulties. Based on the findings, it is concluded that it is necessary to pay attention to enhancing self-awareness and emotion regulation among faculty members in general and conduct more scientific studies on emotional regulation difficulties to examine their relationship with other variables. Doi: 10.28991/ESJ-2023-07-04-017 Full Text: PDF

Research in psychotherapy has emphasized the relevance of the therapist’s role, particularly the impact of deliberate practice and self-awareness (SA). This study aims to explore how SA is presented in the accounts of psychotherapists and assess the impact of attending to actual performance. Twenty cognitive behavioral therapy psychotherapists in training were interviewed before and after listening to their session recordings. The interview was based on five domains of self-awareness: recognition of emotional experience, assessment of personal skills, recognition of prejudices and implicit biases, and awareness of personal values. Results show that SA is frequently attained in skills identification and emotional experience. Recognizing the influence of personal values and bias, and emotional regulation was less frequently identified. There were minor differences before and after listening to the recording. There is an increase of SA in identifying the therapist’s personal skills, and aspects such as our prejudices and biases are more internalized and difficult to change. This article suggests the importance of deliberate practice strategies to promote SA and increase the effectiveness of psychotherapy.

Eating disorders (ED) are severe psychiatric disorders characterized by dysfunctional behaviors related to eating or weight control, with profound impacts on health, quality of life, and the financial burden of affected individuals and society at large. Given that these disorders involve disturbances in self-perception, it is crucial to comprehend the role of self-awareness in their prevalence and maintenance. This literature review presents different self-awareness processes, discussing their functioning across different levels of complexity. By deconstructing this concept, we can gain a better understanding of how each facet of self and personality relates to the symptoms of these disorders. Understanding the absence or impairment of self-awareness in ED holds significant implications for diagnosis, treatment, and overall management. By recognizing and comprehending the characteristics of self-awareness, clinicians can develop tailored interventions and evidence-based treatments for individuals with ED. Furthermore, this narrative review underscores the importance of considering temperament and personality factors in the context of ED, as temperament traits and personality characteristics may interact with self-awareness processes, influencing the development and maintenance of ED. Ultimately, the results highlight the pressing need for further research on the development of effective interventions and support strategies grounded in the aspects of self-awareness mechanisms for individuals affected by these disorders.

Background and Aims: Cannabis use disorder (CUD) prevalence has increased, while perceived risks of cannabis use and CUD treatment need have decreased. Chronic cannabis use may also impair the neural and behavioral mechanisms of insight, further hampering treatment‐seeking. This study aimed to measure whether CUD is characterized by reduced self‐monitoring in drug‐related contexts (objectively‐assessed insight), subserved by functional neural abnormalities in error‐processing and manifested clinically as decreased awareness of the need to change. Design: Case–control laboratory study was used. Setting: University setting was in Alabama, USA. Participants: There were 42 CUD participants and 47 age‐, sex‐, and nicotine use‐matched controls. Measurements: Participants completed a probabilistic choice task, adapted for the first time for CUD, in which they selected pleasant, unpleasant, neutral, and cannabis‐related images according to their preference. Reduced versus accurate insight was operationalized as the correspondence between self‐reported and actual most chosen image type. Neurophysiological error‐processing during an inhibitory control task was recorded using electroencephalography. Participants with CUD completed measures of cannabis problem recognition and motivation to change. Findings Compared with controls, the CUD group made significantly more cannabis selections on the choice task (mean difference [MD] = 8.11, 95% confidence interval [CI] [4.88 11.35], p < 0.001) and had significantly reduced insight into cannabis choice (odds ratio [OR] = 9.69, 95% CI [1.06 88.65], p = 0.04). CUD participants with reduced insight on the choice task had significantly decreased neurophysiological reactivity to errors on the inhibitory control task (error‐related negativity) compared with CUD participants with accurate insight (MD = 2.64 μV, 95% CI [0.74 μV 4.54 μV], p = 0.008) and controls (MD = 4.05 μV, 95% CI [1.29 μV 6.80 μV], p = 0.005). Compared with CUD participants with accurate insight on the choice task, CUD participants with reduced insight reported significantly less agreement that they had a cannabis problem (MD = ‐5.06, 95% CI [−8.49–1.62], p = 0.003). Conclusions: People with CUD who show reduced insight on a drug‐related choice task may also have decreased early neural error‐processing and less cannabis problem recognition. [ABSTRACT FROM AUTHOR]

This review aimed to evaluate whether the association between 'anosognosia for hemiplegia' and lesions of the right hemisphere points to a special self-awareness role of the right side of the brain, or could instead be due to a working mode typical of the right hemisphere. This latter viewpoint is consistent with a recently proposed model of human brain asymmetries that assumes that language lateralization in the left hemisphere might have increased the left hemisphere's level of consciousness and intentionality in comparison with the right hemisphere's less conscious and more automatic functioning. To assess these alternatives, I tried to ascertain whether anosognosia is greater for left-sided hemiplegia than for other disorders provoked by right brain lesions, or whether unawareness prevails in tasks more clearly related to the disruption of the right hemisphere's more automatic (and less conscious) functioning. Data consistent with the first alternative would support the existence of a specific link between anosognosia for hemiplegia and self-awareness, whereas data supporting the second option would confirm the model linking anosognosia to a poorly conscious working mode typical of the right hemisphere. Analysis results showed that the incidence of anosognosia of the highly automatic syndrome of unilateral neglect was greater than that concerning the unawareness of left hemiplegia, suggesting that anosognosia for left-sided hemiplegia might be due to the poorly conscious working mode typical of the right hemisphere. [ABSTRACT FROM AUTHOR]

Numerous researchers have addressed the role of self-awareness in personal and professional development over decades. Recent studies have addressed the effectiveness and outcomes of gaining self-awareness. In this study, the goal was to explore individuals' self-awareness elements in relationship to the views of others. Thirteen graduate social work students agreed to participate in this qualitative study for a duration of a semester. The exploration was framed within the Johri window model and supplemented by Photovoice and Mandala. The main finding indicated that all identified self-awareness elements were not viewed as equally important and were not equally noticeable by others. Others particularly paid attention to the participants' Other-Oriented Traits. Cognition and Emotion-Oriented traits were only noticed by others if the participants strongly focused on them. An additional finding revealed that there was a solid and complementary relationship between traits that were hidden from others (Façade) and individuals' unconscious (Mystery). The final finding confirmed the role of experiential learning in promoting self-awareness. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

Objective: The purpose of this study was to compare the self- and observer ratings of capacity limitations in patients with neurological conditions. Research on this topic is relevant for assessing the patients' ability to participate in work and social life and improving collaborative patient-clinician relationships. Method: The self- and observer ratings of capacity limitations in a sample of N = 245 patients with neurological conditions from a rehabilitation facility were compared and assessed using the short rating of activity limitations and participation restrictions in mental disorders according to the International Classification of Functioning, Disability and Health (Mini-ICF-APP) and the equivalent self-rating questionnaire (Mini-ICF-APP-S). Results: Paired-samples t -tests revealed significant differences between the self- and observer ratings for six out of 13 capacity dimensions. On average, the patients rated the capacity dimensions adherence to regulations , planning and structuring of tasks , professional competency and endurance as significantly less limited, in comparison to the observers (small to medium effect sizes). The self-ratings for limitation of contact with others and self-care were only marginally higher than the observer ratings. Conclusions: The findings show that psychological capacity limitations occur in patients with neurological conditions. In clinical practice, limitations in each capacity dimension and discrepancies in patient- and clinician-ratings should be thoroughly assessed. This is especially relevant in patients with neurological conditions who have a potential tendency to underestimate or deny their disability. [ABSTRACT FROM AUTHOR]

This research used general qualitative descriptive to explore LGBTQ+ social justice education interventions (SJEIs) facilitator experiences—commonly named safe zones—and how that role influenced their self-awareness, and perceptions of campus and campus constituents. This article signals the importance of general qualitative descriptive as a queerly robust approach to stand as its own sufficient methodology. The article focuses only on participants who facilitated LGBTQ+ SJEIs on their campus (81 of 87 participants), using social justice education pedagogy and praxis as our conceptual frameworks. Our findings highlight how the role affirms facilitators' queer and trans identities. Additionally, our findings reveal how facilitation focused on catering to cis and heterosexual fragility and attendee desires to remain passive, not active, allies. [ABSTRACT FROM AUTHOR]

Within the South African context, the nursing profession comprises different nursing cadres. The enrolled nurse is considered a sub-category of nursing and therefore does not carry the title of 'professional' as in a professional nurse. The purpose of the study was to develop, describe, implement, and evaluate a model for the facilitation of self-awareness for the professionalism of enrolled nurses at a specific nursing agency in Gauteng. A theory generating, qualitative, exploratory, descriptive and contextual design was used and was conducted following Chinn and Kramer's four stages of model development. The model can benefit nursing education because it relates to an essential aspect of growth and maturity in one's career. Ultimately, the facilitation of self-awareness for professionalism can advance one's career, or the lack of self-awareness may impede one's career. Developing, describing, implementing and evaluating this model to facilitate self-awareness for the professionalism of enrolled nurses at a specific nursing agency in Gauteng provides an original contribution to the theory in nursing professionalism and ethos. This model can be utilised as a tool to facilitate self-awareness for the professionalism of enrolled nurses at a nursing agency. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Occupational Therapy is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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 faculty to provide students with more effective and sufficient support, facilitating their journey in becoming physicians. [ABSTRACT FROM AUTHOR]

Teaching with empathy is an approach that values the emotional quality of both teacher and student experiences. To incorporate teacher empathy into our teaching practice, we must first recognize that distress is inevitable, and that building skills to deal with stressful situations is an important investment in our future mental health. Communication skills such as listening, validating, and reframing are useful in the midst of student interactions. Designing a personal strategy to handle email communications is also essential, as much of our student communication occurs via this route. Having a short list of phone numbers and email addresses for campus emergency contacts, such as the dean of students or campus counseling center, is another important step in preparedness. Creating appropriate boundaries, stepping back, and taking time for selfawareness all help to preserve teacher mental health. The overall goal is to position ourselves with the mental and emotional resources to interact with students in a manner that leads to successful student outcomes, and leaves us with a feeling of compassion satisfaction, rather than compassion fatigue. [ABSTRACT FROM AUTHOR]

Genetic counseling graduate programs provide a rigorous curriculum comprised of coursework encompassing counseling and medical genetics, fieldwork, and research experience. Students face similar emotional and mental demands as practicing genetic counselors while also experiencing stressors commonly associated with graduate study. Increased self‐awareness may help combat these stressors. This mixed‐methods study surveyed 154 genetic counseling graduate students to determine the types of self‐awareness practices they would like to have included in their graduate training and surveyed 11 program faculty regarding the feasibility of implementing these practices. The students' most preferred practices were self‐reflection (n = 73, 47.4%), support from peers, colleagues, and/or supervisors (n = 71, 46.1%), and mental health counseling (n = 71, 46.1%). Analysis of responses to open‐ended questions capturing students' recommendations for programs yielded six recurrent themes: (1) Consistent, Structured Practice with Accountability, (2) Emphasis on Mental Health, (3) Practical Techniques, (4) Access to Resources, (5) Encouragement and Support, and (6) Barriers to Implementation. Many students suggested that programs should incorporate repetitive exercises that could be implemented on a schedule with an emphasis on consistency (Theme 1). Students also emphasized the importance of providing exposure to multiple examples of self‐awareness practices, so they could find an approach that was most beneficial on an individual basis (Theme 3). These findings were shared with program faculty via a presentation at the Association for Genetic Counseling Program Directors annual meeting, and attendees were subsequently surveyed regarding self‐awareness practices currently integrated into their curriculum, as well as the feasibility and likelihood of integrating new practices. Program faculty respondents indicated that most of the recommended practices were included in their curriculum already or would be feasible and likely to incorporate. These results provide insight into the attitudes of genetic counseling students toward structured practice in self‐awareness and how genetic counseling graduate programs might integrate such practices into the curriculum. [ABSTRACT FROM AUTHOR]

This paper aims at placing the 'Things Fall Apart', a microcosm of African life, onto the Fichtean map of self-exploration, self-consciousness and self-awareness. Chinua Achebe (1930-2013), the leading figure of African anti-colonial literature, constructed his protagonist, Okonkwo, and presented his transformation in the novel from the pre-colonial time to the post-colonial days in Umuofia. Okonkwo's characterisation in terms of his association with his family, relations, religion, and power inclinations, mirrors his identity and tendencies as a self-sufficient independent character. However, as the situation changes, apartfrom the colonial terrain, his 'I' is challenged and, consequently, his whole world turned upside-down and crumbled. Observing Okonkwo through Fichtean theory of subjectivity provides a philosophical perspective to show his search for 'I' despite all the changes which had been taking place in his surroundings. The experiences that he had been going through brought about a new 'I' which was different from his former sense of individuality and subjectivity. Fichte (1762-1814) brought the 'I' into a new light of having an active positioning, meaning that the 'I' lacks the capability of exploring itself and achieving self-awareness and consciousness in a solitary life. The choice of being independent does not mean subjectivity since, in that condition, the senses of recognition and perception cannot be fulfilled. What is significant is that such senses may not be considered as the metaphysical phenomena; but they are structurally epistemological. Okonkwo's journey of self- exploration leading to his self-consciousness and self-awareness is demonstrated to be related to the outside world. [ABSTRACT FROM AUTHOR]