Search

"The Entrepreneurial Learning Journey and Back Again" by Birgitte Wraae is a book that explores entrepreneurship education and the process of entrepreneurial learning. The author engages in self-reflection and conversations with 19 scholars from around the world to discuss the core values of personal development, the importance of understanding learners' resources, and the skills needed for a growth mindset. The book also highlights the multiple roles of entrepreneurship educators and reflects on success stories, assessment practices, and the challenges of entrepreneurship education. It emphasizes the need for personal transition and transformation, as well as the importance of facilitation, empowerment, and reflection in the teaching process. The book adopts a postmodern standpoint and encourages collaborative and consensual meaning-making. While the book provides valuable insights, it could further explore topics such as the dark side of entrepreneurship, the social construction of the entrepreneur, and critical reflections from students. Overall, "The Entrepreneurial Learning Journey and Back Again" offers a thoughtful and multi-perspective discussion on contemporary entrepreneurship education. [Extracted from the article]

Punctuality, defined as the ability to arrive or complete tasks at the designated time, it is a fundamental aspect of academic success and personal development. Punctuality remains a challenge for many students, with tardiness and absenteeism posing significant barriers to their academic progress. To assess the effectiveness of integrating time management, increased engagement, and technology-based solutions as a strategy to improve students' punctuality, quantitative research design was adopted by the researchers for the study. The researchers used a quantitative research design. It is a descriptive analysis research method since the objectives of the study is to determine the differences of the previous data gathered before the implementation of the proposed intervention and innovation and the present data after the implementation. The research participants comprised the Grade 10 students from sections Gold and Radium. The interventions, which included structured schedules, technology integration, and interactive learning activities, significantly improved the punctuality rates of students in the Grade 10 sections examined. Before the implementation of these interventions, the average tardiness rates were notably high, indicating a prevalent issue with punctuality. However, after the interventions were applied, there was a marked improvement in punctuality, highlighting the effectiveness of these strategies in addressing the problem. [ABSTRACT FROM AUTHOR]

This multiple-case study explored the experiences of five Indigenous out-of-school youth teenage parents from Brgy. Landan, Sitio Bukay-eel, Polomolok South Cotabato. According to the data, themes emerged from transcribed audio-recorded interviews through qualitative template analysis. The study revealed participants' views, feelings, and realizations towards their experiences. Themes included unrequited plans, distress, adaptive environment, and differences in perspectives. Common feelings included babysitting difficulties, contraceptive awareness, and contentment. However, some participants had critically minded thinking, became regretful, hopeful, emotionally overwhelmed, role transition, and felt ashamed and disappointed. Realizations involved personal growth, prioritizing education, determined matrimony, dealing with maternal challenges, and dreaming continuously. It is important to note that the conclusions drawn from this research cannot be generalized based on the participants' experiences. [ABSTRACT FROM AUTHOR]

AbstractPurposeMethodsResultsConclusions\nIMPLICATIONS FOR REHABILITATIONThis study explored parents’ expectations before their youth with a disability attended a Residential Immersive Life Skills (RILS) program, and perceptions of youth change over the following 12 months. Understanding expectations is important because parents play a key role in shaping their youth’s ongoing development and future hopes when they return home.A secondary analysis of qualitative interviews with 13 parents was conducted using a recurrent cross-sectional analysis approach at three time-points: before youth attended a RILS program, and three and 12 months post-program.Before the RILS program, most parents focused on “concrete” life skills (e.g., self-care, budgeting), with some hoping for more youth self-awareness. After three months, many expectations were exceeded, leading some parents to re-evaluate their youth’s future. By 12 months, expectations had evolved further, although some parents expressed disappointment in perceived lack of change. Many parental expectations had been initially implicit and unstated.Exploring parental expectations of RILS programs is critical, as parents can both enhance and diminish their youth’s personal growth and future aspirations. Parents should understand how RILS programs may (or may not) change both the youth and the family dynamic upon return home.Parental expectations of paediatric rehabilitation services are often unstated yet can influence outcomes.Parents can both enhance and limit further personal growth in youth who attend Residential Immersive Life Skills (RILS) programs once they return home.Both parental and youth expectations should be explicitly explored prior to youth attending RILS programs.Tailored resources for parents could help them support their youth’s ongoing growth and future aspirations.Parental expectations of paediatric rehabilitation services are often unstated yet can influence outcomes.Parents can both enhance and limit further personal growth in youth who attend Residential Immersive Life Skills (RILS) programs once they return home.Both parental and youth expectations should be explicitly explored prior to youth attending RILS programs.Tailored resources for parents could help them support their youth’s ongoing growth and future aspirations. [ABSTRACT FROM AUTHOR]

J. G. Ballard’s novel Empire of the Sun narrates how Jim, a British boy, survives in wartime Shanghai, particularly after the 1941 Japanese invasion. Existing interpretations of this story as a “Bildungsroman” have largely neglected Jim’s abnormal inclinations to “keep the war alive” even as the Japanese army faces defeat. To unravel this paradox, this paper draws upon the concept of “postcolonial flâneur”, and proposes that as a flâneur Jim’s Shanghai life encompasses evolving forms of mobility, reflecting shifting colonial relations. On the surface, Jim’s journey may appear as a tale of personal growth, yet it exposes an underlying colonialist mentality infused with imperial chauvinism. By placing the novel within the comparative context of Western and Eastern coming-of-age narrative traditions, the study also explores why Western interpretations tend to accept this paradox as natural, while Eastern perspectives may take a more critical stance. [ABSTRACT FROM AUTHOR]

Introduction: This study explores the relationships among classroom climate, growth mindset, achievement goal orientation, and student engagement in the context of English as a foreign language (EFL) education in China. The study aims to understand how these factors interact to influence student engagement and motivation in EFL learning. Methods: Data were collected through a questionnaire administered to 587 Chinese undergraduate EFL students. The questionnaire assessed students' perceptions of classroom climate, growth mindset, achievement goal orientation, and engagement. Structural equation modeling (SEM) was utilized to examine the relationships among these variables. Results: The SEM analysis revealed significant positive correlations among classroom climate, growth mindset, achievement goal orientation, and student engagement. Both classroom climate and growth mindset were found to directly and positively predict student engagement. Additionally, achievement goal orientation mediated the relationships between both classroom climate and student engagement, and between growth mindset and student engagement. Discussion: The findings underscore the interconnectedness of classroom climate, growth mindset, and achievement goal orientation in shaping student engagement in EFL education. These results suggest that fostering a positive classroom climate and promoting mastery-oriented goals can enhance student motivation and contribute to more effective language acquisition. Practical implications for EFL educators are also discussed. [ABSTRACT FROM AUTHOR]

This study, conducted at Laubach Institute during the S.Y. 2023-2024, aimed to determine the mindset towards mathematics and behavioral engagement among junior high school students. The respondents were 141 students, and the study used a descriptive-correlational research design with survey questionnaires and open-ended interview questions. The data were analyzed using means, standard deviation, and Pearson r correlation at a 0.05 level of significance. The findings revealed that Grade 9 students had the highest mean value of 2.47 for a fixed mindset, rated as "disagree," while Grade 7 had the lowest mean value of 2.28, also rated as "disagree." The overall mean for a fixed mindset was 2.40. For the growth mindset, Grade 8 students had the highest mean value of 3.14, rated as "agree," and Grade 9 had the lowest mean value of 2.96, also rated as "agree." The overall mean for a growth mindset was 3.07. In terms of behavioral engagement, Grade 7 had the highest mean value of 3.41 for attendance, rated as "sometimes," while Grade 9 had the lowest mean value of 3.00. For attention, Grade 7 again had the highest mean value of 3.04, while Grade 9 had the lowest mean value of 2.91. For participation, Grade 10 had the highest mean value of 2.81, while Grade 7 had the lowest mean value of 2.69. For compliance, Grade 8 had the highest mean value of 2.93, while Grade 10 had the lowest mean value of 2.75. The study found a significant correlation between the growth mindset and behavioral engagement in terms of participation and compliance for Grade 7 students. Specifically, Grade 7 had an r-value of 0.351 for participation, interpreted as "Low Positive," and a p-value of 0.00, indicating significance. For compliance, Grade 7 had an r-value of 0.566, interpreted as "Moderately Positive," and a p-value of 0.00, also indicating significance. Grades 8, 9, and 10 had p-values greater than 0.05 for both participation and compliance, indicating no significant correlation. This suggests that younger students' growth mindsets are positively influenced by all domains of behavioral engagement. [ABSTRACT FROM AUTHOR]

This article highlights the strategic economic man in Mohsin Hamid’s How to Get Filthy Rich in Rising Asia. The novel reveals the contradictions of faking entrepreneurship amid the uneven development in rising Asia, showcasing individuals’ efforts for self-improvement despite political, socioeconomic, and cultural challenges. This faking fosters a new global identity that is sociable, emulative, altruistic, and cooperative as the economic man is reconciled with the sociological man, who learns from others through reading, imitation, and other interactive strategies. Ultimately, the novel suggests that maximizing benefits for personal development and the common good requires merging these two aspects of identity. [ABSTRACT FROM AUTHOR]

Intro Methods Results Conclusion Professionalism can be challenging to assess during clerkships. Current literature focuses either on aspirational generalities or professionalism lapses. Most tools assessing professionalism employ Likert scales. This study investigated the frequency and detail with which clerkship directors describe professional behaviours in end‐of‐clerkship narrative assessments.We analysed de‐identified core clerkship final narratives from one New York City medical school collected in academic years 2018–2019 and 2019–2020. We used ATLAS.ti and the six‐step thematic approach outlined by Braun & Clarke to perform a qualitative analysis, coding each semantic unit.We found that 176 out of 753 narratives (23%) mentioned professionalism, but only 29 (16%) of those provided a detailed description including an anecdote or example. Focusing on these most detailed comments, we identified seven core themes: managing time, following through on expectations, eager to engage, work ethic & efficiency, effective communication, going above and beyond and situational awareness. Themes range from simple behaviours to sophisticated behaviours that may not fully develop until residency.Narratives that use the word “professional” or “professionalism” without examples are unlikely to facilitate learning, meaningful assessment or opportunities for remediation. Our hierarchical framework can be used to teach students how to navigate the current clinical environment and can assist supervisors in providing students with specific, actionable feedback and assessment. Our model explicitly fosters a growth mindset in assessing and developing professionalism. [ABSTRACT FROM AUTHOR]

Past research has examined the incidence of psychological distress and mental disorders among people who practice alternative sexualities known as "kink" or BDSM, but there are very few studies of the positive impact of kink sexuality on psychological well-being. A total of 1,402 individuals participated in the 2016 National Kink Health Survey; 1,003 participants were included in the analysis presented here. Participants were included if they answered the survey question: (a) Do you feel that your involvement in kink has affected your mental health, either positively or negatively? Two other follow-up questions were asked: (b) If yes, has that effect been positive or negative or both?; (c) Please comment, if you would like, to expand on your experiences related to the last question. Results indicated that 66% of the 1,003 participants found that kink sexuality had a positive impact on their mental health, and qualitative analyses found that the impact focused on four areas of well-being: autonomy, positive relations with others, personal growth, and self-acceptance. Negative impacts were also noted, mostly in the area of difficult/negative relations with others that included stigma/prejudice, interest discrepancies within intimate relationships, and poor treatment or abuse from intimate partners. This research indicates that participation in kink sexuality can be a source of personal growth and healing, at least for some individuals. [ABSTRACT FROM AUTHOR]

This article introduces the special issue "Reimagining 'Kink': Transformation, growth, and healing in BDSM." The article provides a description of the atypical sexual/erotic or leisure practices and interests that are labeled kink or covered by the acronym BDSM. The article presents a general overview of the prevalence of kinky fantasies, interests, behaviors, and identities built on these activities. A discussion of the importance of consent is also reviewed as a core feature of this type of sexual or leisure activity, which is assumed or discussed by all the articles in the special issue. An overview of the individual papers in the special issue is presented to highlight the ways in which kink sexuality can be an opportunity for peoples' personal growth, self-actualization, healing, and transformation. [ABSTRACT FROM AUTHOR]

Meaning in life is the process in which individuals make sense of their lived experiences and the world around them. In adolescence, youth face developmental challenges and stressors that can threaten their well-being. Knowledge of the mechanisms and contributors to protective factors, such as meaning in life, can enhance counselors' and school counselors' delivery of services to adolescents and support their optimal growth. In this study, we conducted multiple regression analyses to examine the relationship between participants' meaning in life, emotional intelligence, and personal growth initiative in a youth sample (n = 203). Our findings indicated that meaning in life was related to students' personal growth initiative and emotional intelligence. Specifically, we identified that meaning in life predicted personal growth initiative and emotional intelligence for participants in this study. Based on our findings, we offer practical implications for school counselors and counselors working with youth. Implications for research are also provided. [ABSTRACT FROM AUTHOR]

Although support by experiential peers for individuals with criminal behaviour is increasing, an empirical basis for its effectiveness is lacking. The purpose of this review was to investigate outcomes, mechanisms, and contextual factors of individual support by experiential peers for individuals who display criminal behaviour. We conducted a systematic realist literature review to test and refine our initial programme theory, which included seven mechanisms that may play a role in the desistance-supportive outcomes of experiential peer support. We screened 6,530 scientific papers and eventually included 25 articles focusing on asymmetrical one-on-one support for and by individuals with criminal behaviour. The findings suggest that experiential peers show empathy and have a non-judgmental approach, are considered role models, establish a trusting relationship with clients, offer hope, connect clients to other services, and have a recovery perspective on desistance. We found results indicative of act-desistance, positive personal development and improvements in mental health and personal circumstances, although study results were not consistent. The information on contextual factors was too limited for a robust analysis. Future research should not only focus on objective measures (e.g. absence of criminal behaviour), but also on subjective measures (e.g. hope, self-esteem) and investigate long-term effects. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic experience had a major impact on adolescents' relational lives. The abrupt change in habits led adolescents to revise their relationships with respect to family, friends, and school; they suffered greatly because of this but, at the same time, were able to discover new resources and possibilities. The present paper aims to give adolescents a voice by exploring their experiences of the change that the pandemic period brought about in their life and significant relationships as well as by examining whether quarantine and social isolation provided opportunities for personal growth and transformation. The participants were 66 adolescents (between 16 and 19 years old). A qualitative method was adopted with a semi-structured interview that investigated changes in the main relational areas. The results offer an insight into the lives of adolescents during the lockdown in Italy, allowing us to "hear their voice." The results highlight the adolescents' struggle to cope with the change, suffering from the many limitations but also experiencing increased self-awareness, reflectivity, and responsibility. [ABSTRACT FROM AUTHOR]

Responsiveness is currently a hot topic in the psychotherapy literature with a large variation in what the term means to colleagues of various orientations. This adds to its popularity but limits the scope of whatever is written or said about responsiveness. The fact that the meaning of responsiveness has developed over time within the approaches adds also to the variation, while an understanding of development has the potential of deepening the understanding of each approach. As a fair description and comparison of even just the most important approaches is by far out of reach for a page-limited article, the development of one approach, which may be termed the "Bernese" approach is described here, along with lessons learnt and general comments. The approach includes Plan Analysis case formulations, the concept of complementary or Motive-Oriented Relationship, a description of a combined qualitative and quantitative assessment, and many methodological and conceptual considerations. Personal development is woven in. Overall, it seems fair to say that this approach, at its core developed long before responsiveness became popular, has turned out to still be useful, with a gain in depth as far as concepts and assessment are concerned. [ABSTRACT FROM AUTHOR]

Forgiveness is usually analysed in terms of the benefits to victims or perpetrators. When referring to victims, attention is focused on overcoming the negative emotions caused by harm or achieving good that is important to them. In this article, the issue of the victims' responsibility for the personal and moral development of the perpetrators, as well as for building the community to which the perpetrators belong, has been addressed. We compare the relationship between a forgiving victim and a perpetrator to an educational relationship, to discover the educational dimension of forgiveness. We use one of the contemporary models of the educational relationship to check whether all subjects of this relationship and the references between them relevant to this relationship can be identified in that between the forgiving victim and the perpetrator. A critical issue for this reflection was the stereotypes concerning forgiveness. From the analysis, the conclusion can be drawn that the relationship between the forgiving victim and the perpetrator can meet the criteria of an educational relationship, if forgiveness is properly understood, i.e. it is expressed in actions adequate for the level of the perpetrators' personal and moral development and is not reduced to merely cancelling their debt. [ABSTRACT FROM AUTHOR]

Feeling loved by one's caregiver is essential for individual flourishing (i.e., high levels of psychological well‐being in multiple dimensions). Although similar constructs are found to benefit adolescent well‐being, research that directly tests parental love as a feeling from the recipient's perspective is rare. Historically, parental love has been measured using single‐assessment methods and assumed to be a stable, trait‐like characteristic; yet, like any feeling, it may fluctuate in meaningful ways on a day‐to‐day basis—the implications of which are unknown. Using a sample of 150 adolescents (59.3% female; ages 14–16), this study estimated level (person's mean level across days) and instability (fluctuations across days) of feeling loved by a caregiver across 21 days for each adolescent, and then examined their prospective effects on adolescent flourishing 1 year later. After controlling for demographics (adolescent age, gender, family income, and parent's sex) and variable baseline levels, feeling more loved by one's caregiver in daily life significantly predicted higher levels of flourishing in two global measures 1 year later. Moreover, level and instability of feeling loved by one's caregiver played different roles for different dimensions of flourishing: higher levels significantly predicted higher levels of autonomy, purpose in life, and personal growth, whereas higher instability significantly predicted lower levels of positive relations with others and environmental mastery. Findings emphasized the importance of considering daily dynamics of feeling loved by one's caregiver and demonstrated that level (of feeling loved) is particularly important for intrapersonal aspects while instability is particularly important for interpersonal aspects of flourishing. Research Highlights: Adolescents feeling more loved by their caregiver in daily life had higher levels of overall flourishing 1 year later.Level (of feeling loved) is particularly important for intrapersonal aspects of adolescent flourishing, including autonomy, purpose in life, and personal growth.Stability (of feeling loved) is particularly important for interpersonal aspects of adolescent flourishing, including positive relations with others and environmental mastery. [ABSTRACT FROM AUTHOR]

Copyright of Trans/Form/Ação is the property of Trans/Form/Acao 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.)

This multi-site qualitative research study utilizes a queer theoretical framework to analyze norms and normativity in organizational diversity work. The findings suggest that diversity work contributes to an ontological bifurcation of the individual and organization that foregrounds the individual and casts the organization to the background as an accessory to personal development. To understand how this ontological bifurcation emerges, the analysis traces three metaphors as focal points of norm inquiry related to diversity work – journey, container, and table – and considers them alongside the practices of training, data collection, and positional leadership. The persistent bifurcation of organization and individual helps to reinstate the very inequities that diversity work seeks to address, suggesting to both scholars and practitioners the need for a more durable disruption of the status quo in diversity work. [ABSTRACT FROM AUTHOR]

This study examined the impact of a vocational English program on English as a Foreign Language (EFL) learners' experience at University A in Vietnam. The research involved 20 participants and employed semi-structured interviews as the data collection method. The findings revealed that the program had a positive influence on participants' language and employability skills, as well as personal growth. Improved confidence, language proficiency, and various employability skills were reported among the participants. However, the study also identified the importance of addressing individual learning needs, optimizing resource utilization, and considering program duration. These findings make a valuable contribution to the existing literature on teaching English and developing employability skills in Vietnam, offering valuable insights into the effectiveness of English language training programs. [ABSTRACT FROM AUTHOR]

This study aimed to provide an in-depth exploration of second-chance education during the pandemic, utilizing a qualitative phenomenological research design. Additionally, purposive sampling was used to select the participant in this study. Thus, the research involved 16 Alternative Learning System (ALS) learners, with 8 participants undergoing individual interviews (IDI) and another 8 participating in focused-group discussions (FGD). Three overarching themes--challenges, coping mechanisms, and insights--were formulated to comprehensively capture the experiences of ALS learners. In examining the challenges faced by ALS learners amid the pandemic, several emergent themes emerged, including the difficulties associated with completing modules, adapting to changes, coping with the absence of face-to-face classes, securing access to necessary gadgets, overcoming shyness, dealing with module retrieval, and addressing issues related to poor internet connection. Furthermore, the coping mechanisms employed by ALS learners during the pandemic yielded additional emergent themes. This included fostering confidence, maintaining resilience, cultivating a positive mindset, embracing faith, fostering independence, self-motivation, seeking assistance when needed, and drawing inspiration from family support. The final theme, reflecting on the experiences of ALS learners during the pandemic, revealed insightful emergent themes. These encompassed recognizing the essence of hope, understanding the advantages and disadvantages, discovering personal growth, achieving educational success, emphasizing persistence, acknowledging the significance of effort, recognizing the substantial impact of ALS, advocating for the program, and remaining vigilant in the face of challenges. [ABSTRACT FROM AUTHOR]

Black teachers are critical resources for children and schools. In experimental data, I document large effects of Black upper-elementary teachers on the self-efficacy (0.9 SD) and classroom engagement (0.7 SD) of their Black but not non-Black students, potentially driven by role modeling. Black teachers also benefit the test scores (0.2 SD) and absences (over 20% decrease) of all students—no matter their race/ethnicity—that often persist years later in high school. Furthermore, Black teachers bring unique mindsets and practices to their work (differentiated instruction, growth mindset beliefs, well-organized classrooms) that mediate a moderate to large share of effects on student outcomes. These findings help bridge the quantitative race/ethnicity-matching literature with theoretical discussion and qualitative exploration on why Black teachers matter. [ABSTRACT FROM AUTHOR]

With an introduction to set some context, this is an autobiographical piece by Simon Clements, an influential English teacher and HMI, who was co-author of the seminal English 'text' book Reflections (1963a). Through his own reflections, we see the importance of collaborations and personal and professional networks and how these were critical in the reshaping of the 'new' English through the 1960s and beyond. [ABSTRACT FROM AUTHOR]

AbstractTailored language and communication strategies underpin men’s engagement with public health initiatives. The aim of this study was to explore men’s preferences for language and communication in mental health promotion and provide recommendations for current and future programs. A sequential mixed-methods design was used including five focus groups and 21 individual interviews with 64 men. Interpretive description was used to inductively derive three themes: (1) Using coded language to confer mental health, which highlighted the tacit meaning and implications of language as well as men’s covert strategies to communicate their challenges and emotions; (2) Summoning masculine capital with association and metaphors, wherein men’s strategies for conveying mental health in acceptable and relatable ways are chronicled; and (3) Dynamism language to signal action and growth, illustrating participants’ preference for strength-based approaches and gain-framed messaging that positions men as drivers of self-management and personal development. Important implications for men’s mental health promotion are discussed. [ABSTRACT FROM AUTHOR]

ABSTRACT In language arts classrooms, dialogic teaching encourages diverse text interpretations, fostering discussions that enhance students' literacy skills like reasoning. However, adopting a dialogic stance poses challenges for both teachers and students. The study investigated the impact of a tailor‐made dialogic intervention on a Chinese rural teacher and students' stances towards texts. Chinese rural students shifted from efferent and instrumental stances to a more critical‐analytical stance, indicating a profound change in how rural students interacted with texts through exploratory talk, highlighting the potential of dialogic teaching practices to foster deep engagement with reading materials. However, after the intervention ended, the teacher reverted to a monologic approach due to limited dialogic texts and time constraints. The findings underscore the potential of dialogic teaching for engaging rural students, yet highlight the need for sustained teacher training and suitable texts. Future research should focus on cultivating and maintaining students' growth mindset effectively in rural settings. [ABSTRACT FROM AUTHOR]

Objectives Methods Results Conclusion The current study examined the association between the possession of personal growth initiative (PGI) skills and symptoms of mental illness (i.e., depression, anxiety, and stress) and the potential mediating role of daily engagement of PGI skills during the COVID‐19 pandemic.The participants consisted of 73 individuals (Mage = 41.62, SDage = 12.44) who were recruited from Amazon's Mechanical Turk (MTurk). Data for possessed PGI was collected in April 2020, and the daily survey started approximately 1 month later at the beginning of May 2020 for 29 days.Controlling for demographic variables, multilevel mediation models revealed significant association between PGI skills and PGI engagement. However, our hypothesized indirect effects were not found. When inspecting the direct effects controlling for the effect of PGI engagement and demographic variables, the paths between PGI skills and both depression and anxiety were negatively associated. When examining the effect of time, there were no significant changes during the period of 29 days in the levels of PGI skills among individuals. However, a significant fluctuation within individuals in how much participants have utilized PGI skills during the study period was found.The current study highlights the influence of PGI skills at both the between‐individual as well as within‐individual levels in predicting symptoms of mental illness, and it also uncovers the role of PGI skills by separating into general PGI skills and individual's daily engagement in utilizing the PGI skills in predicting symptoms of mental illness. [ABSTRACT FROM AUTHOR]

One of the primary functions of clinical supervision is to facilitate counseling skills development. The integrative developmental model (IDM) suggests specific challenges facing masters-level student counselors at each developmental level. For early student counselors, this includes heightened anxiety, perfectionism, and struggles with self-concept and wellness. We propose using vision boards as a supervision tool to address these developmental challenges through creative arts-based interventions. The process of engaging in creative arts-based supervision decreases supervisees’ anxiety and increases self-awareness, perspective-taking abilities, and cognitive complexity, making personal growth more accessible. Vision boards visually represent student counselor growth and development and function as a means to document student counselor progress for evaluation and gatekeeping purposes. A case study is presented to explore the application of the vision board within the framework of the IDM. Finally, implications and limitations are discussed. [ABSTRACT FROM AUTHOR]

Interprofessional education (IPE) initiatives, where students from multiple professions learn from, with and about each other, have been implemented in various care environments. However, no reviews have examined the impact they have in older adult’s care home settings, despite their potential to enhance care quality. This review scopes out the available and comparable evidence reporting on the impact and structure of IPE initiatives based in the care home sector. The review aims to report countries and settings where IPE research is conducted in care homes, characterise these IPE programs (length, type, and activities), determine the professional groups involved, and assess the impact of IPE on students, residents, and care home staff. The search was limited to articles published in English from January 2010 to July 2023. Key databases and gray literature were searched, resulting in the inclusion of 10 studies. A draft charting table was developed to record key characteristics of the included studies. Thematic analysis resulted in the construction of four themes: knowledge, skills, personal development, and models for future delivery. Literature demonstrates the benefits of IPE initiatives in older adult’s care home settings, though it mainly focuses on student learning and development. Few studies examine the impacts of IPE on staff or residents, and there is limited emphasis on IPE in UK care homes. Further research is also needed to understand its longer-term implications in this context. [ABSTRACT FROM AUTHOR]

Background: Doctors in training (trainees) have higher rates of burnout, anxiety and depression than other professionals. An important psychological tool to combat this crisis is promotion of a growth mindset, which increases resilience and improves mental health outcomes. How growth mindset might be promoted within the clinical learning environment is underexplored. This study aimed to explore the factors promoting a growth mindset versus fixed mindset in trainees from the perspective of the trainees. Methods: This constructivist study employed a novel method of encouraging trainees' reflections on mindset adoption in the clinical learning environment. Trainees played Mindset, a tabletop simulation board game that included challenges encountered within training. This was followed by a facilitated debriefing, focusing on factors that promoted growth or fixed mindset adoption in the clinical learning environment. Debriefing transcripts were analysed using template analysis. Results: Three groups of oncology trainees and one group of medical education fellows participated (16 participants in total). Factors promoting growth mindset adoption included passion, collaboration, diverse career and role modelling. Factors promoting fixed mindset adoption included burnout and competition. Some factors, such as grit, previous success experience and singular training location promoted a fixed mindset when too much or too little were present, and promoted a growth mindset when they were in balance (the Goldilocks principle). Conclusions: The importance of balance versus excess of certain factors, and the ubiquitous competitive culture in medicine promoting a fixed mindset, were compelling reflections. This study may aid invested parties to reflect on what factors they can upregulate and down regulate to optimise trainees' adoption of a growth mindset. [ABSTRACT FROM AUTHOR]

Sociotherapy is a widely used form of psychological and pedagogical group help for children and adolescents in Poland. However, it is still unknown under this name, which causes its marginalization in scientific research. Knowing that sociotherapists face myriad challenges in working with individuals, groups, and systemic challenges, we decided to examine the coping strategies that led them to successful outcomes while working with adolescents. We conducted in-depth interviews with 22 sociotherapists (aged 28–60), asking them to share narratives of difficulties they overcame at work. We analyzed the resulting statements about the subjects' experience using reflective thematic analysis. We created the following themes, which reflect the structure of resources (themes), mobilized by the sociotherapists: (1) "I can rely on other professionals"; (2) "I am ready to work on and with myself"; (3) "I am ready to be a container for their feelings"; (4) "I need to take action!"; 5) "But I'm a sociotherapist, and I have a mission!". Findings show that coping with challenges involves seeking support from professionals and acknowledging personal growth in the work environment. Supervision and crisis intervention policies may become vital resources for sociotherapists. Broader access to societies can strengthen their professional role and foster a community-supported principle of good practice in sociotherapy. [ABSTRACT FROM AUTHOR]

Background: The value of co-produced research in health and social care is increasingly recognised, but accounts into the processes and individual experiences of co-producing research are lacking. This paper describes the personal journeys of four researchers (two experts by foster caring experience and two experts by profession) throughout the life course of a co-produced research project exploring the barriers and facilitators to inclusive research in foster caring, the InCLUDE project. Methods: Each researcher kept a diary throughout the InCLUDE project of their personal reflections, questions, and learning. These were synthesised and reviewed by the researchers and two colleagues external to the team, and key themes were extracted. Results: Narratives constructed from the diaries are presented in relation to distinct aspects of the co-production journey, alongside illustrative quotes. These aspects include: motivations for starting the project; making sense of the project; defining roles and responsibilities; challenges; and reflections on acquired knowledge and skills. From these insights, the researchers present recommendations for others endeavouring to engage in co-produced research. These include: recognising vulnerabilities and challenges during the early stages of a project; creating safe spaces; seeing the value of diversity; harnessing individual strengths; establishing a strong routine; and ensuring equal voice. Conclusions: This paper presents a novel perspective on the realities of co-produced research by documenting the lived experiences of researchers within the context of foster care research. It highlights the importance of both measurable, tangible project outcomes, and the personal and skills growth of team members. The consistent use of diaries is encouraged as a valuable practice to capture learning, progress and achievements throughout the co-production process. Plain English summary: Four researchers (two experts by foster caring experience and two experts by profession) reflect on their journey of being part of the InCLUDE project. InCLUDE looked at how to make research with foster and kinship carers more inclusive. Each researcher kept a diary throughout the project, to help them capture their learning, thoughts and feelings. In this paper, the diaries are collated together into themes, with illustrative quotes. These themes include motivations to get involved in the project, settling into the role, challenges, personal development, and new knowledge. The researchers then share their key learning which can help others who are hoping to co-produce a research project. This includes the importance of talking about feeling vulnerable, creating safe spaces, working to your individual strengths, setting up a strong routine, and making sure that everyone has an equal voice and role on the project. The researchers also discuss the benefits of using diaries as a way to capture learning, experiences and progress, and encourage other research teams to do the same. [ABSTRACT FROM AUTHOR]

This qualitative study explores the motivations, barriers, and facilitators underpinning the adoption of the Mindset Teams programme in primary schools across Scotland. Semi-structured interviews were conducted with 18 teachers across six Mindset Teams schools and 14 wider stakeholders working across local, regional, and national levels. Findings suggested underpinning factors across the socio-ecological model, with differential themes identified, including six supporting school motivations and ten spanning barriers and facilitators, across teacher and stakeholder data. Limitations, implications for school and educational psychology (EP) practice, and suggestions for future school-based mindset interventions are considered. [ABSTRACT FROM AUTHOR]

Forgiveness, a process of relinquishment of resentment, hostility, and anger toward an offender or self, is understudied among people living with HIV. This study examined the experience and process of forgiving the person who allegedly transmitted HIV, among people living with HIV. In-depth interviews were conducted with 14 people living with HIV aged 25 or older, diagnosed at least three years before the study. Three main themes emerged: “Anger is a poison”: between forgiveness and unforgiveness; “I gave up the drive to suffer”: the meaning of forgiveness; and “Forgiving is like building a building”: phases of the forgiveness process between forgiveness and unforgiveness. This study revealed cognitive and emotional processes and phases of forgiveness. Forgiveness-focused interventions for people living with HIV are suggested. [ABSTRACT FROM AUTHOR]

Previous research has focused mostly on risk factors that increase an individual's internet addiction (i.e., excessive use of the internet), and little is known about protective factors. Inspired by the positive spillover effect of happiness mindsets (i.e., beliefs about whether happiness is malleable) and the fact that happiness mindsets are easy to change, the current research with correlational and experimental studies focuses on the protective factor that lessens an individual's risk of internet addiction by examining the role of happiness mindsets. Additionally, the mediating effect of depression on this association was also examined. In Study 1, a correlational study was conducted to provide initial evidence; happiness mindsets (measured by the 6-item happiness mindsets scale), depression (measured by the 20-item Center for Epidemiologic Studies Depression), internet addiction (measured by the 26-item Revised Chen Internet Addiction Scale), and demographics were surveyed among 1382 emerging adults from China. In Study 2, an experimental study was conducted to provide causal evidence; happiness mindsets were manipulated, and depression and internet addiction were measured. Across two studies, the results revealed that (a) a growth mindset of happiness reduced internet addiction and (b) the alleviating effect of a growth mindset of happiness was mediated by decreased depression. Our results highlight the importance of fostering a growth mindset of happiness to prevent and combat internet addiction among Chinese emerging adults. [ABSTRACT FROM AUTHOR]

Background: There is consistent evidence of the impact of depression and health on Quality of Life in older adults. However, the influence of anxiety or psychological wellbeing aspects has been less extensively studied. This study aims to assess the association between quality of life and sociodemographic characteristics (gender, age), levels of health, emotional distress (anxiety and depression) and psychological wellbeing (personal growth and purpose in life). Methods: The survey was conducted with 361 older adults (mean age = 68.44 years) This study was of cross-sectional design. Results: We found that the older adults' quality of life increased when increased the levels of health, personal growth and purpose in life and when there were lower scores in anxiety and depression. This model explained 63.2% of variance. In contrast, sociodemographic characteristics did not show any association with quality of life. Conclusions: A better understanding of the factors associated with quality of life could help health professionals to develop interventions that enhance it. Efforts to address older adults' quality of life focusing on older adults' perceived health and emotional status should be considered. [ABSTRACT FROM AUTHOR]

Beliefs about the malleability of intellectual ability—mindsets—shape achievement. Recent evidence suggests that even young children hold such mindsets; yet, no reliable and valid instruments exist for measuring individual differences in young children's mindsets. Given the potential relevance of mindsets to children's achievement-related behavior and learning, we developed and tested the psychometric properties of the Growth Mindset Scale for Children (GM-C). Among other psychometric properties, we assessed this instrument's (a) factor structure, (b) measurement invariance, (c) internal consistency, (d) temporal stability (test-retest reliability), (e) concurrent validity, and (f) cross-cultural robustness in samples of US children (Study 1; N = 220; ages 4 through 6; 50% girls; 39% White) and South African children (Study 2; predominantly grades 4 and 5; N = 331; 54% girls; 100% non-White). The GM-C scale exhibited four factors, representing beliefs about the instability of low ability, the malleability of low ability, the instability of high ability, and the malleability of high ability. The GM-C scale also demonstrated invariance across age, acceptable internal consistency (αs between.70 to.90), and moderate temporal stability over approximately one month (rs between.38 to.72). Concurrent validity was supported by significant relations between children's scores on the subscales about low ability and their goal orientations (Studies 1 and 2), challenge-seeking behavior, and achievement in math and English (Study 2). These findings suggest that the GM-C scale is a promising tool for measuring mindsets in young children. We offer practical recommendations for using this new scale and discuss theoretical implications. [ABSTRACT FROM AUTHOR]

To address the widespread mental health crisis facing adolescent girls, this study examined whether a growth emotion mindset lesson can enhance emotional competence. During 2018–2022, adolescent girls (Mage = 15.68 years; 66.3% White) were randomized to a growth mindset (E‐MIND; N = 81) or brain education (control; N = 82) lesson, completed the Trier Social Stressor Test, and reported on various aspects of emotional competence. Compared with the control group, the E‐MIND group reported more adaptive emotion mindsets, higher emotion regulation self‐efficacy, and more proactive in vivo and daily efforts to regulate emotions (effect sizes = small‐to‐medium to medium), with several differences remaining 4‐month later. Findings provide novel insight into one promising approach for cultivating emotional resilience among adolescent girls. [ABSTRACT FROM AUTHOR]

The aim of this study was to identify the perceptions of civil servants at a water and sewage company in a city in the interior of Rondônia about aspects related to QWL. The research, which was descriptive in nature and took a qualitative approach, involved 14 civil servants from this institution, who answered a sociodemographic and work-related form, 12 of whom also answered an interview about their perceptions of QWL. The sociodemographic data was analyzed using statistical procedures and the interviews were transcribed and subjected to content analysis. The respondents' perceptions of what they understood by QWL were different from those that referred to the QWL actually provided by the organization studied. In the company's environment, the categories Socio-professional Work Relationships and Work-Social Life Link were those with the highest number of positive aspects in the respondents' assessment, unlike others such as Recognition and Personal Growth, Work Organization and Working Conditions, in which many challenging aspects to QWL were identified, and it should be noted that the latter was pointed out as one of the main desirable elements for achieving quality of life in the workplace. This study has provided a basis for reflection on the company's work environment, identifying critical areas and suggesting strategies for action, since those surveyed perceive their QWL to be average, considering that there are various aspects, including health protection and well-being, which require action on the part of the institution studied. [ABSTRACT FROM AUTHOR]

Background: Emergency medicine (EM) physicians often practice in dynamic, high‐stress, and uncertain settings with limited resources. Although simulation has been shown to enhance various aspects of student development, its impact on medical students' personal growth initiative, resourcefulness, and tolerance of uncertainty—crucial traits for managing future crises as emergency physicians—remain unclear. The purpose of this study, therefore, was to determine a high‐fidelity prehospital simulation's impact on medical students' resourcefulness, personal growth, and tolerance of uncertainty. Methods: We surveyed 107 fourth‐year medical students before and after a multiday, high‐fidelity prehospital simulation. The survey included items from the Intolerance of Uncertainty Scale‐12 Item Form, the Personal Growth Initiative Scale, and the Resourcefulness Skills Scale. We compared students' pre‐ and post‐simulation responses to investigate any change in their uncertainty intolerance, personal growth initiative, and resourcefulness following simulation participation. Results: Students' scores significantly increased following the simulation for both resourcefulness (t(106) = −6.89, p < 0.001, d = −0.67) and personal growth initiative (t(106) = −6.22, p < 0.001, d = −0.60). Effect size calculations suggest that participating in the simulation had a medium to large effect on participants' resourcefulness and personal growth initiative. However, participants' tolerance of uncertainty scores prior to and following the simulation did not significantly differ (t(106) = 1.66, p = 0.100, d = 0.16), indicating that the simulation had little effect on participants' tolerance of uncertainty. Conclusions: Our results indicate that simulation is a promising educational tool for developing students' resourcefulness and personal growth initiative so they can navigate high‐stress, low‐resource environments. Follow‐on research is needed to determine how to leverage simulation to enhance students' uncertainty tolerance in high‐stress, low‐resource environments. [ABSTRACT FROM AUTHOR]

Self-determination theory (Ryan & Deci, 2017) has highlighted the differential roles that intrinsic life goals (for personal growth, close relationships, community connections, and physical health) and extrinsic life goals (i.e., for wealth, image, and status) play in supporting well-being. Less is known about how orientations toward these two types of aspirations develop. It is likely that early environmental influences, namely one's parents, impact individuals' aspirations. We address this gap by systematically reviewing the links between relevant parents' characteristics and the intrinsic and extrinsic goals of their children. We identified 49 eligible reports. Children's intrinsic aspirations were higher when parents provided a need-supportive environment (characterized by support for autonomy, relatedness, and competence) and when they endorsed intrinsic aspirations themselves, whereas children's extrinsic aspirations were higher when parents exhibited extrinsic aspirations themselves, promoted the pursuit of extrinsic aspirations, and provided environments characterized by need frustration. Therefore, fostering basic psychological need satisfaction may support children's intrinsic aspiring. In addition, parents should also be mindful of their own extrinsic goals, as they may influence extrinsic aspirations in their children and possibly compromise their well-being over the long term. Public Significance Statement: Goal contents theory (Ryan & Deci, 2017) posits that the pursuit of intrinsic goals such as personal growth, relationships, community, and health fosters a life of greater well-being, whereas prioritizing extrinsic goals of wealth, image, and fame reduces well-being. This systematic review and meta-analysis assessed evidence on which parent factors are related to the intrinsic and extrinsic goals of their children. The results indicated that intrinsic goals were associated with need-supportive parenting and parents valuing intrinsic goals themselves. Extrinsic goals were found to be associated with parents having extrinsic goals, parental promotion of extrinsic goals, and need-frustrating parenting. It has public significance because it informs parents how to promote children's well-being. [ABSTRACT FROM AUTHOR]

The article focuses on the importance of loving one's students as a fundamental aspect of teaching, arguing that this love is essential for genuine educational engagement. Topics discussed include the Christian understanding of love and its implications for teaching; the obligation teachers have to care for their students; and the appropriate boundaries and forms of love that should be maintained in the teacher-student relationship, while desiring the best for students' personal growth.

Objective: This study examined the impact of a short-term study abroad program, focusing on program evaluation, attendee satisfaction, and acquired knowledge and skills. A questionnaire survey was conducted covering various aspects including demographics, program evaluation, and feedback. Results: Results indicated higher female participation due to gender imbalances in pharmacy students in Egypt, with senior students recognizing the value of international experience. Attendee satisfaction was high, with positive feedback on accommodation, tours, and workshop materials. Field visits and workshops provided valuable experiential learning, with attendees suggesting extending the program's duration. The program equipped attendees with knowledge and skills relevant to pharmaceutical products and services, leading to improved competences and perceptions. The study concludes that such study abroad experiences profoundly impact personal growth and recommends integrating them into educational curricula for valuable experiences. [ABSTRACT FROM AUTHOR]

Corrective feedback can be a difficult endeavor in supervision. This article focuses on the following six principles of humanistic education that can facilitate corrective feedback: a nonthreatening environment, affective bias, self‐evaluation, connectedness, self‐determination, and personal growth orientation. These principles offer a framework for providing culturally sensitive supervision and corrective feedback. Implications for counseling supervision are included. [ABSTRACT FROM AUTHOR]

This study aims to explore the relationship between dimensions of collegiate sport club experiences and the development of harmonious and obsessive passions. A measure of serious leisure qualities was employed to assess members' systematic pursuit with both the sporting and social facets of clubs. Dual passions signify contrasting psychological inclinations arising from optimal and excessive engagement, respectively. Online surveys were administered to collegiate sport club members from two universities. Completed responses from 145 individuals were included for analysis. Regression models revealed that identification and personal rewards facilitated harmonious passion. Notably, no serious leisure qualities fostered obsessive passion, but weekly practice hours did. Our results suggest that club members' development of their identities and meanings to clubs are crucial to foster an optimal club experience. This finding adds knowledge to recent literature concerning club factors and mechanisms enhancing personal development and successful club operations. Moreover, the exploration of obsessive passion also underscores the needs to further examine the factors that drive members to overly engage in sport clubs. Future research utilising the concept of dual passions can help elucidate the psychological processes club members undergo in balancing their club commitments with other aspects of their lives. [ABSTRACT FROM AUTHOR]

Despite government mandates to wear face masks in some public locations, why do some people still refuse to wear a face mask in public? This paper examines the relationship between grit, COVID-19 preventative health measure, and distress. Further, the mediating role of COVID-19 autonomous and controlled motivation is also investigated. The results suggest that grit is directly related to decreased distress and increased preventative behaviors. COVID-19 autonomous and controlled motivated mediated the relationship between grit, distress and preventive behaviors, such that COVID-19 autonomous motivation mediated the association between grit and preventive behaviors; while COVID-19 controlled motivation mediated the relationship between grit and psychological distress. These findings suggest that grit can be an important growth mindset in increasing preventative behaviors and individual well-being during the pandemic. Implications for human resource managers in attempting to help employees cope effectively during the pandemic are discussed. [ABSTRACT FROM AUTHOR]

• We test how parent factors predict toddler number and spatial skills. • Parents' math beliefs, attitudes, and experiences predict home numeracy activities. • Numeracy activities mediate relations between parent factors and number skills. • We find no links of parent factors, spatial activities, and toddler spatial skills. Mounting evidence suggests that home engagement in mathematics is related to variability in early math skill. Although prior work has investigated parental predictors of home math engagement more broadly, it remains understudied whether the same factors relate to toddlers' home math environment, and if home math experiences are associated with toddlers' math skills. Here we asked whether parents' beliefs, attitudes, and experiences with math relate to their engagement in home numeracy and spatial activities with toddlers and are associated with toddlers' developing number and spatial skills (N = 189). We find that a broad range of parent factors, including parents' beliefs about the importance of math, math growth mindset beliefs, math anxiety, and math coursework, predicts parents' frequency of engaging in numeracy activities with toddlers. Furthermore, home number activities predicted toddlers' number skills. Parents' math beliefs, attitudes, and experiences all had positive indirect effects on toddlers' number skills through associations with number activities. However, none of these parent factors predicted home spatial activities, and we saw no association between home spatial activities and toddlers' spatial skills. Altogether, these results suggest that even at very young ages, parent factors shape the home environment and toddlers' early numeracy learning, but we did not detect associations for spatial skills. [ABSTRACT FROM AUTHOR]

Within the historiography of post-war migration to Britain, many authors have used oral history to explore women's history of migration to and their lived experiences in Britain. However, current historiographical attention to the Chinese in Britain neglects post-war experiences, particularly those of women, and is yet to engage with rich oral history collections. Drawing on the voices of twelve women, this paper argues that, against the backdrop of relaxing exit controls in post-1978 China, women utilised socioeconomic resources and navigated accessible routes for crossing regional and national borders, displaying their will and resilience to use migration as a means of personal development, and, in some cases, showed pragmatism in seeking to emigrate. This paper expands the historiography of Chinese migration to Britain and adds to our understanding of gender and migration. It indicates that, despite their seeking personal development, Chinese women's migration was conditioned by family responsibilities, and their narratives of migration incorporated consideration of family members. It highlights how changing policies in China enabled and motivated women's migration to and permanent settlement in Britain. Teasing out these rationales helps us to rethink the history of ethnic minorities in Britain, moving beyond a (post)imperial framing. [ABSTRACT FROM AUTHOR]

The role of non-cognitive skills in academic achievement has garnered increasing attention in educational research. This study explores the impact of non-cognitive skills on academic achievement in STEM and non-STEM subjects in secondary education. Survey data from 795 teachers and 12,965 students across 20 STEM schools in Kazakhstan were analyzed to examine the impact of 26 non-cognitive skills on performance in math, physics, first language, and history. Regression and mediation analyses were conducted to investigate how students' self-assessment of non-cognitive skills directly affects academic achievement and how these effects are mediated by teachers' assessments. The findings indicate that non-cognitive skills exhibit varying direct and total effects, with mediated effects showing greater consistency across different subjects. In math and physics, information processing skill and grit show the strongest direct and total effects on academic achievement. In first language and history, responsibility management and teamwork skill are most influential. Except for capacity for optimism and growth mindset, all skills demonstrated mediated effects across the four subjects. This research informs curriculum development and equitable policies by showing how non-cognitive skills impact academic performance across subjects. It studies the case of Kazakhstan, adding to global education discourse and offering valuable insights for enhancing STEM education. [ABSTRACT FROM AUTHOR]