Learning, Continuity and Change in Adult Life [Wider Benefits of Learning Research Report No. 3]

This report presents results from extensive fieldwork carried out by the Wider Benefits of Learning research team. It presents an original analytical framework developed specifically for this study, combined with empirical results from 140 in-depth biographical interviews in three different areas of England. The interviews explore the way learning affects people’s health and well-being; their family lives; and their engagement in civic activity. The report addresses these effects at both an individual and collective level. It concludes with a set of significant policy implications

Dissociation and interpersonal autonomic physiology in psychotherapy research: an integrative view encompassing psychodynamic and neuroscience theoretical frameworks

Interpersonal autonomic physiology is an interdisciplinary research field, assessing the relational interdependence of two (or more) interacting individual both at the behavioral and psychophysiological levels. Despite its quite long tradition, only eight studies since 1955 have focused on the interaction of psychotherapy dyads, and none of them have focused on the shared processual level, assessing dynamic phenomena such as dissociation. We longitudinally observed two brief psychodynamic psychotherapies, entirely audio and video-recorded (16 sessions, weekly frequency, 45 min.). Autonomic nervous system measures were continuously collected during each session. Personality, empathy, dissociative features and clinical progress measures were collected prior and post therapy, and after each clinical session. Two-independent judges, trained psychotherapist, codified the interactions\u2019 micro-processes. Time-series based analyses were performed to assess interpersonal synchronization and de-synchronization in patient\u2019s and therapist\u2019s physiological activity. Psychophysiological synchrony revealed a clear association with empathic attunement, while desynchronization phases (range of length 30-150 sec.) showed a linkage with dissociative processes, usually associated to the patient\u2019s narrative core relational trauma. Our findings are discussed under the perspective of psychodynamic models of Stern (\u201cpresent moment\u201d), Sander, Beebe and Lachmann (dyad system model of interaction), Lanius (Trauma model), and the neuroscientific frameworks proposed by Thayer (neurovisceral integration model), and Porges (polyvagal theory). The collected data allows to attempt an integration of these theoretical approaches under the light of Complex Dynamic Systems. The rich theoretical work and the encouraging clinical results might represents a new fascinating frontier of research in psychotherapy

Solving the Problem of Poor Quality of University Graduates in Nigeria: A Proposed Holistic Approach

Various schemes have been devised to tackle the problem of poor quality of University graduates in Nigeria. In spite of this, the problem has persisted. This paper essentially links poor quality graduates in Nigeria to the decentralized examination system which governs University degree examinations. Therefore, for detail study, this paper focuses on the linkage between the problem of poor quality graduates and credibility of the decentralized, individualized and autonomous University examination systems. The approach adopted in this paper is predicated on the fact that the subjective nature of University examination systems undermines quality by “shielding” the prospective graduate from facing a universally standardised objective evaluation. The objective of this paper is to devise a scheme towards finding a lasting solution to the problem. To achieve this goal, the paper postulates a thesis called – Joint Graduation, Convocation and Certification Programme (JGCCP) – which would involve universal testing and certification of graduates in Nigeria. It is a standardized framework which will allow for harmonized and universal approach to solving the problem. The objective is based on the fact that examination is the most important instrument used in Nigeria in determining quality of graduates

Coetzee in China

Nicholas Jos

Learning to Talk: Men's Management of Distress Through Disclosures

As a result of social stigma and male normative gendered expectations, many men continue to conceal their problems from others and are reluctant to seek help. Such behaviour is assumed to contribute to these men getting fewer health consultations, having high suicide rates and the associated large number of avoidable male deaths. As a group, men in mid- and later-life have largely been neglected in research practice and appear to be particularly vulnerable as this group has shown a recent rise in suicide rates. This study aimed to increase understanding into how and why men in mid- and later-life weigh up decisions to disclose or conceal when suffering under mental-distress. Studying the decision making behaviour of men in mid- and later-life not only addresses a group which is underrepresented in research, but further poses potential for identifying the development of distress disclosure behaviour in connection with phases in life. Within a life-course framework, and using in-depth interviews, this study enquired into past decision-making behaviour of 20 men aged between 45-86 years of age when having had to cope with serious issues. A subsequent thematic analysis of results revealed four factors relevant for understanding this problem. 1) For many men, as boys, the act of distress disclosure was suppressed within the family. Boys were discouraged from acknowledging forms of distress and disclosing distress was associated with weakness and ungratefulness. For most men, these associations remained largely unchallenged well into adult life. 2) For a large number of men, their social network does not appear to provide adequate possibilities for disclosure, being either too small or inadequate in nature. 3) Ensuring high levels of confidentiality and professionality and minimising the time and effort needed to be invested in the help-seeking process can ease the act of disclosure towards professionals and lay people for men in distress. 4) Certain personal developments, such as those acquired through illness or psychotherapy can enable men to overcome stigma in later life and disclose to others when necessary. Suggestions for application and further research are discussed

Unmet goals of tracking: within-track heterogeneity of students' expectations for

Educational systems are often characterized by some form(s) of ability grouping, like tracking. Although substantial variation in the implementation of these practices exists, it is always the aim to improve teaching efficiency by creating homogeneous groups of students in terms of capabilities and performances as well as expected pathways. If students’ expected pathways (university, graduate school, or working) are in line with the goals of tracking, one might presume that these expectations are rather homogeneous within tracks and heterogeneous between tracks. In Flanders (the northern region of Belgium), the educational system consists of four tracks. Many students start out in the most prestigious, academic track. If they fail to gain the necessary credentials, they move to the less esteemed technical and vocational tracks. Therefore, the educational system has been called a 'cascade system'. We presume that this cascade system creates homogeneous expectations in the academic track, though heterogeneous expectations in the technical and vocational tracks. We use data from the International Study of City Youth (ISCY), gathered during the 2013-2014 school year from 2354 pupils of the tenth grade across 30 secondary schools in the city of Ghent, Flanders. Preliminary results suggest that the technical and vocational tracks show more heterogeneity in student’s expectations than the academic track. If tracking does not fulfill the desired goals in some tracks, tracking practices should be questioned as tracking occurs along social and ethnic lines, causing social inequality