Reflective Journaling: A Theoretical Model and Digital Prototype for Developing Resilience and Creativity

Reflection is commonly discussed as a tool for personal and professional development that is becoming increasingly important in today’s global and digital world. In this paper, we propose a model that suggests ways in which reflection, in the form of Reflective Journaling, can support the development of creativity and resilience, which are needed to enable individuals to function effectively in a fast-changing environment. In addition, the model proposes ways in which external support and progress monitoring can be used in conjunction with skills in adaptive resilience and structured creativity, to support the maintenance of reflective journaling as a habit, in the longer term, thus creating virtuous cycles of skills and behaviours that can reinforce each other. Based on our model, and additional user research, we describe the design of a first digital prototype that aims to support the use of Reflective Journaling and to develop creativity and resilience through suggested mechanisms. Initial evaluations of our prototype are positive. It has been well-received by early test users, and has the potential to address all the connections defined. We therefore suggest that the theoretical model can be used to develop digital tools, such as the one included, to help those who wish to develop the habit of reflective journaling, and through that a range of other skills associated with resilience and creative thinking. We see this as a starting point for investigating this potential in more depth

Internationalizing education: evaluating the growth of intercultural communication and competency in students through an international negotiation project using an online law office

Graduates will need to be able to recognize and appreciate culture in a way that minimizes conflict, promote understanding and to establish a relationship of trust and confidence. The need for competency in intercultural communication and an awareness of ethical challenges sets out a challenge for academics. This study examines the types of learning and characteristics developed by students when working on a ten‐week international negotiation project. It questions whether the study was an effective learning tool to raise consciousness of cultural diversity and effectively address the ‘stumbling blocks’ identified in intercultural communication. Using the findings from this, the study will consider the factors academics should consider when designing high quality, equitable and global study programmes in order for students to develop cross‐cultural capacities and aptitudes in order to be able to perform, professionally and socially, in a multicultural environment

Communication apprehension and students’ educational choices: An exploratory analysis of Spanish secondary education students

Purpose - The literature evidences the effects of communication apprehension (CA), defined as the level of fear and anxiety associated with either real or anticipated communication, on educational efforts and suggests that (via the perceived desirability of certain professions) it could affect vocational choices. The main objective of this paper is to investigate the link between CA and the vocational choice of secondary education students. Design/methodology/approach - Data were obtained from two sources: a self-administered questionnaire to measure the students’ CA levels and their academic preferences, and the vocational counsellors’ advice for these students. Findings - The results confirm the existence of a link between CA and both students’ vocational choices and counsellors’ advice. In general terms, apprehensive students tend to choose vocational education, whereas students with lower levels of CA prefer university for further education. Focusing on the latter, more apprehensive students tend to choose science degrees, which are perceived as requiring lower levels of communication skills. Research limitations/implications – Apprehensive students could be avoiding a path, with all the implications for their professional future, because it is perceived as frightening due to the apparent communication level required. As the literature notes, the links between CA and communication self-efficacy enables the development of educational interventions, resulting in a reduction of CA. Limitations include the use of a convenience sample in only one country. Originality/value - The scarce early literature has paid attention to occupational and educational choices in higher and further education, but there is no research focusing on the link between CA and preuniversity academic decisions

Father inclusive practice in a parenting and early childhood organisation: The development and analysis of a staff survey

Aim: The successful embedding of father inclusive practice (FIP) in parenting and early childhood organisations is relatively new and therefore challenging to assess. The purpose of this study was to describe the process of adapting an existing tool, the Knowledge about fatherhood checklist (KAFC), to suit the parenting service context and apply the modified survey to establish a baseline of attitudes and practice of all staff at an established parenting and early childhood service in Western Australia, Ngala. Method: Following the application of the KAFC at Ngala in 2016, feedback provided by the staff led to a reflective and iterative process of review to adapt the KAFC. In 2018, all staff were asked to complete the adapted survey – the 23-item Father inclusive practice survey (FIP survey) – in order to assess the attitudes and behaviours of everyone in the organisation. The FIP survey covers aspects of competency as well as knowledge and attitudes in relation to fatherhood or father engagement. Results: Results indicated generally high levels of appreciation of the fathering role by Ngala staff. However, a number of areas for improvement in staff knowledge and attitudes were identified, including the benefit of reflecting on personal experiences of fathering, the awareness of the gendered stereotyped view of men, and the importance of the influence fathers can make in the context of attachment and breastfeeding. Conclusions: The implementation of this FIP survey informs improvements to staff orientation and training in FIP, and provides insights into staff attitudes, beliefs and practice regarding acknowledgement of the important contribution fathers make to the development and wellbeing of their children

The transformative potential of reflective diaries for elite English cricketers

The sport of cricket has a history of its players suffering from mental health issues. The psychological study of cricket and, in particular, the attendant demands of participating at an elite level has not previously received rigorous academic attention. This study explored ten elite male cricketers’ experiences of keeping a daily reflective diary for one month during the competitive season. The aim was to assess how valuable qualitative diaries are in this field. Participants were interviewed regarding their appraisal of the methodology as a self‐help tool that could assist coping with performance pressures and wider life challenges. Three outcomes were revealed: first, that diary keeping was an effective opportunity to reflect upon the past and enhance one’s self (both as an individual and a performer); second, that diary keeping acted as a form of release that allowed participants to progress; and third, that diary keeping allowed participants to discover personal patterns of success that increased the likeliness of optimum performance

Te Rau Puawai 2002-2004: An evaluation

Established in 1999 as a joint workforce initiative between the former Health Funding Authority and Massey University, Te Rau Puawai aimed to support 100 Maori students to graduate with mental health qualifications within a five year period. The goal of Te Rau Puawai is to contribute to the building of capacity for Maori in the mental health workforce. The programme exceeded its performance expectations in the first two years (1999-2001) with 56 bursars completing their qualifications. Bursars achieved an 80% pass rate compared with 65% for all students at Massey University as a whole. In 2004, this pass rate has continued, a significant achievement in light of increasing numbers of bursars being accepted and many without previously studying at the tertiary level. In 2001 the Maori & Psychology Research Unit (MPRU) at the University of Waikato undertook an evaluation of Te Rau Puawai reporting on the programme's success and identifying any barriers the programme needed to address. The 2002 evaluation report outlines critical success factors and recommendations for improvement. In 2003 Te Rau Puawai negotiated further funding from the Mental Health Directorate (MeHD) of the Ministry of Health under the Mental Health Workforce Development Strategy (2002). Workforce development is critical in building capacity and capability in the mental health workforce to increase appropriately skilled workers required to meet the mental health needs of Maori communities. In 2004 the Ministry of Health requested a follow-up evaluation to provide a descriptive record of programme activities and progress from April 2002 to December 2004. This report provides an overview of Te Rau Puawai activities between 2002 and 2004; the progress and contributions made by bursars to the mental health workforce; and a reassessment of the programme's critical success factors