727 research outputs found

    Developing through relationships origins of communication, self, and culture

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    Journal ArticleI began to consider the study of relationships as an intellectual vocation in 1970, the result of two years of college teaching that was part of my work as a United States Peace Corps volunteer in Bogota, Colombia. After another year I began my doctoral training in the Department of Education at the University of Chicago, working on Kenneth Kaye's mother-infant communication studies and struggling to fill the gaps in my knowledge of developmental psychology left by undergraduate and master's degrees in physics and mathematics. I am still struggling, as I believe all professionals struggle, with incompleteness and ambiguity, wavering between conviction and uncertainty. The work that follows is part of an ongoing learning process. Apart from what I have said about these limitations in the body of the text I can also add that it feels finished enough for now, ready for public scrutiny, but open to revision in the future. This book is the product not only of the year over which the writing took place, but also of the past twenty years of my professional development and of my personal life history

    Presented Abstracts from the Thirty Third Annual Education Conference of the National Society of Genetic Counselors (New Orleans, LA, September 2014)

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    Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/146864/1/jgc41067.pd

    Dads and Dyads: stress and coping when a child has Retinoblastoma

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    Child psychosocial oncology research offers limited examination of fathers’ and dyadic stress and coping. Retinoblastoma (Rb) is a rare genetic eye cancer occurring at birth or early childhood. This qualitative sociological study examines individual and dyadic stress and coping across 4 fatherhood role categories when their child is diagnosed/treated for Retinoblastoma. Using purposive sampling, 23 Canadian Rb couples and 7 unmatched parents completed individual in-depth, semi-structured interviews. Findings confirm fatherhood role identity is diverse, influenced by the current situation, elements of discourse, and cultural references. Often contested in public and private spheres, fathering roles show transitional or permanent change tied to circumstance and dyadic support. In a stress process model, fathers primarily relied on problem-oriented and instrumental coping. Partners were the primary mediator of stress for all fathers, providing extensive emotional and informational supports. Using a systemic-transactional model of coping, most study dyads used positive coping strategies and were often supported by the extended clinical team and Social Worker. These dyads showed symmetrical coping that enhanced short and long term well-being. A life course perspective emerges for individuals with heritable Rb. Mothers focused on their child’s future health risk and Rb transmission to future generations. Fathers focused on possible socioeconomic disadvantage for their child. A disease-treatment matrix impacts the life course experience. Heritable Rb is referred to the single tertiary treatment centre in Canada. Regular travel from home and the absence of common social supports increases individual and dyadic stress for many affected parents. Implications for clinical practice include the importance of face-to-face meetings with clinicians as a primary parent coping strategy. Fathers should be actively encouraged to attend Rb appointments with their partner and child whenever possible. Those that did so enhanced both individual coping and positive dyadic coping outcomes. After clinician information, parents preferred brief, plain language pamphlets and brochures for take-away information. These were commonly lacking and internet resources were the default information source for parents. Some Rb parents gain substantial informal informational and social support from peer parents. Social media is the emerging channel among younger parents for that informal peer support

    Changing My Perspective on Intelligence

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    This paper originates from a deep desire to understand how historic values of intelligence have led to our modern-day conceptions of intelligence. After only five years of teaching, I was drawn to this topic as I felt it was connected to the service I provide my students and the community in a position as a lead teacher, program coordinator and teacher\u27s aide. The question of the nature of intelligence and aptitude greatly impacts the feedback we offer students, intended for their intellectual growth and academic development. I attempt to distinguish myths from realities about how intelligence evolves and is measured, by exploring the works ranging from those of Alfred Binet and Lewis Terman, who founded intelligence testing, to the Instrumental Enrichment Program of Reuven Feuerstein (FIE), among other, more contemporary analysts and scholars such as Howard Gardner, Daniel Goleman, and Robert Sternberg. I address directly variations in our conceptions of intelligence and their influence on curriculum and teacher practice in the American classroom. My exposure to this topic began in the early part of my graduate career. Through the Critical and Creative Thinking program I have been faced with many challenges, including uprooting old assumptions about what intelligence really is. Inculcated by my family and in school, I believed the IQ test was the absolute measure of whether an individual was smart or not. None of my ideas acknowledged what the true plasticity of the mind was. I had not yet gained an understanding of the necessity for both critical thinking and a creative outlet. My goal in this Synthesis is to speak to fellow teachers, in elementary school and secondary education, to help them consider how outdated conceptions of intelligence still shape our impressions of what processes and knowledge are valuable in our classrooms. In the paper I incorporate alternatives to the mainstream teacher tools through FIE, so teachers can develop professionally and holistically and therein greatly enhance the success of their students. I propose that teachers must first acquire the skills necessary to be able to recognize potential in student work and encourage in them the habits of mind which will develop thoughtful, motivated students

    2018 EURēCA Abstract Book

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    Listing of student participant abstracts

    Information needs of children of a parent with cancer

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    This PhD thesis explored the experiences of dependent children and children care-givers facing challenges with their parent s cancer. The aim was to understand children s information experience including their perception of cancer and information culture; information needs, information seeking behaviour, barriers and enablers. The research used a six-stage process. This was informed by an extensive literature review and discussions with cancer specialists, psychologists and researchers from United Kingdom, United States, Australia and Malaysia. This study used a three-cycle, eight-step process of Participative Action Research (PAR) with participation from ten Malay breast cancer patients and their dependent children. Three bilingual (English and Bahasa Malaysia) instruments were developed; 1) An Inquiry to Participate Form to select participants who had dependent children, 2) Three opened-ended questions to obtain children s cancer experience and information needs where drawing was used to encourage children s responses and, 3) A 15-question questionnaire to understand children s experience and information preference. Cancer affected parenting abilities and challenging experiences identified the lack of culturally relevant information and the shift in caregiving responsibilities to dependent children. Children s understanding of cancer was influenced by their experiences and observations, many of which resulted in misconceptions about cancer, its causes, treatment and preventative measures. Children participant s reaction to a health situation triggered their information behaviour. The burden of caregiving and the consequences of a lack of information were greater than anticipated; children had many dimensions of concern and experienced many challenges. This advocated for a more assessable, attractive and sensitive information system. Data synthesis contributed to the development of a Children s Reactive Information Seeking Behaviour An Integrated Model that seeks to explain the relationship between children participants reaction to a health situation and the subsequent processes they undergo to resolve their state of information need

    Change blindness: eradication of gestalt strategies

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    Arrays of eight, texture-defined rectangles were used as stimuli in a one-shot change blindness (CB) task where there was a 50% chance that one rectangle would change orientation between two successive presentations separated by an interval. CB was eliminated by cueing the target rectangle in the first stimulus, reduced by cueing in the interval and unaffected by cueing in the second presentation. This supports the idea that a representation was formed that persisted through the interval before being 'overwritten' by the second presentation (Landman et al, 2003 Vision Research 43149–164]. Another possibility is that participants used some kind of grouping or Gestalt strategy. To test this we changed the spatial position of the rectangles in the second presentation by shifting them along imaginary spokes (by ±1 degree) emanating from the central fixation point. There was no significant difference seen in performance between this and the standard task [F(1,4)=2.565, p=0.185]. This may suggest two things: (i) Gestalt grouping is not used as a strategy in these tasks, and (ii) it gives further weight to the argument that objects may be stored and retrieved from a pre-attentional store during this task

    Biomedical ethics and communications in health service

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    УЧЕБНО-МЕТОДИЧЕСКИЕ ПОСОБИЯЭТИКА МЕДИЦИНСКАЯВРАЧ-БОЛЬНОЙ ОТНОШЕНИЯЭТИКА ПРОФЕССИОНАЛЬНАЯЗДРАВООХРАНЕНИЕОБЩЕНИЕБИОМЕДИЦИНАДЕОНТОЛОГИЯИНОСТРАННЫЕ СТУДЕНТЫПособие предназначено для студентов 1 курса факультета подготовки иностранных граждан высших медицинских учреждений образования, изучающих биомедицинскую этику и коммуникации в здравоохранении на английском языке
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