A Sustainable Mobility Solution for Persons Living with Disability in Burkina Faso

The Sustainable Mobility project of the Collaboratory empowers people living with a disability in rural West Africa to pursue educational and work opportunities and more fully participate in family and community life. Our electric, 3-wheeled, off-road wheelchair has transformed the lives of clients through partnerships with the Center for the Advancement of the Handicapped in Mahadaga, Burkina Faso, and the Center of Hope in Fada, Burkina Faso. Now, to reach more people in new locations and with more partners, Sustainable Mobility is working to reduce manufacturing time and cost by authoring image-driven fabrication guides to enable local fabricators to build trikes. We seek to put local fabricators to work building tricycles wherever they are needed. Funding for this work provided by The Collaboratory for Strategic Partnerships and Applied Research.https://mosaic.messiah.edu/engr2022/1020/thumbnail.jp

A Sustainable Mobility Solution for Persons Living with Disability in Burkina Faso

The Sustainable Mobility project of the Collaboratory empowers people living with a disability in rural West Africa to more fully participate in family and community life and makes possible the pursuit of educational and work opportunities. Our 3-wheeled off-road wheelchair has transformed the lives of dozens of clients through partnerships with the Center for the Advancement of the Handicapped in Mahadaga, Burkina Faso and the Center of Hope in Fada, Burkina Faso. Now, to reach more people in new locations and with more partners, Sustainable Mobility is working to reduce manufacturing time and cost, author image-driven fabrication guides to enable local fabricators to build trikes, and develop supply chains to bring parts and materials to build sites. We seek to put local fabricators to work building tricycles wherever they are needed.https://mosaic.messiah.edu/engr2020/1004/thumbnail.jp

A Sustainable Mobility Solution for Persons Living with Disability in Burkina Faso

The Sustainable Mobility project of the Collaboratory empowers people living with a disability in rural West Africa to pursue educational and work opportunities and more fully participate in family and community life. Our electric, 3-wheeled, off-road wheelchair has transformed the lives of dozens of clients through partnerships with the Center for the Advancement of the Handicapped in Mahadaga, Burkina Faso and the Center of Hope in Fada, Burkina Faso. Now, to reach more people in new locations and with more partners, Sustainable Mobility is working to reduce manufacturing time and cost, author image-driven fabrication guides to enable local fabricators to build trikes, create instructional trike assembly videos, and develop supply chains to bring parts and materials to build sites. We seek to put local fabricators to work building tricycles wherever they are needed.https://mosaic.messiah.edu/engr2021/1021/thumbnail.jp

Developing a Conceptual Framework for Student Learning during International Community Engagement

University-community engagement often involves students engaging with people who experience multiple forms of disadvantage or marginalization. This is particularly true when universities work with communities in developing nations. Participation in these projects can be challenging for students. Assumptions about themselves, their professional practice, and broader society are tested while dealing with the challenges of life in a developing nation. In light of this, students’ learning and their personal well-being need to be supported before, during, and after participating in international community engagement . This paper reports on the development of a conceptual framework for the support and enhancement of student learning during international community engagement. The paper then reports on the development of a resource that aims to support student learning. Early pilot data suggested that the resource is effective in supporting student learning and well-being and that the resource shows potential for wider use in the higher education sector

Theory of mind and relational complexity

Cognitive complexity and control theory and relational complexity theory attribute developmental changes in theory of mind (TOM) to complexity. In 3 studies, 3-, 4-, and 5-year-olds performed TOM tasks (false belief, appearance-reality), less complex connections (Level 1 perspective-taking) tasks, and transformations tasks (understanding the effects of location changes and colored filters) with content similar to TOM. There were also predictor tasks at binary-relational and ternary-relational complexity levels, with different content. Consistent with complexity theories: (a) connections and transformations were easier and mastered earlier than TOM; (b) predictor tasks accounted for more than 80% of age-related variance in TOM; and (c) ternary-relational items accounted for TOM variance, before and after controlling for age and binary-relational items. Prediction did not require hierarchically structured predictor tasks

Should personal practice be part of cognitive behaviour therapy training? Results from two self-practice/self-reflection cohort control pilot studies

There are good theoretical and empirical grounds to suggest that personal practices (PPs; e.g., self-practice/self-reflection [SP/SR] programmes, meditation programmes and personal therapy) can have a positive impact on therapist skills and client outcomes. However, to date, a weakness in many PP studies is the lack of cohort control groups. The two pilot studies reported in this paper examined SP/SR programmes integrated into postgraduate psychology training and are the first to include cohort control groups. Study 1 compared outcomes of students assigned to either SP/SR (n = 17) or a cognitive behaviour therapy (CBT) book study group (n = 13) during their first clinical placement. Study 2 compared outcomes of students who completed the SP/SR programme as part of CBT training (n = 12) with participants who completed the same CBT training in the previous year without an SP/SR programme (n = 17). Significant improvements in therapist confidence for the SP/SR groups were found in both studies. Study 2 also showed significantly higher therapist self-awareness and lower burnout scores in the SP/SR group. These studies are limited by their small sample size and the lack of random allocation. Nevertheless, they provide preliminary empirical evidence demonstrating large effects of PP on trainees' personal and therapist selves and offer a basis for further research using randomized controlled designs with larger sample sizes

Transformative learning for a sustainable and healthy future through ecosystem approaches to health: insights from 15 years of co-designed ecohealth teaching and learning experiences

This paper presents insights from the work of the Canadian Community of Practice in Ecosystem Approaches to Health (CoPEH-Canada) and 15 years (2008–2022) of land-based, transdisciplinary, learner-centred, transformative learning and training. We have oriented our learning approaches to Head, Hands, and Heart, which symbolise cognitive, psychomotor, and affective learning, respectively. Psychomotor and affective learning are necessary to grapple with and enact far-reaching structural changes (eg, decolonisation) needed to rekindle healthier, reciprocal relationships with nature and each other. We acknowledge that these approaches have been long understood by Indigenous colleagues and communities. We have developed a suite of teaching techniques and resources through an iterative and evolving pedagogy based on participatory approaches and operating reciprocal, research-pedagogical cycles; integrated different approaches and ways of knowing into our pedagogy; and built a networked Community of Practice for continued learning. Planetary health has become a dominant framing for health-ecosystem interactions. This Viewpoint underscores the depth of existing scholarship, collaboration, and pedagogical expertise in ecohealth teaching and learning that can inform planetary health education approaches.University of Northern British ColumbiaRevisión por pare

Should personal practice be part of cognitive behaviour therapy training? Results from two self‐practice/self‐reflection cohort control pilot studies

There are good theoretical and empirical grounds to suggest that personal practices (PPs; e.g., self-practice/self-reflection [SP/SR] programmes, meditation programmes and personal therapy) can have a positive impact on therapist skills and client outcomes. However, to date, a weakness in many PP studies is the lack of cohort control groups. The two pilot studies reported in this paper examined SP/SR programmes integrated into postgraduate psychology training and are the first to include cohort control groups. Study 1 compared outcomes of students assigned to either SP/SR (n = 17) or a cognitive behaviour therapy (CBT) book study group (n = 13) during their first clinical placement. Study 2 compared outcomes of students who completed the SP/SR programme as part of CBT training (n = 12) with participants who completed the same CBT training in the previous year without an SP/SR programme (n = 17). Significant improvements in therapist confidence for the SP/SR groups were found in both studies. Study 2 also showed significantly higher therapist self-awareness and lower burnout scores in the SP/SR group. These studies are limited by their small sample size and the lack of random allocation. Nevertheless, they provide preliminary empirical evidence demonstrating large effects of PP on trainees' personal and therapist selves and offer a basis for further research using randomized controlled designs with larger sample sizes