Perceived educators’ roles in student well-being in higher education

This study addresses the role of teachers in students’ well-being in higher education, which has not been well defined in the literature. A qualitative study was conducted at a Dutch university of applied sciences. It explores student beliefs about educators’ roles in their well-being, and the requirements to fulfil such roles. In total, 27 students were interviewed. The variety in beliefs were reason to discuss results of the semi-structured interviews in a group discussion (n = 4). Thematic analysis of results shows that students distinguish between tutors and teachers and perceive tutors as the most crucial figures. The study identifies four roles: confidant, linking pin, a monitoring role (all three for tutors only), and a signaller role for both tutors and teachers. Requirements mentioned include the following: a close and informal teacher—student relationship, availability of time and timing of contacts, ability to provide structure, empathic attitude for both tutors and teachers and a high level of dependability mentioned for tutors only. Furthermore, findings suggest that students especially need involvement that targets their emotional needs and, to a lesser extent, their intellectual needs. Findings also show diversity in needs and preferences and highlight the importance of managing student expectations.</p

Trajectories of Emotion Recognition Training in Virtual Reality and Predictors of Improvement for People with a Psychotic Disorder

Meta-analyses have found that social cognition training (SCT) has large effects on the emotion recognition ability of people with a psychotic disorder. Virtual reality (VR) could be a promising tool for delivering SCT. Presently, it is unknown how improvements in emotion recognition develop during (VR-)SCT, which factors impact improvement, and how improvements in VR relate to improvement outside VR. Data were extracted from task logs from a pilot study and randomized controlled trials on VR-SCT (n = 55). Using mixed-effects generalized linear models, we examined the: (a) effect of treatment session (1-5) on VR accuracy and VR response time for correct answers; (b) main effects and moderation of participant and treatment characteristics on VR accuracy; and (c) the association between baseline performance on the Ekman 60 Faces task and accuracy in VR, and the interaction of Ekman 60 Faces change scores (i.e., post-treatment - baseline) with treatment session. Accounting for the task difficulty level and the type of presented emotion, participants became more accurate at the VR task (b = 0.20, p &lt; 0.001) and faster (b = -0.10, p &lt; 0.001) at providing correct answers as treatment sessions progressed. Overall emotion recognition accuracy in VR decreased with age (b = -0.34, p = 0.009); however, no significant interactions between any of the moderator variables and treatment session were found. An association between baseline Ekman 60 Faces and VR accuracy was found (b = 0.04, p = 0.006), but no significant interaction between difference scores and treatment session. Emotion recognition accuracy improved during VR-SCT, but improvements in VR may not generalize to non-VR tasks and daily life.</p

Санаційне управління як складова фінансового антикризового менеджменту

Метою дослідження є розробка теоретичних основ санаційного управління підприємством відповідно до типології кризи на підприємстві

The role of the social support system in work participation among young people with an autism spectrum disorder

SamenvattingArbeid is een van de belangrijkste manieren van participeren in de samenleving. Voor mensen met een autismespectrumstoornis (ASS) is arbeidsparticipatie echter minder vanzelfsprekend. Zij ondervinden moeite bij het vinden en behouden van werk. Een ondersteunende sociale omgeving waarin arbeid een belangrijk aspect vormt, verhoogt de kans op het vinden en behouden van werk.MethodeDe rol van het sociaal steunsysteem (SSS) richting arbeidsparticipatie bij deze doelgroep is in dit onderzoek onderzocht. De participanten zijn afkomstig van het longitudinaal onderzoek ‘Catching Up?!’. Alle participanten (N = 29), met een leeftijd tussen 20 en 26 jaar, zijn middels de ADOS-2 getest op (sub)klinische symptomen van ASS. Waaruit twee groepen zijn ontstaan; een groep met ASS (n = 14), de andere groep met subklinische symptomen van ASS (n = 15). Er zijn semigestructureerde interviews afgenomen waarbij is ingegaan op verschillende aspecten van arbeidsparticipatie, waaronder de sociale omgeving.ResultatenUit de resultaten komt naar voren dat individuen met ASS profijt lijken te hebben van een goed ondersteunend SSS. Voor beide groepen werkt het bevorderlijk wanneer het SSS hen van adviezen en tips voorziet. De groep participanten met ASS lijkt meer steun te behoeven van het SSS, voornamelijk in de bemiddeling richting een mogelijk nieuwe werkgever. Verder blijkt dat er behoefte bestaat aan meer begeleiding/steun gericht op het verbeteren van communicatieve vaardigheden.DiscussieOm gerichtere uitspraken te kunnen doen, specifiek gericht op het sociaal steunsysteem, is verder onderzoek noodzakelijk. De resultaten van dit onderzoek zijn afkomstig van een overkoepelend onderzoek; ‘Catching Up?!’, waardoor specificatie richting het sociaal steunsysteem beperkt is. Daarbij is er weinig onderzoek verricht naar specifiek dit onderwerp.Abstract Work is one of the most important ways of participating in society. However, work participation is less obvious for people with an autism spectrum disorder (ASD). They find difficulty in finding and keeping work. A supportive social environment in which work is an important aspect increases the chances of finding and retaining work. Method The role of the social support system (SSS) in relation to work participation in this target group was investigated in this study. The participants are from the longitudinal research 'Catching Up ?!'. All participants (N = 29), aged between 20 and 26 years, have been tested for (sub) clinical signs of ASD by means of the ADOS-2. From which two groups arose; a group with ASD (n = 14), the other group with subclinical symptoms of ASD (n = 15). Semi-structured interviews were conducted in which various aspects of labor participation, including the social environment, were discussed. Results The results show that individuals with ASD seem to benefit from a well-supportive SSS. For both groups it works well when the SSS provides them with advice and tips. The group of participants with ASD seems to need more support from the SSS, mainly in the mediation towards a possible new employer. Furthermore, there appears to be a need for more guidance / support aimed at improving communication skills. Discussion In order to be able to make more specific statements, specifically aimed at the social support system, further research is necessary. The results of this research come from an overarching research; 'Catching Up ?!', so that specification towards the social support system is limited. In addition, little research has been done on this subject specifically