6,861 research outputs found
How do clients experience a preordained ending in medium-term psychotherapy? A phenomenological enquiry
This qualitative study explored eight client-participantsâ experience of a preordained ending in medium-term psychotherapy (average length 12 months) in charitable service settings. The aim was to investigate the experience of ending therapy, in particular when the ending was a âgivenâ. Interviews were conducted shortly after therapy had ended. Interpretative phenomenological analysis was used, and four domains emerged: Individual Experience, Acceptance, Resistance, and Managing the Ambivalence. Eight sub-themes clustered under these domains. Individual experience had one sub-theme: âending therapy is a highly individual experienceâ. Acceptance had two sub-themes: âa basic human acceptance of preordained endingsâ, and âthe transformative impact of therapy endings - and the particular âcarpe diemâ of preordained endingsâ. Resistance had one sub-theme: âfear of loss, and resistance to finalityâ. Managing the ambivalence had four sub-themes: âthe painful loss of the relationship can be in part counterbalanced by internalising the therapistâ; âending therapy as a transition: looking back and looking forwardâ; âtherapy ending prompting a paradoxical confronting of both strengths and vulnerabilitiesâ; and âthe post-ending therapeutic function of the interview itselfâ. Accordingly, against a backdrop of the experience of ending as highly individual, there was often a basic acceptance of the therapy limitation, and the preordained ending in itself had the potential to galvanise psychological change, though counterbalancing this was a resistance to âfinalityâ, linked with fear of loss. Managing the ambivalence around these tendencies was the challenge participants faced. Participants typically experienced ending as a transition, with something of the âbeforeâ being taken into the âafterâ; this potentially included the internalising of the therapist. Participants often had a heightened awareness of both their potency and their vulnerability. Importantly, participants valued the research interview itself as an opportunity to process their feelings both in relation to ending, and to their therapy as a whole. The study recommends future research into the possibility of services offering clients a post-ending âprocessâ session with a third party therapist, as a potential means of deepening, consolidating and validating their experience of ending therapy
Thriving not just surviving: A review of research on teacher resilience
Retaining teachers in the early stages of the profession is a major issue of concern in many countries. Teacher resilience is a relatively recent area of investigation which provides a way of understanding what enables teachers to persist in the face of challenges and offers a complementary perspective to studies of stress, burnout and attrition. We have known for many years that teaching can be stressful, particularly for new teachers, but little appears to have changed. This paper reviews recent empirical studies related to the resilience of early career teachers. Resilience is shown to be the outcome of a dynamic relationship between individual risk and protective factors. Individual attributes such as altruistic motives and high self-efficacy are key individual protective factors. Contextual challenges or risk factors and contextual supports or protective factors can come from sources such as school administration, colleagues, and pupils. Challenges for the future are to refine conceptualisations of teacher resilience and to develop and examine interventions in multiple contexts. There are many opportunities for those who prepare, employ and work with prospective and new teachers to reduce risk factors and enhance protective factors and so enable new teachers to thrive, not just survive
Providence and democracy
"Alexis de Tocqueville was a liberal, but, as he once wrote, a ânew kind of liberal.â
For us, no feature of his new liberalism is more remarkable than the alliance
between religion and liberty that he saw in America and proposed to be imitated,
wherever it can, in every free society.
In liberalism today, there is a debate over whether liberal theory needsâ
or should avoidâa âfoundation.â Tocqueville seems to take the anti-foundational
side: lie never mentions the âstate of nature,â which was the standard foundation
of 17th-century liberalism, and in Democracy in America he omits any reference
to the Declaration of Independence with its ringing foundational assertion that âall
men are created equal.â Yet, if he avoids laying a foundation in reason, he also
thinks that religion is essential to political liberty because of the âcertain fixed ideasâ
that it offers to ground the practice of self-government. These are doctrines of
faith, since for Tocqueville âreligionâ means revealed religion, not a rational or
natural religion."(...
Liberty and Yirtue in the American Founding
"Liberty and virtue are not a likely pair. At first sight they seem to be contraries, for
liberty appears to mean living as you please and virtue to mean living not as you
please but as you ought. It does not seem likely that a society dedicated to liberty
could make much of virtue, nor that one resolved to have virtue could pride itself
on liberty. Yet liberty and virtue also seem necessary to each other. A free people,
with greater opportunity to misbehave than a people in shackles, needs the guidance
of an inner force to replace the lack of external restraint. And virtue cannot come
from within, or truly be virtue, unless it is voluntary and people are free to choose
it. Americans are, and think themselves to be, a free people first of all. Whatever
virtue they have, and however much, is a counterpoint to the theme of liberty. But
how do they manage to make virtue and liberty harmonious?"(...
A Comparative Study of Tourism and Hospitality Education in the United Kingdom and France
pp.55-95Sufficient historical detail is provided on the development of tourism in France and the United Kingdom to provide a context for the discussion of how comparative education practices can inform and improve the provision of university education in Europe. Findings from a recent empirical comparative study of university provision for tourism and hospitality studies are presented and analysed to progress the work in this field of research. Finally, very recent moves, especially in industry-specific education in France, are combined with the teaching initiative called CLIL (Content & Language Integrated Learning) to offer a way forward for educators in tourism and hospitality departments in higher education in Europe
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