What happens when a person has suicidal thoughts? An exploration on the thinking pattern of suicidal ideation.

Suicide has become a debilitating issue. Although it is a preventable condition but failure to understand the thinking pattern could significantly dampen the effort to avert it. Despite being an important issue, there is still a lack of study centralising into the thinking pattern when suicidal thoughts are mooted in. Due to this gap, this study was set to examine the relationship between cognitive distortion and suicidal ideation. Using purposive sampling 414 students whose were seeking career advice were recruited to participate in this study. Results indicated that there was a significant relationship between cognitive distortion and suicidal ideation. Using multiple regression, the finding showed that out of 10 thinking patterns, Overgeneralisation contributes the most to the suicidal thoughts. These findings will help professionals to understand better the nature of suicidal ideation and assist them in providing better services and alleviating its symptoms. This study also discussed the limitations and the directions for future research

Cognitive Factors Affecting Suicidal Ideation: A Preliminary Study

Suicidal ideation or suicidal thought is troubling but yet common. Suicidal ideation is basically thought about and planning suicide. This paper examined cognitive factors affecting suicidal ideation and attempted to put forward a model of suicidal ideation. The findings indicated that cognitive distortion, hopelessness, problem solving, and psychache are the common cognitive factors contributing to the development of suicidal ideation. However, the findings among previous studies are inconsistent. Other studies showed that rumination is the additional antecedent for suicidal thought. Preliminary results indicated a revised version of suicidal ideation model in understanding the nature of suicidal ideation, which includes cognitive distortion, hopelessness, problem solving, psychache, and rumination. This paper also discussed the limitation and recommendation for future study

Exploring the Growth of Reflective Practice in Higher Education

Reflective practice is a process to explore the mental states of oneself, and others which allow students to experience deep learning. This practice increases the active engagement of students and personal ownership of self-development. Active thinking is also required which involves attentional control and meta-cognition. This study aims to explore the growth of reflective practice among psychology undergraduate students. A total of twenty-five (25) first-year psychology students from a university in Malaysia participated in this study. Participants have to write reflective journals related to specific learning topics for 10 weeks. Each reflective writing received personalised feedback from the researcher based on the five levels of the reflective practice coding scheme. A total of 138 reflective practice documents were analysed and categorised from Category 0 (non-reflective) to Category 4 (Critical reflective practice). The frequency of the five levels, reflective practice responses, and measures of academic performance was collected. Findings from this study support previous research on the positive contribution of reflective practice. It addresses the efficacy of response frequency to scaffold academic performance. The improvement of reflective practice styles requires a high level of effort, active thinking, and working memory activation

Does Reflective Practice And Personalised Feedback Foster Learning?

Reflective practice is proven as an evidence-based approach in education science. It guides learners to actively engage in critical evaluation of their thoughts, actions, and experience to construct a meaningful framework of understanding. Implementation of reflective practice in learning nurtures students’ self-directed learning to be accountable for their learning journey (Knowles, Gilbourne, Borrie, & Nevill, 2001). Eventually, they can experience deep learning (Parry, Walsh, Larsen, & Hogan, 2012), with the activation of active thinking (Louis & Sutton, 1991) and working memory. The growth of reflective practice requires a high level of attentional control, and metacognition to produce a large spectrum of content knowledge with various mental languages (emotive, volitive, and cognitive). However, the contents of reflective practice have to be guided with personalised feedbacks by the instructors to foster the quality of reflective practice. The instructor has to be catered with the structured rubric of evaluation to provide professional feedback to the student's reflective writing. Therefore, in this study, each reflective writing produced by the student was evaluated based on five categories of the reflective style produced by Bruno & Gilardi (2014)

Abstracts of the International Halal Science Conference 2023

This book presents the extended abstracts of the selected contributions to the International Halal Science Conference, held on 22-23 August 2023 by the International Institute for Halal Research and Training (INHART), IIUM, Malaysia in collaboration with Halalan Thayyiban Research Centre, University Islam Sultan Sharif (UNISSA), Brunei Darussalam. With the increasing global interest in halal products and services, this conference is timely. Conference Title:  International Halal Science ConferenceConference Acronym: IHASC23Conference Theme: Halal Industry Sustainability Through ScienceConference Date: 22-23 August 2023Conference Venue: International Islamic University (IIUM), MalaysiaConference Organizer: International Institute for Halal Research and Training (INHART), International Islamic University (IIUM), Malaysi