Mindfulness, Compassion, and Self-Compassion as Moderator of Environmental Support on Competency in Mental Health Nursing

Abstract: This research explored the established relationship between environmental support and competency for Mental Health Nurses, intending to investigate whether the tendency to display higher levels of mindfulness, compassion, and self-compassion might buffer the effect of a poor environment on competency. One questionnaire was comprised of five pre-developed questionnaires, which included all items examining environmental support, competency, mindfulness, compassion, and self-compassion. Mental Health Nurses (n = 103) were recruited from online forums and social media group pages in the UK. The result showed environmental support related positively to competency. Furthermore, the positive relationship of competency with environmental support was moderated when controlling for compassion but did not with mindfulness and self-compassion, although subscales showed some further interactions. When poor environmental support influences the competency of mental health professionals, compassion and mindfulness-based interactions may have the potential to uphold competency

Oral literature in South Africa: 20 years on

I offer a retrospective on the field of orality and performance studies in South Africa from the perspective of 2016, assessing what has been achieved, what may have happened inadvertently or worryingly, what some of the significant implications have been, what remain challenges, and how we may think of, or rethink, orality and performance studies in a present and future that are changing at almost inconceivable pace.DHE

Impure and worldly geography: The Africanist discourse of the Royal Geographical Society, 1831-73

This paper argues for a theoretically informed critique of the formation of modern geographical knowledge which focuses upon the written networks through which knowledge is produced and circulated. Drawing on deconstruction and colonial discourse theory, the paper presents a reading of the Royal Geographical Society’s published record of nineteenth-century African exploration. This discourse posits a racially unmarked subject-position as the condition of scientific discussion. The Royal Geographical Society’s geographical knowledge is shown to have been formed through the effacement of alternative subject-positions and the appropriation of other ways of knowing. It is suggested that closer attention to the discursive structures of written networks of knowledge might inform a more nuanced understanding of the reproduction of disciplined knowledge