Mening og relationer i flipped learning: En undersøgelse af de studerendes oplevelse af et flipped learning undervisningsforløb i videnskabsteori”.

Artiklen præsenterer en undersøgelse af. hvorvidt og hvordan de studerende oplevede et flipped learning undervisningsforløb i videnskabsteori som relevant, samt hvilke dele af undervisningen, de oplevede, understøttede deres læring. Et mindre mixed methods design blev benyttet. 36 studerende besvarede et spørgeskema med både kvalitative og kvantitative items, og vi udførte fokusgruppeinterview med 4 studerende. En fortolkende fænomenologisk metode- og analysedesign blev benyttet. Fire temaer blev fremanalyseret på baggrund af det kvalitative data: 1. Mening, 2. Forberedelse og deltagelse, 3. Forventninger og 4. Relationer. Undersøgelsen viste, at de studerende i høj grad oplevede flipped learning undervisningsmetoden som relevant og understøttende for deres læring, men at dette hang sammen med, at undervisningen blev gjort meningsfuldt for dem af underviser, og at de oplevede tryghed i relation til underviser, medstuderende og i læringskonteksten. Mening og relationer i læringssituationer var centralt for at de studerende blev aktive medskabere af egen læring og indgik i de relationelle læringsprocesser.The article presents a study on whether and how the students perceive a flipped learning course in history of science as relevant, and which parts of the teaching they experienced supported their learning. A smaller mixed methods design was applied. 36 students answered a questionnaire with both qualitative and quantitative items, and we conducted focus group interview with 4 students. An interpretative phenomenological method and analysis design was used. Four themes were identified based on the qualitative data: 1. Meaning, 2. Preparation and participation, 3. Expectations and 4. Relationships. The study found that the students greatly experienced the flipped learning teaching method as relevant and supportive of their learning, but this was due to the fact that the teaching was made meaningful to them by the teacher, and they felt secure in relation to the teacher, fellow students. and in the learning context. Meaning and relationships in learning situations were central to the students becoming active co-creators of their own learning and were included in the relational learning processes between students and the learning context

Spiritually and Religiously Integrated Group Psychotherapy: A Systematic Literature Review

We systematically reviewed the research literature on spiritually and religiously integrated group psychotherapy to answer the following three questions: first, how are spirituality and religiosity defined; second, how are spiritual and religious factors characterized and integrated into group psychotherapy; and, third, what is the outcome of the group psychotherapies? We searched in two databases: PsycINFO and PubMed. Inclusion and exclusion criteria and checklists from standardized assessment tools were applied to the research literature. Qualitative and quantitative papers were included. In total, 8 articles were considered eligible for the review. Findings from the evaluation suggested that the concepts of spirituality and religiosity were poorly conceptualized and the way in which spiritual and religious factors were integrated into such group psychotherapies, which distinguished it from other types of group psychotherapies, was not fully conceptualized or understood either. However, clear and delimited conceptualization of spiritual and religious factors is crucial in order to be able to conclude the direct influences of spiritual or religious factors on outcomes. Implications for spiritually or religiously integrated group psychotherapy and conducting research in this field are propounded

Spiritually and religiously integrated group psychotherapy:a systematic literature review

We systematically reviewed the research literature on spiritually and religiously integrated group psychotherapy to answer the following three questions: first, how are spirituality and religiosity defined; second, how are spiritual and religious factors characterized and integrated into group psychotherapy; and, third, what is the outcome of the group psychotherapies? We searched in two databases: PsycINFO and PubMed. Inclusion and exclusion criteria and checklists from standardized assessment tools were applied to the research literature. Qualitative and quantitative papers were included. In total, 8 articles were considered eligible for the review. Findings from the evaluation suggested that the concepts of spirituality and religiosity were poorly conceptualized and the way in which spiritual and religious factors were integrated into such group psychotherapies, which distinguished it from other types of group psychotherapies, was not fully conceptualized or understood either. However, clear and delimited conceptualization of spiritual and religious factors is crucial in order to be able to conclude the direct influences of spiritual or religious factors on outcomes. Implications for spiritually or religiously integrated group psychotherapy and conducting research in this field are propounded

Skønhed i coronapandemiens skygge

Essa

”At holde noget helligt” – religionspsykologiske perspektiver på, hvordan fagprofessionelle kan drage omsorg for og understøtte kriseramte menneskers åndelighed og tro

Det danske sundhedsvæsen og sundhedsfaglige uddannelser er optaget af åndelig-eksistentiel omsorg og trosmæssige livsdimensioner, men samtidigt oplever patienter og pårørende ikke, at deres åndelige-eksistentielle behov bliver mødt tilstrækkeligt. Dette skyldes personlige og faglige barrierer hos de sundhedsprofessionelle. Øget praksisnær viden og øvelse på dette område kan afhjælpe disse barrierer. I denne artikel skildrer vi praksisnær religionspsykologisk viden til fagprofessionelle (præster, psykologer, almen praktiserende læger, sundhedsprofessionelle, lærere, etc.), der ønsker at drage omsorg for kriseramte mennesker åndelige og trosmæssige behov. Vi præsenterer modellen »Search for the Sacred« samt flere religionspsykologiske begreber; hellige kerne og ring, helliggørelse, åndelige følelser, åndelige relationer, hellig motivation og hellige øjeblikke. Artiklen diskuterer disse religionspsykologiske perspektiver i forhold til nogle teologiske begreber. Til sidst inddrager vi interviews med troende kriseramte mennesker til at eksemplificere den religionspsykologiske viden, og vi benytter ligeledes disse til at pege på, hvordan den præsenterede viden kan inddrages af fagprofessionelle i deres møde med mennesker i krise og svære livssituationer, med henblik på at imødekomme og understøtte den hjælpsøgendes åndelige og trosmæssige behov ogressourcer

Clients’ Faith Experiences as an Opportunity or a Challenge for Psychotherapy: A Qualitative Analysis of Clinical Records

Faith experiences constitute important sources of meaning but also a risk of religious struggles. However, studies exploring the faith experiences of clients in relation to psychological functioning in psychotherapy are needed, especially in secularized countries. This study investigated how clients described faith experiences when addressed in psychotherapy, how they experienced faith in relation to coping, and how the experiences were integrated into the psychotherapy. Written records of 33 clients from a psychological clinic with outpatient care in Denmark were analyzed using interpretative phenomenological analysis. The most prevalent diagnoses among the clients were stress, depression, anxiety, and life crises. The clients reported that spiritual and religious beliefs functioned as sources of meaning and constituted either a strength, a challenge, or a combination of both. The psychosocial life and coping strategies of the clients were interwoven with faith experiences. A psychological, resource-focused approach in relation to the clients’ religious challenges seemed to help them toward a more flexible and resource-oriented faith. Assessing faith experiences as sources of meaning in a therapeutic approach focusing on the client’s resources may increase both the psychological functioning of clients and the therapists’ understanding of clients’ lifeworlds

What is spiritual care? Professional perspectives on the concept of spiritual care identified through group concept mapping

Objectives The overall study aim was to synthesise understandings and experiences regarding the concept of spiritual care (SC). More specifically, to identify, organise and prioritise experiences with the way SC is conceived and practised by professionals in research and the clinic.Design Group concept mapping (GCM).Setting The study was conducted within a university setting in Denmark.Participants Researchers, students and clinicians working with SC on a daily basis in the clinic and/or through research participated in brainstorming (n=15), sorting (n=15), rating and validation (n=13).Results Applying GCM, ideas were identified, organised and prioritised online. A total of 192 unique ideas of SC were identified and organised into six clusters. The results were discussed and interpreted at a validation meeting. Based on input from the validation meeting a conceptual model was developed. The model highlights three overall themes: (1) ‘SC as an integral but overlooked aspect of healthcare’ containing the two clusters SC as a part of healthcare and perceived significance; (2) ‘delivering SC’ containing the three clusters quality in attitude and action, relationship and help and support, and finally (3) ‘the role of spirituality’ containing a single cluster.Conclusion Because spirituality is predominantly seen as a fundamental aspect of each individual human being, particularly important during suffering, SC should be an integral aspect of healthcare, although it is challenging to handle. SC involves paying attention to patients’ values and beliefs, requires adequate skills and is realised in a relationship between healthcare professional and patient founded on trust and confidence