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In the field of education, work discussion groups focus on teachers' emotional experience with their students and offer a safe environment in which professionals can freely interact and explore the dynamics and relationships in their workplace. A psychoanalytic therapist usually leads them. They are considered particularly important for preschool education, as young children provoke intense emotional reactions in adults. Although the effectiveness of work discussion groups in preschools has been positively evaluated, their application is considered financially unaffordable. This paper presents the function of a work discussion peer group in preschool education, that is with a preschool teacher as facilitator. To do so, the facilitator's point of view is presented in this paper in the form of a reflective account. A group consisting of six kindergarten teachers was formed. It met for seven sessions. After each group meeting, the facilitator kept a reflective diary. The topics of the meetings included the facilitator's struggle to be seen as a peer, the group dynamics, the development of the group and the importance of supervision, which are all discussed. [ABSTRACT FROM AUTHOR]

This paper opens a critical conversation about the ethics of international bioethics conferencing and proposes principles that commit to being anti-discriminatory, global, and inclusive. We launch this conversation in the Section, Case Study, with a case example involving the International Association of Bioethics' (IAB's) selection of Qatar to host the 2024 World Congress of Bioethics. IAB's choice of Qatar sparked controversy. We believe it also may reveal deeper issues of Islamophobia in bioethics. The Section, Principles for International Bioethics Conferencing, sets forth and defends proposed principles for international bioethics conferencing. The Section, Applying Principles to Site Selection applies the proposed principles to the case example. The Section, Applying Principles Beyond Site Selection addresses other applications of the proposed principles. The Section, Objections responds to objections. We close (in the Section, Conclusion) by calling for a wider discussion of our proposed principles. One-Sentence Capsule Summary: How should bioethicists navigate the ethics of global bioethics conferencing? [ABSTRACT FROM AUTHOR]

Some people receiving mental healthcare experience distress related to voice hearing and the available support. Some practitioners lack knowledge and confidence in providing this support. Furthermore, coercion in mental healthcare can negatively affect voice hearer-practitioner relationships. Previous research investigating mental health distress, including voice hearing, has largely emphasised an individual-centric perspective. Less is known about voice hearers' and practitioners' relational experiences within mental healthcare contexts and how this might influence voice hearing. This was a qualitative study that utilised a constructivist Grounded Theory methodology to explore the experiences of voice hearers (n = 15), through semi-structured interviews, and practitioners (n = 18) through focus group discussions (n = 3). A tripartite relationship theory situates experiences of voice hearing within a mental healthcare context, mediated through a tripartite voice hearer – voice – practitioner relationship. This consists of five themes: Level of agency; Interpersonal dynamic; Who's making sense; Medication: helping or hindering; and Personal bully. This paper presents a novel theory, grounded in voice hearers' and practitioners' experiences. This expands on current knowledge about voice hearing by situating voice hearing experiences within relational and clinical contexts. [ABSTRACT FROM AUTHOR]

Linda Zagzebski's exemplarist moral theory has gained traction in recent years as a valid approach to moral education. Insufficient attention has so far been paid to questions about who we should count among exemplary people to be emulated. In this paper, we make the case for considering the Swedish climate activist Greta Thunberg as one moral exemplar for the contemporary world. Since Thunberg is a controversial figure, we not only argue in positive terms why Thunberg would make a good exemplar, but also respond to a number of objections that could be made to her exemplarity based on popular discussions. Our argument is however not limited to showing why Thunberg should be considered a moral exemplar. Through our discussion, we also exemplify the kind of critical discussions that in our view should be part of how exemplarism is utilized as a theory of moral education. [ABSTRACT FROM AUTHOR]

Talking about death and dying is promoted in UK health policy and practice, from a perception that to do so encourages people to plan for their end of life and so increase their likelihood of experiencing a good death. This encouragement occurs alongside a belief that members of the public are reluctant to talk about death, although surveys suggest this is not the case. This paper describes findings from a research study in which people participated in deliberative discussion groups during which they talked about a range of topics related to death, including talking about death, the good death, choice and planning and compassionate communities. Here we report what they had to say in relation to talking about death and dying. We identified three themes: 1. The difference between talking about death as an abstract concept and confronting the certainty of death, 2. how death and dying presents issues for planning and responsibility, and 3. approaches to normalising death within society. For our participants, planning was considered most appropriate in relation to wills and funerals, while dying was considered too unpredictable to be easy to plan for; they had complex ideas about the value of talking about death and dying. [ABSTRACT FROM AUTHOR]

In introductory math courses such as precalculus, students often have difficulty with assignments that require explanations or synthesizing knowledge. When students receive low scores on such assignments, instructors often wish to help students understand the material they struggled with. A common strategy is to allow the students to revise and resubmit the assignment. In a study of a precalculus course, I investigate the effects on learning and confidence of two strategies: allowing homework revisions and offering extra points for meeting with the instructor to discuss the assignment. The data indicate that discussions appeared to have the greatest effect on quiz scores and confidence, although both strategies were beneficial when compared to using neither strategy. In addition, this article looks at student perceptions of the strategies. [ABSTRACT FROM AUTHOR]

Problem-based learning is an evidence-based, pedagogical approach that invites students to solve complex, real-life problems using knowledge learned in the classroom. Effective use of problem-based learning in undergraduate gerontology courses, specifically, is likely to deepen students' knowledge about course content related to aging and may also promote students' long-term interest in gerontology. House Hunters: Gerontology Style is a problem-based learning activity that can be used in small-group discussions to facilitate students' understanding of issues related to relocation and homebuying in older adulthood. In this activity – based on the popular television show – students act as real estate agents for a fictional older couple relocating closer to adult children. Assignment features can be tailored easily by the instructor to optimize specific learning objectives. In an evaluation of the activity, students who completed this activity reported that it was engaging, that it enabled them to apply material from the class, and that it facilitated their application of course material to a "real world" problem. Suggestions for modifications to future iterations of this assignment may include a more pointed focus on budgetary constraints on homebuying in older adulthood, approaching homebuying from a life course lens, and considering the role of disparities in the home buying process. [ABSTRACT FROM AUTHOR]