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This article provides a literature review into the utilisation of role play and reflection, as valuable teaching strategies which should be considered for implementation, within the Police Education Qualification Framework. The aim of this article is to challenge the current pedagogical teaching methods utilised as part of the National Policing Curriculum, by highlighting the benefit of a more experiential-based learning strategy, for Professional Policing Degree students, based within England and Wales. [ABSTRACT FROM AUTHOR]

Background: Since the increasingly complex structure of health care services brings many ethical problems, it is important to use different instructional technologies in the ethical education of future nurses.Aim: The aim of this study was to determine the effect of role play prepared with video support on ethical decision-making and motivation levels of nursing students.Research design: A quasi-experimental study with pretest-posttest design.Participants and research context: The research was conducted in the Nursing Department of a University located in Istanbul, Turkey between October 15 and November 15, 2024. The sample of the research consisted of 3rd year nursing students. Data were collected using the Descriptive Characteristics Form, the Nursing Dilemma Test, and the Instructional Material Motivation Scale for Single-Use.Ethical considerations: Permission was obtained from Bezmialem Vakif University Non-Interventional Ethical Research Committee and the institution where the study was conducted for the implementation of the research. Written and verbal consent was obtained from all participants in accordance with the Helsinki Declaration.Findings: While there was no difference between the students’ Ethical Dilemma Test Principled Thinking pre-test and post-test scores, their Practical Consideration (p = .005) and motivation levels (p = .037) post-test scores were found to be higher. There was a weak but significant negative correlation between academic achievement and pre-test teaching material motivation levels (r = −0.375, p = .041).Discussion: The use of different teaching methods and techniques in ethics education in nursing is important for future nurses to find more practical solutions to the ethical problems they will encounter during patient care.Conclusion: The results of the study indicate that the use of video-supported role play can be effective in teaching ethics courses in nursing education. [ABSTRACT FROM AUTHOR]

YouTube-based ASMR (Autonomous Sensory Meridian Response) has become widely popular in South Korea as a readily accessible mode of self-care. However, ASMR scholarship in South Korea has largely overlooked a discussion of its engagement with gender norms. This essay fills the gap by analyzing South Korean male ASMRtists performing digital care through "boyfriend role plays" and "boy's love (BL) role plays." Probing into these examples from the perspective of digital gender, I argue that the ASMR's haptic encounter has the potential to turn the ASMRtist, the audience, and the Internet itself into active performers rehearsing the possibility of subverting the offline society's normative expectations of gender roles. [ABSTRACT FROM AUTHOR]

Background: Providing students with virtual role-play experiences has the potential to bring counseling role-plays into large undergraduate courses. Objective: The purpose of this study was to trial a virtual reality role-play experience where students played the role of a student counsellor. Method: Seventy-three undergraduate psychology students played the role of a student counsellor interacting with a virtual client in two role-plays, one via desktop and one via head mounted display (HMD). Students provided feedback on their experience. Results: 70% of the students found the experiences very interesting, engaging and immersive, with 82% preferring the HMD mode of presentation. The virtual characters were believable as distressed clients with 96% of students perceiving greater negative than positive emotion expressed by the characters. Most of the students (64%) mood improved from the beginning of the experience to the end, however 14% experienced a decline in mood. The students agreed (95%) that the experiences would be a valuable experience to a psychology course. Conclusion: Our results provide evidence that the virtual role-play experiences are well-liked by students. Teaching Implications: The approach presented in this paper represents a practical method to provide virtual role-play experiences to both on-campus and online undergraduate students. [ABSTRACT FROM AUTHOR]

This case is a set of leadership role-plays that address several critical IT issues including understanding (1) differing objectives of critical project stakeholders; (2) concepts of change management and their importance and process; (3) escalation issues of when and how to do it; and (4) issues arising from client/customer communication. The case combines role-plays with traditional case discussion. The scenario is an IT manager of a large university leading an ERP implementation that must satisfy differing stakeholders including academic, administrative, and curriculum leadership. The case highlights problems of objective alignment, execution, and communication. [ABSTRACT FROM AUTHOR]

Recent research in public administration on governance, networks, and deliberative democracy, has highlighted the need to develop a skill set in graduates of Public Administration programs that prepares them for the interpersonal and relational challenges of the policy process. The skills needed to manage in increasingly complex and networked policy arenas include: convening and activating participants, group facilitation methods, and negotiation skills among groups with divergent interests. This article explores the use of role playing to develop these skills, and then reports on a recent attempt to incorporate role play into a graduate course in strategic management of public organizations. It was found that the simulation was not immediately salient as students did not fully develop their roles. Several steps were taken to ameliorate this issue and provide insights about how to improve the use of simulations for teaching public administration students. [ABSTRACT FROM AUTHOR]

This qualitative study examined how social studies teachers implemented experiential instructional techniques by closely analyzing videotaped lessons taught over four years in third through 12th grade classrooms across 16 school districts. Data analysis indicated that of the 438 lessons, only 14 involved experiential instructional techniques, and their implementation generally failed to reflect the potential benefits of this instructional approach. Twelve of the experiential exercises (a) lacked a clear instructional purpose related to the content; (b) did reflect an instructional purpose, but it was ultimately thwarted by the activity's unanticipated dynamism; or (c) encouraged the development of significant misconceptions about the content, while one of the two lessons without these problems demonstrated the strategy's use for reinforcement of factual recall rather than critical thinking. Implications for social studies education research and practice are considered. [ABSTRACT FROM AUTHOR]

Since its introduction in academia and professional practice during the 1950s, gaming has been linked to simulation. Although both fields have a few important characteristics in common, they are distinct in their form and underlying theories of knowledge and methodology. Nevertheless, in the literature, hybrid terms such as gaming/simulation and simulation gaming are used for practical or pragmatic reasons, causing confusion and ambiguity about the marking out of gaming versus simulation. Generally it is not clear whether authors are talking about games and simulations as artifacts of certain forms or whether they are referring to their functionality. The author elaborates on the confusion about these terms and offers a frame of reference to bring more terminological coherence and reduce methodological ambiguity. [ABSTRACT FROM AUTHOR]

Objectives: Simulation methodologies are integral to health professional education at all levels of training and across all disciplines. This article reviews the literature on simulation in psychiatric education and explores recent innovations and emerging ethical considerations related to teaching and evaluation.Method: The authors searched the MEDLINE, ERIC, and PsycINFO databases from 1986 to 2006 using multiple search terms. A detailed manual search was conducted of Academic Psychiatry, Academic Medicine, and Medical Education. Literature indirectly relevant to the search parameter was also included.Results: Of the more than 5000 articles retrieved from the literature on simulation and health professional education, 72 articles and books used the terms simulation and standardized patients or role play and psychiatry education. Of the more than 900 articles on objective structured clinical examinations (OSCE), 24 articles related specifically to psychiatry OSCEs.Conclusions: Live simulation is used in teaching, assessment, and research at all levels of training in psychiatric education. Simulated and standardized patients are useful and appropriate for teaching and assessment and are well accepted at both undergraduate and post-graduate level. There is also an important place for role play. Further research is needed regarding the implications of different simulation technologies in psychiatry. [ABSTRACT FROM AUTHOR]

This article explores the use of simulations and games in tertiary education. It examines the extent to which academics use different simulation-based teaching approaches and how they perceive the barriers to adopting such techniques. Following a review of the extant literature, a typology of simulations is constructed. A staff survey within a UK higher education (HE) institution is conducted to investigate the use of the different approaches identified within the typology. The findings show significant levels of use of both computer and noncomputer-based simulations and games. The main barrier to teaching with simulations, as perceived by the respondents, is the availability of resources. However, further analysis indicates that use of simulations is not associated with perceptions of resource issues, but rather is influenced by views on the suitability of, and risk attached to, such learning methods. The study concludes by recommending improved promotion of simulation-based teaching through enhanced information provision on the various techniques available and their application across subject areas. [ABSTRACT FROM AUTHOR]

The paper relies on Vygotsky's thesis that preschool children in role play are acting in the zone of proximal development (ZPD). One aim is to specify this thesis with respect to language development. The empirical investigations show that language is the central means of creating pretence. By explicit metacommunication, children collaboratively negotiate the plot, transform meanings and distinguish fiction from reality. Thus, metacommunication functions as a verbal frame, determining the meanings within play. Thereby children overcome sympraxic language use which is characteristic of toddlers. Another result is that role play changes during the preschool years. The paper argues that these changes can be subsumed under a general developmental phenomenon, namely the transition of interpsychic into intrapsychic processes. A point of special interest is why preschoolers, through role play, can act in the ZPD, although theft ability to cooperate with other children is only at a nascent stage. To explain this, the paper discusses several aspects of psychosocial development. [ABSTRACT FROM AUTHOR]

Summary Occasionally research shocks the researcher. This happened in a phenomenological exploration of the use of role-play in the supervision of psychotherapy as reported in this article. Role-play as presented in this article is used during a supervisory hour to bypass or supplement detached descriptions about clients. The therapist, after presenting to the supervisor some information about the client, the therapist's concerns, and the interaction in the therapy, enacts the client as genuinely as possible. Meantime the supervisor serves as "therapist." When a good working relation exists between therapist and supervisor, such role-play brings a new dimension into the work. The experience of the role-playing therapist is not a literal reproduction of the work with the client. Rather, as this research... [ABSTRACT FROM AUTHOR]

Presents a factor analysis of a questionnaire concerning sexual attitudes which yielded orthogonal attitudes toward abstaining from teen sexual behavior and the use of contraceptives. Theories about teenage sexual behavior; Role-playing behavior; Effects on attitudes toward premarital abstinence and contraceptive behavior.

The study investigated whether negotiators' behaviors were related to changes in their opponents' initial trust, and whether trust and behaviors were related to their own goal achievement. Hypotheses were derived from a synthesis of two well-known models of mistrust and conflict. Participants were 296 management students, most of whom had supervisory experience. They performed a negotiating task with a fully integrative (win-win) solution, and provided data on their interactions and goal achievements. Increases in opponents' trust during negotiation were associated with information sharing and pursuit of the opponents' interests, but not with the pursuit of the negotiators' own interests. The achievement of negotiators' own goals was related to pursuing their own interests, but not to information sharing nor to pursuing their opponents' interests. Implications for negotiators and some apparently dysfunctional consequences of experience are discussed. [ABSTRACT FROM AUTHOR]

Recent theoretical developments in sociology, anthropology, and psychology have led to the development of an interpretive approach to childhood socialization. From the interpretive perspective, socialization is viewed as a reproductive rather than a linear process. The process is reproductive in the sense that children do not merely indi vidually internalize the external adult culture. Rather children become a part of adult culture, that is, contribute to its reproduction, through their negotiations with adults and their creative production of a series of peer cultures with other children. In this paper I analyze an everyday activity in the peer culture of young children, their pro duction of dramatic role play. The comparative micro-analysis of the role play of white middle-class and black lower-class children captures how the children's produc tion and sharing of important elements of their peer cultures contribute to the repro duction of basic features of the American class structure. [ABSTRACT FROM PUBLISHER]