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Teaching-learning approaches of university faculty increasingly include supporting their own wellbeing, as well as that of their students. Engaging in mindful practices has the potential to increase faculty capacity for reflexivity and compassion, which they can incorporate into their teaching-learning. However, few faculty have knowledge and skill of such practices. The aim of this mixed-method study was to pilot-test a mindfulness intervention designed to build faculty capacity for mindful practices. Faculty from an urban university in Canada participated in a three-workshop series on mindful practices, which they were then encouraged to practice and bring into their classrooms. Data collection included pre and post-test measures of mindfulness, wellbeing and self-compassion. Qualitative focus-group interviews were conducted at the end of the study. Mindfulness scores significantly increased. While wellbeing and self-compassion scores also improved, the change was not statistically significant. Faculty described potential benefits and barriers to applying mindful approaches in the classroom. Mindful practices were well received by faculty and show promise in supporting their wellbeing and the quality of their teaching-learning. Further research is required to address how best to position faculty to engage in mindful practices in a sustainable way to also enhance the quality of students' teaching-learning experience. [ABSTRACT FROM AUTHOR]

By engaging in regular reflective writing and dialogue, individuals puzzle through life events, while nurturing the curiosity for further learning and discovery. In research contexts, reflection that includes creative self-expression augments sense-making of study findings. In our work, we use metaphoric reflection to expand our thinking and understanding of how senior nursing students engage in and respond to Dialectical Behaviour Therapy – Skills Group intervention and the impact this has on their sense of perceived stress and anxiety. We explicate how we, as research team, extended our thinking and understanding of our mixed-method study, using metaphoric reflection approach. [ABSTRACT FROM AUTHOR]

Primary objective: The purpose of this paper is to illustrate how material objects symbolizing recovery from a first episode of schizophrenia (FES), captured in photographic images, contributed to the development of a theoretical model of the process of recovery. Research design: This study combined in-depth qualitative interviews with an auto driven elicitation technique. Specifically, young adult participants were asked to select a material object that symbolized their recovery from FES and to describe its inherent meaning. The use of material objects provided an additional layer of data which was triangulated with other data sources in efforts to enhance the understanding of the phenomenon being studied. Methods: In order to aid the analysis of the objects, questions were consolidated and adapted from the literature. Results: In discussing their objects, participants described that maintaining personal interests, taking medications, acknowledging the necessity of time, and continuing to pursue personal ambitions all played a role in promoting recovery and were represented in their self-selected objects. Conclusion: The selected material objects informed the development of a theoretical model of recovery from a FES. They also provided a visual representation of the dimensions that reflect its subjective nature. This paper highlights the value of incorporating image-based methods in future studies. In particular, the use of material objects with carefully chosen elicitation techniques has the capacity to access understanding of a phenomenon under study; the significance of which may not otherwise been fully acquired. [ABSTRACT FROM AUTHOR]

Discusses suggestions on selecting school counselors. Changing role of counselors; Selection interview; Conclusion.

Covers a study that explored the experience of 10 women who were hospitalized in psychiatric settings, restrained and given forced medication. Experience of these women on childhood sexual abuse; Background; Methodology; Limitations; Results; Experience of hospitalization and restraint; Consequences and links to previous experiences; Desired therapeutic responses from client's perspective; Discussion.