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Photovoice is a form of participatory action research and community-based participatory research and often used in social sciences to understand the needs of others and uncover the challenges and assets that may exist. Photovoice engages participants in the research process by inviting them to share their experiences through photographs and personal narratives. This act of storytelling and group discussion provides emotional connections among the participant cohort. Through the discussion of shared experience, common themes may arise. This column provides and overview of the photovoice methodology and highlights some of the benefits and limitations one might experience when leading photovoice based projects. Photovoice is a powerful tool that can prove useful for design researchers and practitioners alike as they seek to understand the challenges facing others. It is through this understanding that transformation to improve situations can occur.

This paper tells the story of resistance and efforts to work and mend within an anti-Black institution: higher education. Through a collaborative autoethnographic approach, seven Black academics connected to the Action Research Collective team (a group focused on supporting graduate students and cultivating equitable campus climates), explored how doing research as a team served as a mechanism for healing from the trauma of anti-Black racism. This paper illustrates how researching, learning, and healing can manifest within research teams by emphasizing visibility, shared experience, authenticity, and community.

Recent advances in 3D reconstruction technology allow people to capture and share their experiences in 3D. However, little is known about people's sharing preferences and privacy concerns for these reconstructed experiences. To fill this gap, we first present ReliveReality, an experience-sharing method utilizing deep learning-based computer vision techniques to reconstruct clothed humans and 3D environments and estimate 3D pose with only a RGB camera. ReliveReality can be integrated into social virtual environments, allowing others to socially relive a shared experience by moving around the experience from different perspectives, on desktop or in VR. We conducted a 44-participant within-subject study to compare ReliveReality to viewing recorded videos, and to a ReliveReality version with blurring obfuscation. Our results shed light on how people identify with reconstructed avatars, how obfuscation affects reliving experiences, and sharing preferences and privacy concerns for reconstructed experiences. We propose design implications for addressing these issues.

In this episode, Anna Ciaunica reviews the recent progress on the scienfic study of conscious experiences in early sensory life., {"references":["Ciaunica, A., Constant, A., Preissl, H., Fotopoulo, K. (2021) e rst prior: from co-embodiment to co-homeostasis in early life. Consciousness and Cognition. 91:103117. https://doi.org/10.1016/j.concog.2021.103117","Ciaunica, A., Safron, A., & Delaeld-Butt, J. (2021). Back to suare one: the bodily roots of conscious experiences in early life. Neuroscience of Consciousness, 2021(2), niab037. https://doi.org/10.1093/nc/niab037","Clark, A. (2013) Whatever next? Predictive brains, situated agents, and the future of cognitive science. Behavioral and Brain Science. 36:181–204. https://doi.org/10.1017/S0140525X12000477","Friston, K. J. (2010) e free-energy principle: a unied brain theory? Nature Review Neuroscience. 11:127–38. https://doi.org/10.1038/nrn2787","Hohwy, J. (2013) e predictive mind. Oxford: Oxford University Press.","Varela, F., ompson, E., Rosch E. (1991) e Embodied Mind: Cognitive Science and Human Experience. Cambridge, MA: MIT Press.","Ciaunica, A., Safron, A., & Delafield-Butt, J. (2021). Back to square one: the bodily \troots of conscious experiences in early life. Neuroscience of Consciousness, 2021(2), niab037. https://doi.org/10.1093/nc/niab037"]}

A bustling literature spanning philosophy, psychology and social sciences aims for a better understanding of the collective patterns of emotions stirring human society. To date, however, this endeavour is still in need of a unifying conceptual framework and empirical evidence regarding the characteristics, antecedents and consequences of collective emotion remains sparse. To foster progress in the field, we examine existing accounts and identify three characteristics of collective emotion: emotion alignment, feeling of social connectedness and mutual awareness. We then propose a typology of collective emotion that accounts for the dynamic interplay of social and cognitive processes. Crucially, this typology allows for integrating different accounts and research traditions into an experimental framework that generates testable predictions regarding the mechanisms and consequences of collective emotion. Finally, we review available empirical evidence in social and cognitive sciences and we discuss future directions for an evidence-based approach to collective emotion.

ilustraciones, graficas Las expectativas con que llegue un estudiante al aula en cada nuevo semestre pueden determinar qué tanto provecho saquen de un espacio académico. Si bien dieciséis semanas no son poco tiempo para crear experiencias, se tiene la misión de cambiar cómo un estudiante ve o siente un conjunto específico de saberes —un campo disciplinar. Aun cuando se tenga en mente una meta específica que puede reñir con la generalidad que es una carrera universitaria, permitir que cada asignatura en su individualidad parezca prescindible es una pérdida del impulso con el cual el aprendiz inicia su proceso académico, y del tiempo y esfuerzo que se espera que le dedique. El presente proyecto se interesa principalmente por generar en el estudiante una percepción de que todo aprendizaje es potencialmente significativo en la medida en que él lo permita, y por abrir un espacio que conecte al estudiante con el campo profesional del diseño de experiencia, desde la asignatura Producción en Medios Digitales —introducción al diseño centrado en las personas dentro del plan de estudios de Diseño Gráfico en la Universidad Nacional de Colombia—, pero en búsqueda de inspirarlo a plantearse metas significativas para sus propias aspiraciones, de manera que alcanzarlas en un entorno académico pueda representar una trascendencia para su vida. (Texto tomado de la fuente) The expectations with which a student comes into a classroom every new term can determine how much they will draw on the space. Sixteen weeks (the length of the academic term) is not a particularly limited span for creating experiences. However, there is a task to impact how a student views and feels about a field of study, and when there is a goal in mind, so specific that it might prejudice on the generality that is a college degree, allowing any particular subject to be perceived as expendable becomes a misuse of alumni time and effort, as well as a loss of the drive with which a student starts their academic endeavor. The project at hand seeks to create a perception in every student that any apprenticeship is potentially worthwhile, as much as they allow it to be. It also attempts to establish a space in which the students are opened up to the professional field of user experience design from withing Digital Media Production —the introductory course to human centered design on the Graphic Design program at Universidad Nacional de Colombia— while aiming to inspire them to set significant goals for themselves, resulting in the drive to accomplish them in an academic setting, towards a transcendence in their life projects Especialización

Cooperation is a fundamental ingredient of society. However, research on the effects of positive and negative experiences on cooperation remain largely inconsistent. Therefore, through two experiments, the present study examined the effects of positive and negative experiences on cooperative behavior, and the moderation effect of sharedness on this relationship. In Study 1, we directly compared positive and negative experiences in the same context. Seventy-four students participated the experiment (Mage = 19.88, SDage = 2.21). Results showed that participants reported higher levels of cooperative behavior in negative experiences than in positive experiences. In Study 2, we examined the moderation effect of sharedness on the relationship between positive/negative experiences and cooperative behavior. The result of the experiments involving 126 participants (Mage = 19.53, SDage = 1.14) showed a significant interaction effect between positive/negative experiences and sharedness on cooperative behavior. Participants exhibited higher level of cooperative behavior in shared negative experiences than in shared positive experiences, while there were no significant differences in cooperative behavior between unshared negative and positive experiences. These results suggested that shared negative experiences could facilitate cooperative behavior.

PURPOSE/OBJECTIVES Dental students face many challenges throughout their education. Peer mentoring programs can support students and help manage pressures associated with dental school, although few studies have researched student-led peer mentoring. The aim of this study was to explore the possibilities and limits of student-led, near-peer mentoring in a dental program. METHODS We conducted a qualitative study on the tooth bud program (TBP), a student-led, near-peer mentoring program at a research-intensive university. Eligible study participants were Doctor of Dental Medicine (DMD) students who participated in the TBP as a first-year mentee and/or second-year mentor between 2017 and 2020. Twenty-two participants and one program founder were interviewed about their experiences and involvement in peer mentoring. A thematic analysis was employed, and Brownlie and Anderson's sociology of kindness provided a theoretical analytical framework. RESULTS Three themes represented participant perspectives of the TBP: Firstly, students desired to build a community but had to manage inherent hierarchies. Secondly, participants appreciated that the TBP was a student-led initiative, but its unstructured and informal nature brought challenges. Thirdly, mentoring experiences and the ways mentors and mentees navigated their pairings were identified. CONCLUSIONS Mentoring was founded in the shared experience of studying dentistry and allowed mentor-mentee pairs to establish kinship and progress relationships. Kindness acts as an infrastructure to guide interactions; however, underdeveloped kinship may hinder mentoring. Thus, the peer mentoring program researched provides value to mentees and mentors and allows participants to benefit from becoming part of a student-led, professional community.

The COVID-pandemic has meant that we, as therapists, go through the same experiences as our patients. Bass’s paper enables us to digest these last months’ experience, not only from a professional p...

Resumen: En este artículo proponemos que la reciente migración venezolana es una diáspora en proceso de construcción. A partir de observación participante y entrevistas con informantes clave e inmigrantes venezolanos residentes en Argentina, Estados Unidos (Florida) y Portugal, sostenemos que tanto la experiencia común de la crisis humanitaria en el país de origen como la realidad transnacional compartida, contribuye a que los venezolanos en el exterior constituyan una diáspora en proceso de institucionalización y consolidación. Abstract: In this article, we argue that recent Venezuelan migration is a diaspora on the making. Based on participant observations and interviews with key informants and Venezuelan immigrants living in Argentina, the United States (Florida), and Portugal, we establish that the shared experience arising from the humanitarian crisis in their country of origin, and their common transnational reality is contributing to the process institutionalization and consolidation of the Venezuelan diaspora.

The following study evaluates a fathers' peer support group facilitated on a tertiary neonatal intensive care unit (NICU). Within the group, the experiences of fathers with an infant on the NICU was explored. Data was collected from eight fathers and analysed using thematic analysis. Four key themes emerged: (1) the “ups and downs” of the NICU journey, (2) the “balance between two worlds”; juggling NICU and life outside, (3) being “an important member of the family”; feeling seen, included and cared for and (4) “I'm not alone”; the benefits of the shared experience. The study concluded that the peer group was a valued form of support during which fathers were facilitated to meet other NICU dads, share their NICU journey and learn from the experiences of others. Recommendations for setting up a NICU fathers' peer support group are provided.

Narrative Nursing is a form of storytelling that is used as an intervention with nurses to empower them to share their profound experiences in the nurse-patient relationship. Nurses participating in the Narrative Nursing workshops each share an individual encounter that was meaningful in their own nursing career. The shared experience serves to acclaim the power of nurses as leaders at the point of care and nurse leaders mentoring others. Four stories of nurse leadership are included in this article, 2 from clinical nurses providing care at the bedside and 2 from nurses in leadership roles. Participants in Narrative Nursing describe the workshops as inspirational, affirming, and empowering of the essence of professional nursing. Leadership lessons learned from the Narrative Nursing experiences thus far are included as are plans for future work to inspire all nurses at all levels of leadership. The future work includes embedding the intervention within relationship-based leadership theories.

Andrzej Stasiuk, a Polish writer, is among authors who enjoy dealing with the world through the form of a reportage. Central Europe becomes the key point of his books, such as: Kroniki Beskidzkie i Światowe, Dziennik pisany później, Fado, Jadąc do Babadag, Wschód, and Moja Europa (written with Jurij Andruchowycz). In these works, Stasiuk touches upon the issue of the borders of Europe, which he defines as an intellectual space community. The question arises as to what criteria can be used in order to define the concept of Central Europe — to the author, one of the most important ones is the shared experience of the imposed communist system. The regime, which is an integral part of the immaterial culture of vast regions of Europe, has left its mark on the identities of those who lived behind the Iron Curtain until 1989/90. This is expressed and processed in Stasiuk’s literary works.

The working alliance has been shown to be a robust predictor of couple therapy outcomes. However, there are still questions regarding the best way to conceptualize and analyze the association between the alliance and outcomes in the couple therapy context. This study presents results from a relatively novel analytic approach for evaluating the alliance and therapy outcomes via the shared influence model (i.e., common fate statistical methodology) with 93 couples who had at least three sessions. Examining the alliance in couple therapy this way allows for nuance in conceptualizing the process of the alliance among partners and the therapist in couple therapy. Empirically, the question that remains is whether the shared experience of the alliance between partners is a stronger predictor of therapy outcome as compared to the unique individual experiences of the alliance. This approach has not yet been utilized to model the couple alliance-outcome association. Results revealed that the shared influence model demonstrated a significant association between the alliance and therapy outcome. Specifically, the couple-level alliance construct was adequately represented from the partners' alliance ratings with the therapist, and couples that report higher shared alliance experiences were also likely to have better therapy outcomes. These findings suggest that conceptualizing and analyzing the alliance at the couple level may be strongly advantageous. Implications for research and practice are provided.Se ha demostrado que la alianza terapéutica es un predictor fiable de los resultados de la terapia de pareja. Sin embargo, aún quedan preguntas con respecto a la mejor manera de conceptualizar y analizar la asociación entre la alianza y los resultados en el contexto de la terapia de pareja. Este estudio presenta resultados de un enfoque analítico relativamente innovador para evaluar la alianza y los resultados de la terapia mediante el modelo de influencia compartida (p. ej.: metodología estadística del destino común) con 93 parejas que tuvieron al menos tres sesiones. Analizar la alianza en la terapia de pareja de esta manera permite matices a la hora de conceptualizar el proceso de la alianza entre los integrantes de la pareja y el terapeuta en la terapia de pareja. Empíricamente, la pregunta que queda pendiente es si la experiencia compartida de la alianza entre los integrantes de la pareja es un predictor más fiable de los resultados de la terapia en comparación con las experiencias individuales únicas de la alianza. Este enfoque aún no se ha utilizado para interpretar la asociación entre la alianza de la pareja y los resultados. Los resultados revelaron que el modelo de influencia compartida demostró una asociación significativa entre la alianza y los resultados de la terapia. Específicamente, el constructo de la alianza a nivel de la pareja se representó adecuadamente a partir de las valoraciones de la alianza de los integrantes de la pareja con el terapeuta, y las parejas que informan más experiencias de alianza compartida también fueron propensas a tener mejores resultados en la terapia. Estos datos sugieren que puede ser enormemente ventajoso conceptualizar y analizar la alianza a nivel de la pareja. Se explican las consecuencias para la investigación y la práctica.关系联盟可以比较准确地预测伴侣治疗的结果，这都是已经被证实过了的。然而，在伴侣治疗的背景下，如何理解和分析这种联盟与治疗结果之间的关系，依然还存在问题。本研究采用了一种相对新颖的分析方法，通过共享影响模型 (即共同命运统计方法)来评估联盟和治疗结果。研究对象为93对至少参加过三次治疗会谈的伴侣。通过这种方式来考察伴侣治疗中的联盟，可以认识更多伴侣和伴侣治疗师之间的联盟过程中出现的细微差别。在实证经验上，仍然存在的问题是伴侣共同经历的联盟关系是否会比独特的个人单方面体验的联盟关系更能预测治疗结果。这种方法还没有被使用在建立伴侣联盟-结果的关系模型中去。研究结果显示，共同影响模型能展现联盟与治疗结果之间的显著关联。具体而言，从伴侣与治疗师的联盟评级中，可以充分地反映出伴侣层面的联盟关系构建。如果报告的共同经历的联盟体验越高，伴侣治疗的结果也可能更好。这些发现表明，对伴侣层面的联盟进行概念化的理解和分析可能非常有利。本论文对研究和实践提都供了启示。.

The narratives of immigrant Latinx mothers are often excluded from discourses on motherhood. This study centers on a shared experience with Child Protective Services (CPS) for two such mothers. One...

Within imagological approaches, paratexts can provide insights into how the Other of translated literature is presented to a new target audience. So, within a transnational context, such as Germany and Britain’s shared experience of the Second World War, can the source and target-culture paratexts invoke the same images? Through a case study of Er ist wieder da, a novel that satirises Germany’s relationship with its National Socialist past, and the British publication of the English translation Look Who’s Back, this article finds that while the novel’s humour is reframed by the British publisher, the novel’s controversial position within Germany’s Vergangenheitsbewältigung discourse remains intrinsic to the paratexts published in the British press. As such, this article demonstrates the transnational relevance of individual national characteristics to the paratextual framing of translated literature, the value of paratexts as objects of imagological study, and the methodological benefits of distinguishing between production- and reception-side paratexts.

The use of live electronic processing to extend, modify or transform an acoustic musical instrument has its roots in the recording and broadcast technologies that were developed in the first few decades of the twentieth century. In the second half of the century these tools were adopted by composers and musicians in many musical genres and have become commonplace and in some musics, ubiquitous. The perceived musical relationship between instrument and its electronic ‘other’ has been discussed largely from the point of view of listener and composer. This paper focuses on the performers’ perspective through reflection on and discussion of the author’s working methods in improvising duo contexts. The author suggests ‘estrangement’ as a term to describe and understand aspects of the performer’s experience of live transformation and discusses how this estrangement might influence the relationship between musicians and the resulting musical interaction in improvisation, and finally offers ‘co-estrangement’ as a description of his shared experience in such improvising duos.

Our study sought to refine our understanding of professional distress by examining the experience of healthcare social workers in the following three Canadian provinces: Manitoba, Ontario and New Brunswick. Thirty semi-directed interviews were conducted to explore the social workers’ social representation of professional distress and its ties to professional identity and growing organizational constraints. Attitudes, work–life imbalances, and negative workplace experiences were found to increase the subjective experience of distress. Current psychosocial and organizational contexts of front-line practitioners are contributors to their professional distress, a matter further exacerbated by the misrepresentation of social work by colleagues and service beneficiaries.

To identify the impact of upper limb spasticity on stroke survivors by linking their shared experience to the International Classification of Functioning, Disability, and Health (ICF).Ten community dwelling adults with a chronic stroke and spasticity, who had completed an upper limb rehabilitation trial participated in semi-structured interviews. Data were analysed using content analysis and linked to the ICF Comprehensive Core Set for stroke using standard linking rules.Four hundred and thirty-nine meaningful concepts eligible for linking were identified. The majority (Half of the Comprehensive Core Set categories for stroke were relevant, but to adequately capture experience an additional eight were needed. The ICF category profile may be unique to our participants or may suggest further research is needed to determine if additions to core set categories are required.Implications for rehabilitationOur ICF mapping demonstrated that the Brief Core Set for stroke was not sufficient to capture the range of experience for stroke survivors with upper limb spasticity, instead the Comprehensive Core Set for stroke supplemented with eight clinical-cohort specific second-level-categories should be used.Our findings suggest that rehabilitation may better reflect lived experience if it focuses on Body Function (Chapters 1, 2, 4, 7), Activity and Participation (Chapters 1-9), and Environment (Chapters 1, 2, 3, 5) because Body Structure was rarely mentioned in this or previous post-stroke ICF mapping research.

Nurses have been called superheroes during this pandemic because of our compassion for our patients, but we need compassion, too. Through this state of emergency, quarantine, and isolation, the Cafecitos in the virtual world let us navigate this shared experience together.

We have been conducting collaborative ethnographic research together for over 20 years. Over the past 12 months, this collaboration has included face-to-face encounters, both in Kampala, Uganda, and in Perth, Australia. However, since the advent of COVID-19-related ‘lockdowns’ in our respective countries, our engagements have been conducted exclusively over online platforms, including WhatsApp, Facebook and – increasingly – Zoom. In this article, we reflect upon our shared experience of conducting ethnography through this platform as a tool for understanding the effects of the pandemic in Uganda. We argue that, despite all kinds of material constraints (at both ends), Zoom has much to off er the ethnographer particularly because it can generate an intimate understanding of experience and time. However, against this advantage, some aspects of social life remain beyond the range of its channels, for which an assemblage of additional methods are required. We finish by reflecting upon what these methods have contributed to our long-term study of emergent cultures of mobility in Uganda – a study which is now being conducted in an ostensible context of immobility.

Three experiments investigated whether and why sharing experiences of social exclusion or social acceptance with others strengthens social bonds. Participants experienced either social exclusion or social acceptance alongside another co-participant who either also experienced the same outcome, or experienced a different outcome, as them. Multilevel modeling results showed that participant dyads who shared the experience of social exclusion or social acceptance felt closer to each other than those who experienced different outcomes, and that perceived similarity mediated the effect of shared experiences on social bonds. Interestingly, participants felt closer to one another after having shared social acceptance, more so than when they have shared social exclusion. Implications of the present findings are interpreted in light of theories of social exclusion, shared experiences, and social bonding.

Összefoglaló. Mérei Ferenc (1909–1986) életműve sok nyilvánvaló paradoxont tartalmaz. Ott áll az egyik oldalon az 1945 és 1949 közti kommunista nevelési vezér, aki az általa vezetett budapesti műhelyben és a nagy hatáskörű Országos Neveléstudományi Intézetben aktívan alakította az államilag szervezett szocialista iskolát, és ott van az 1950-től a partvonalra került, majd bebörtönzött értelmiségi, harmadik lépésként pedig az 1970-es évektől a lelki ellenállás alapú, egyéni életmód-szerveződések és csoportterápiák irányítója. Felfogásom szerint a kettősségek nem csupán az élet külsőségeiből fakadó kényszerek következményei, hanem Mérei szellemi arculatára végig jellemző belső dilemmákból fakadtak. A Franciaországban töltött korai 1930-as évek óta élt benne az a hit, hogy összhang teremthető a francia felvilágosodás örökségeként értelmezett baloldali, gyerekközpontú pedagógiai hitvallás (én ezt a polgári, individualizációs eszménynek tartom) és a kommunista társadalomszervezés egyenlősítő centralizációs elvei között. Szervező munkájában, miközben sokat tett azért, hogy a demokratikus eszményképeket követő általános iskola egyenlőség eszméje hassa át a szocialista nevelést, ezt összekapcsolta azzal a hittel, hogy a gyermeki közösségek sajátos érzelmikohó-szerepe meg tudja teremteni az összhangot az egyenlőség és a centralizáció között. Igyekszem rámutatni arra, hogy valójában nehezen összeegyeztethető a polgári individualizáció, mint a modern pszichológia egyik kiindulópontja és a hivatalnok eszményű szocialista közösségi felszabadítás. A gyermekből induló liberális és az egyenlőség elvű baloldali eszmények az oktatás irányába nem olyan könnyen illeszkednek, mint sok baloldali polgár, köztük Mérei hitte volt. Summary. The work of Ferenc Mérei (1909–1986) the Hungarian social and clinical psychologist and for a time communist educational leader involves several paradoxes. On one hand, we have the leader of the communist education reform between 1945 and 1949, who, as head of the Budapest municipal institute for education and the Countrywide Institute for Educational Research helped shape socialist schooling. On the other hand, from 1950 on, there is the expelled ostracized intellectual, who is even sentenced to prison after the 1956 revolution. As a third step, from the 1970s on, he appears as the leader of small groups, displaying life style reforms relying on mental resistance and resilience. In my view, these dualities are not only due to constraints of external life events, but are embedded in the internal dilemmas of the intellectual tensions continuously characterizing Mérei. From the time he spent in France in the early 1930s he cherished the belief that a harmony could be found between a child-centered educational commitment as a continuation of the heritage of French enlightenment (I consider this to be a citoyen individuation ideal) and the centralizing principles of communist social organization aimed at equalization. In his organizational work while he made many efforts to center socialist education around the program of a comprehensive school based on principles of democratic equality, he connected these to the belief that the peculiar emotional atmosphere of child communities could reconcile equality and centralization. I try to show that bourgeois individualization as one starting point of modern psychology is difficult to reconcile with community liberation with burocratic inspirations. The liberal child based ideals of education are not easy to reconcile with leftist ideals of equality – contrary to what was and is believed by many left wing citoyen thinkers, among them by Mérei.

This article discusses the religious conflict between Afro-Brazilian and Pentecostal groups shedding light on the complex relations between cross-religious experiences and the official acknowledgement of ‘religion’ in Brazil. The study analyses devotees and clients’ experiences in the rituals of Igreja Universal do Reino de Deus and Umbanda addressing fluid selfhoods and the multiple human and other-than-human agencies in the making of individual life trajectories through ritual participation. Thus, regarding religious conflict merely through bounded identities, institutions or dogma, the study shows that behind the fortifying religious conflict between Pentecostal and Afro-Brazilian religious groups relies a politically complex, colonially framed concept of ‘religion’ which leaves out of academic and political consideration a large part of effective ritual knowledge and agency, continuously re-producing the inferior position of ‘Afro-Brazilian religions’ within the Brazilian society. The analysis in this article is based on ethnographic field research carried out in Southeast Brazilian states of Rio de Janeiro and São Paulo during 2008-2015.

As queer scholars engaged in research and practice with queer and trans youth across the United States and internationally, we are deeply concerned about the impact of the COVID-19 pandemic on this vulnerable population. Physical distancing, social isolation, and school closures create challenges for adolescents as they navigate increasing independence from caregivers and more intimate relationships with peers. The challenges related to the ongoing pandemic are exacerbated for queer and trans youth as they negotiate their sexuality and gender identit(ies) in addition to typical developmental activities. Simultaneously, social work practices that provide critical and lifesaving support for queer and trans youth have been hindered by the closures and other pandemic-related changes to schools and community programs. We present this reflexive essay to deconstruct the notion of a shared experience during this pandemic and elevate the voices of queer and trans youth during this unprecedented moment in time. Through engagement with a small, local group of queer and trans youth, we share the challenges they are facing–particularly the consequences of social isolation and lack of identity-affirming support caused by physical distancing measures. We end by sharing their ideas for social work practice and how they can best be supported during this time. We do this to emphasize variations in the shared experience of a global pandemic and ensure the experiences of queer and trans youth are documented during this moment in history.

This paper discusses the process and outcome of an innovative qualitative research approach evidencing the lived experiences of a group of academics who were confronting what they felt at the time ...

Posttraumatic growth (PTG) may foster skills that allow one to understand traumatic experiences in others. The primary aim of this study was to determine the relationship between an individual’s PTG reports and their ability to relate to two growth types, PTG and illusory growth. The purpose of this study was to elucidate perceptions of illusory growth and PTG so clinicians may more readily identify catalysts for growth and customize treatments. Participants were read two vignettes that detailed the experience of PTG and illusory growth as a result of a specific traumatic event (i.e., car accident). They completed a questionnaire regarding their perceptions of the vignettes. Results revealed that participants with higher PTG were more likely to relate to the PTG vignette than the illusory growth vignette, and when participants had experienced the same event in the vignette (i.e., car accident), this relationship was stronger. Last, participants mostly perceived the PTG vignette as female, and the illusory growth vignette as male. Our results suggest that interventions following traumatic experiences could be best facilitated/supplemented by reflective interactions with others who have experienced similar events. Considering one’s gender may be important in order to ensure that gender stereotypes regarding emotional expression are mitigated.

Playgroups are widely used throughout the Australian community yet understanding of their efficacy is hindered by inconsistent playgroup definitions and practice principles. This study aimed to develop, implement and evaluate the feasibility of a manualised therapeutic playgroup for children with developmental delay and their families using a three step process. Step one, manual development, involved triangulating findings from playgroup literature and utilising a working group of professionals (n = 10) and caregivers (n = 2) to identify practice principles and inform the content of a manualised playgroup. Step two, conducted a feasibility study involving parents (n = 9) and children (n = 8); with findings informing step three, manual revisions, in preparation for larger-scale efficacy testing. Step one resulted in the development of an 8-week manualised playgroup for children with developmental delay. In step two, playgroup participants demonstrated improvements in family support and child performance, with playgroup reported as being beneficial by both parents and facilitators. This perceived benefit was attributed to parents’ shared experience, access to skilled facilitators, parent learning and child enjoyment. In step three these findings were incorporated, finalising the manual. In a context where playgroup research is limited by model variability and poorly defined practice principles, this is the first study to systematically develop, implement and pilot a manualised therapeutic playgroup intervention for children with developmental delay. It provides an evidence-based definition of playgroup principles, delivers sufficient assurance of playgroup feasibility to warrant a larger definitive trial, and outlines a process for developing and testing the feasibility of a manualised, complex intervention.

ICT is increasingly used in education in order to improve student motivation and learning effectiveness. To access the impact of educational platforms and ICT on achieving state educational standards, we conducted a survey of teachers’ opinions on the manner and effectiveness of distance learning, the advantages and disadvantages they report. In this article we present the results of a survey conducted through an online anonymous survey among 68 teachers from the city of Plovdiv who work in an innovative school approved by the Ministry of Education and Science. The subject of the research are professional experience, used resources, technologies, methods and pedagogical approaches. Based on the results obtained, we found the effectiveness of the distance learning, combined with the application of innovative methods and web-based educational technologies together with a wide variety of technological tools.

Background: The Student International Community of Practice is a global network of more than 30 doctoral candidates affiliated with the Centre for Person-centred Practice Research, at Queen Margaret University, Edinburgh. An ongoing challenge the community faces is its changing and growing membership; as members progress and complete their doctoral studies they leave the group, and as the centre grows new community members (doctoral candidates) join. Aim: To explore and describe the experience of being a member of the Student International Community of Practice, using a creative process of reflection and collaborative analysis, and to identify the implications for the future of the community and the integration of new members. Conclusion: The Student International Community of Practice is a valuable social learning experience for those who are members. It will continue to be a flourishing safe space if, despite its changing membership, we pay explicit attention to our agreed purpose, ways of working and values. Implications for practice/academic research: Belonging to a sustainable and flourishing community of practice enhances learning, and decreases isolation and loneliness on the doctoral journey A community of practice is sustainable when it is underpinned by a clear purpose, agreed ways of working and values, to which all members consistently pay explicit attention

This article reviews and facilitates a better understanding of imposter syndrome, women in technical services, and minority librarians to fill gaps left by library programs. The Literature Review e...

One year into the Covid-19 pandemic, an impatient public--lit up by the blue glow of screens--preps itself for a collective amnesia. Many people started 2020 nervously counting infection curves and rising death rates. Now, after a year of ghoulish statistics dictating what should be considered essential--or grievable--they wait for vaccination rates to climb and make way for a post-Covid era. The pandemic has acted like a contrast dye, lighting up the inequities in institutions, lifestyles, and societies, revealing diseases like a scrutinizing, invasive MRI. Shops with empty shelves in anticipation of lockdowns lit up, while the perfunctory reclassification of who and what is essential--as well as the increasingly heavy burdens on the shoulders of caregivers--remain glowing. For the "remote working class," which includes students, artists, former office workers, and essential workers during downtime, there is another dimension to the shared experience: the dual flatness of streaming services and webcam-based interaction.

As an Indian social work instructor in the United States, I came across cultural differences between my students and me. This reflection paper aims to share culturally humble teaching practices that I utilized while teaching and how they aided me in overcoming and understanding those cultural differences in the classroom. I believe the shared experience will help international instructors who experience similar cultural differences in their academic careers.