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'I can only learn in Dialogue!' : Exploring Professional Identities in teacher Education

This article discusses how professional identity, conceptualised as 'stories professionals tell about themselves at a specific moment in a specific context', can be portrayed to address its complexity as a dynamic, constructed, cognitive-emotional, multi-voiced, and dialogical concept. In order to construct a narrative-biographical method, eight teacher educators reflected on their professional development, using the self-confrontation method, resulting in self-narratives. The findings of the study indicate teacher educators' meaningful experiences can be portrayed in a systematic way using identity components such as job motivation, task perception, task-feeling, self-image and selffeeling. This method can reveal a personal or professional theme to further educators' development, focusing both on a content level as well as an emotional level. These results were illustrated by one teacher educator's story. Finally, suitability of this method was discussed for reflection purposes in teacher education and research goals.

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Creating age-friendly communities: Housing and technology [book]

The “Creating Age-friendly Communities: Housing and Technology” publication presents contemporary, innovative, and insightful narratives, debates, and frameworks based on an international collection of papers from scholars spanning the fields of gerontology, social sciences, architecture, computer science, and gerontechnology. This extensive collection of papers aims to move the narrative and debates forward in this interdisciplinary field of age-friendly cities and communities. (This book is a reprint of the Special Issue Creating Age-friendly Communities: Housing and Technology that was published in Healthcare)

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Creating age-friendly communities: Housing and technology [book]

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Youth Care Knowledge Exchange through Online simulation gaming

A case study and method development research of online simulation gaming to enhance youth care knowlegde exchange. Youth care professionals affirm that the application used has enough relevance as an additional tool for knowledge construction about complex cases. They state that the usability of the application is suitable, however some remarks are given to adapt the virtual environment to the special needs of youth care knowledge exchange. The method of online simulation gaming appears to be useful to improve network competences and to explore the hidden professional capacities of the participant as to the construction of situational cognition, discourse participation and the accountability of intervention choices.

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Youth Care Knowledge Exchange through Online simulation gaming

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Dance movement therapy for clients with a personality disorder

Background: People with a personality disorder (PD) suffer from enduring inflexible patterns in cognitions and emotions, leading to significant subjective distress, affecting both self and interpersonal functioning. In clinical practice, Dance Movement Therapy (DMT) is provided to clients with a PD, and although research continuously confirms the value of DMT for many populations, to date, there is very limited information available on DMT and PD. For this study, a systematic literature review on DMT and PD was conducted to identify the content of the described DMT interventions and the main treatment themes to focus upon in DMT for PD. Methods: A systematic search was conducted across the following databases: EMBASE, MEDLINE, PubMed, WEB OF SCIENCE, PsycINFO/OVID, and SCOPUS following the PRISMA guidelines. The Critical Appraisal Skills Programme for qualitative studies was used to rank the quality of the articles. The Oxford Center for Evidence-based Medicine standards were applied to determine the hierarchical level of best evidence. Quantitative content analysis was used to identify the intervention components: intended therapeutic goals, therapeutic activities leading to these goals, and suggested therapeutic effects following from these activities. A thematic synthesis approach was applied to analyze and formulate overarching themes. Results: Among 421 extracted articles, four expert opinions met the inclusion criteria. Six overarching themes were found for DMT interventions for PD: self-regulation, interpersonal relationships, integration of self, processing experiences, cognition, and expression and symbolization in movement/dance. No systematic descriptions of DMT interventions for PD were identified. A full series of intervention components could be synthesized for the themes of self-regulation, interpersonal relationships, and cognition. The use of body-oriented approaches and cognitive strategies was in favor of dance-informed approaches. Conclusions: Dance movement therapists working with PD clients focus in their interventions on body-related experiences, non-verbal interpersonal relationships, and to a lesser extent, cognitive functioning. A methodological line for all intervention components was synthesized for the themes of self-regulation, interpersonal relationships, and cognition, of importance for developing systematic intervention descriptions. Future research could focus on practitioners’ expertise in applying DMT interventions for PD to develop systematic intervention descriptions and explore the suitability of the identified themes for clinical application. Clients’ experiences could offer essential insights on how DMT interventions could address PD pathology and specific PD categories.

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Dance movement therapy for clients with a personality disorder

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Mediated Contact with LGBTQ Characters

Previous research largely supports the notion that mediated contact and engagement with minority characters can improve viewers’ real-life minority attitudes. However, it is unclear to what extent different forms of media engagement such as parasocial friendship and wishful identification are linked to attitudes, and whether deep-level similarities affect engagement with minority characters. Deep-level similarities refer to viewers’ perception of shared personality traits, attitudes, and social experiences with characters. In a cross-sectional survey, we examine (1) to what extent parasocial friendship and wishful identification with an LGBTQ character are each associated with viewers’ prejudicial attitudes toward the LGBTQ community, and (2) to what extent perceived deep-level similarities of an LGBTQ character are related to viewers’ parasocial friendship and wishful identification felt for the LGBTQ character. Based on a structural equation model using a sample of U.S. residents (n = 247), it may be concluded that the deep-level similarities of LGBTQ characters have both direct and indirect associations with LGTBQ prejudice, mediated by wishful identification.

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Beyond Perceived Similarity

Current understandings of similarity with media characters often focus on visible attributes including gender and race, yet overlook deep-level characteristics such as personality, attitudes, and experiences. In the present research, we address this limitation and develop and validate the Character Recognizability Scale (CRS), which captures different ways in which audiences can recognize themselves in characters. Based on a previous interview study, we formulated 26 scale items. Subsequently, we conducted two studies. In Study 1, we used a sample of 219 university students in the Netherlands to conduct an exploratory factor analysis. We determined the reliability, as well as criterion and convergent validity of the entire scale and the retained factors. In Study 2, we used a sample of 247 respondents in the United States to conduct a confirmatory factor analysis and replicate the results of the reliability and validity analyses. Based on Study 1, we kept 20 items. In both studies, the overall CRS scale as well as its subscales for Personality Recognizability (CRS-p), Attitudinal Recognizability (CRS-a), and Experiential Recognizability (CRS-e) showed a good internal consistency. They also showed criterion validity through an association with perceived similarity. Finally, the CRS and its subscales correlated positively with media engagement and exposure measures, thus demonstrating convergent validity.

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Writing as soul work: training teachers in a group-based career-narrative approach

Writing as soul work refers to the active engagement of students in transformative writing activities in a group setting with the aim to enable students to develop new, more empowering narratives. This article explains how soul work through writing can be used to foster career adaptability, expressed in the form of increased awareness and self-direction. We summarize the labour market realities that underlie a need for more narrative approaches and introduce writing as soul work as a potential method to respond to these contemporary career challenges. We define what is meant by soul work and writing, illustrate its use with several stories from practice, and make recommendations for teachers and implementation in institutions. “This is an Accepted Manuscript of an article published by Taylor & Francis in "British Journal of Guidance and Counsellingon" on 04/16/2016 available online: https://doi.org/10.1080/03069885.2016.1169366 LinkedIn: https://www.linkedin.com/in/reinekke-lengelle-phd-767a4322/

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Writing as soul work: training teachers in a group-based career-narrative approach

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Evaluating the User Experience of Interactive Digital Narrative

Many virtual and alternate reality projects create narrative experiences in the digital medium. These are Interactive Digital Narratives (IDN), a form of expression at the intersection of different artistic approaches, research fields (humanities, computer science), and emerging technologies (e.g., artificial intelligence, virtual reality, generative content), with a wide potential for different applications. A key element towards fulfilling this potential is the creation of a satisfying user experience. In this paper we present a toolbox for the evaluation of the user experience that connects which enables the systematic and quantitative study of IDN user experiences.

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Evaluating the User Experience of Interactive Digital Narrative

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Building a new life and (re)making a family. Young Syrian refugee women in the Netherlands navigating between family and career

This article presents results of a qualitative analysis based on biographic narratives of three young, well-educated women from Syria. They arrived in the Netherlands between 2015 and 2017 in the context of family reunion. The central question is how young Syrian women navigate between two major projects that ask for their agency, being family and work. It is argued that both occupational career development and the building of a family are ‘agentic projects’ that aim to contribute to the establishment of a new life and to regain continuity. The analyses demonstrate that both projects are closely intertwined. Agency emerges as highly relational and intersecting with the women’s position in the life course, timing of life events, ability to adapt career goals to the new situation, and impact of social contexts on family relations.

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Products 83

'I can only learn in Dialogue!' : Exploring Professional Identities in teacher Education

Creating age-friendly communities: Housing and technology [book]

Youth Care Knowledge Exchange through Online simulation gaming

Dance movement therapy for clients with a personality disorder

Mediated Contact with LGBTQ Characters

Beyond Perceived Similarity

Writing as soul work: training teachers in a group-based career-narrative approach

Evaluating the User Experience of Interactive Digital Narrative

Building a new life and (re)making a family. Young Syrian refugee women in the Netherlands navigating between family and career

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Products 83

'I can only learn in Dialogue!' : Exploring Professional Identities in teacher Education

Creating age-friendly communities: Housing and technology [book]

Youth Care Knowledge Exchange through Online simulation gaming

Dance movement therapy for clients with a personality disorder

Mediated Contact with LGBTQ Characters

Beyond Perceived Similarity

Writing as soul work: training teachers in a group-based career-narrative approach

Evaluating the User Experience of Interactive Digital Narrative

Building a new life and (re)making a family. Young Syrian refugee women in the Netherlands navigating between family and career