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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The sources of productivity have always been the main subject of economic debate because they are the main determinants of profitability and competitiveness. In order to improve productivity we should be able to identify the sources of productivity. This article presents a method for measuring the sources of knowledge productivity in order to give direction to knowledge management initiatives. The method is based on a theoretical framework which combines two different perspectives (economic and process) on knowledge productivity. This article presents the methodological and theoretical framework, the initial design of the method and the results of the first two case studies. The relevance of this article is that it combines the concepts of knowledge management and intellectual capital measurement in the relatively new concept of knowledge productivity.
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In deze tekst gaan we in op de methodiek van het inzetten van levensverhalen binnen het onderzoek van het lectoraat Diversiteitvraagstukken van hogeschool Inholland. Eerst zal een korte weergave worden gegeven van de opdracht van het lectoraat, de focus van het lectoraat in haar onderzoek(en), de theoretische uitgangspunten die ze hanteert en ten slotte zal worden ingegaan op de wijze waarop het lectoraat levensverhalen inzet als methodiek van dataverzameling. Het in beeld brengen van levensverhalen kan op zichzelf staan en dienen als enige onderzoeksmethode. Ze is echter met name betekenisvol als de verzamelde verhalen worden gecombineerd met andere onderzoeksmethoden, zoals focusgroepen, interviews en (online) vragenlijsten, waardoor informatie over iemands leven van nog meer context wordt voorzien. De informatie in deze tekst is bedoeld voor onderzoekers en studenten die geïnteresseerd zijn in het inzetten van de levensverhalen methodiek. De tekst wordt afgesloten met een visuele weergave van de items die bij deze methodiek kunnen worden bevraagd en een aantal voorbeeldvragen die kunnen worden gesteld. De citaten zijn afkomstig uit het levensverhalenboek Ik ben dat samen met studenten van de minor Migratievraagstukken is gemaakt in 2021
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What do a grandmaster Jedi and a grandfather have in common? The answer will become clear in this story of two sisters who used the Career Writing method to identify career questions, life themes, and tapped into the wisdom of their childhood heroes. Lengelle, R., Haggerty, E. (2022). Career Writing and the Tale of Two Sisters: The Family Project, Heroic Drive, and How No Sibling Has the Same Parents. In: Schreiber, M. (ed) Narrative Ansätze in Beratung und Coaching (pp. 163-172). Springer, Wiesbaden.
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Het lectoraat Diversiteitsvraagstukken van Hogeschool Inholland bestaat 5 jaar. In die periode is er ontzettend veel gebeurd en heeft het team een bijdrage mogen leveren aan betekenisvolle onderzoeken die een bijdrage leveren aan het vergroten van de kansengelijkheid in de samenleving. Met daarbij het onderwijs als verbindende schakel tussen jongeren, het werkveld en de samenleving en het inzetten van (levens)verhalen om ervaringen en belevingen naar voren te brengen. Deze bundel bevat bijdragen met theoretische reflecties, met inzichten uit de onderzoeksprojecten en praktische voorbeelden om toe te passen in de dagelijkse onderwijspraktijk. De bundel is interessant voor professionals binnen en buiten het onderwijs, studenten, maar ook het werkveld waarvoor in het hoger onderwijs wordt opgeleid. En het is interessant voor iedereen die zich in wil zetten voor een samenleving waarin verschillen worden benut als kracht. Lectoraat Diversiteitsvraagstukken Hogeschool Inholland
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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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Objective: The majority of parents with a disabled child experience chronic sorrow, characterized by recurrent feelings of grief and loss related to their child’s disability. There is a significant lack of research on parents’ lived experiences of chronic sorrow, which limits our ability to understand parents’ needs and provide proper support. Design: Interpretative Phenomenological Analysis (IPA) was conducted based on in-depth interviews with six parents of severely disabled children. Results: In the literature on chronic sorrow, an important aspect has been consistently overlooked: the particular position of being a parent, experiencing an awareness of being ultimately responsible for their children. The analysis revealed how this awareness, experienced as a deeply felt ethical commitment, unconditional, largely in isolation, and without a limit in time, shaped the experience of chronic sorrow. Because of this awareness, the parents experienced themselves facing a Herculean task of navigating their intricate motions while struggling to maintain their ability to function. Conclusions: By revealing the importance of considering the unique parental position, the study enriches the concept of chronic sorrow, simultaneously offering insights into what it means to be a parent of a disabled child. These insights can improve care professionals’ responsiveness to parental needs.
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In the Netherlands, client and family participation in care for people with intellectual disabilities has been in vogue for a long time, and increasingly receives attention (KPMG and Vilans 2017). However, the perspective and experiential knowledge of service users and relatives is often still insuBiciently used for the co-creation of care. The professional perspective is often still dominant. In addition, professionals mainly focus on clients and less on relatives, even though relatives often play an important role in the client’s (quality of) life (Wiersma 2017). The project ‘Inclusive Collaboration in Disability Care’[1] (ICDC) focusses on enhancing equal communication between people with intellectual disabilities, their relatives, and professional caregivers, and hence contributes to redressing power imbalances in longterm care. It investigates the question: “How can the triangle of client, relative and professional caregiver together co-create better care and support?”.
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Young widowhood, conceptualized as the loss of one’s spouse before the age of 50, is a profoundly painful and distressing loss (Den Elzen, 2017, 2018). The literature on young widowhood shows the death of a partner generally causes a fragmentation of the self, as it violates expectations of the normal life cycle, namely growing old together (Haase and Johnston, 2012; Levinson, 1997). Premature loss of one’s spouse tends to be experienced by the surviving partner as distressing or traumatizing, such as having witnessed their suffering in illness or through accident (Den Elzen, 2018) or in struggling with unfinished business (Holland et al, 2020). Whilst post-traumatic stress is well-known and has been widely researched across various disciplines, the concept of post-traumatic growth is much newer and by contrast has received less attention. PTG was introduced as a scholarly concept by Tedeschi and Calhoun in the mid-1990s and is defined as a positive psychological change as a result of the struggle with highly challenging life events (2004). Calhoun and Tedeschi’s notion of PTG has been backed by a recent systematic review. In the first meta-analysis of moderate-to-high PTG, Wu et al. found that of the 10,181 subjects, about 50% experienced PTG (2019). They also reported that women, young people and victims of trauma experienced higher levels of PTG than men, the elderly and those who experienced indirect trauma. PTG has attracted some controversy, with some researchers questioning its scientific validity (Jayawickreme and Blackie, 2014). Others caution against the minimization of people’s suffering. Hayward is a trauma counsellor who advises approaching PTG carefully, highlighting that if it is introduced with clients too early it can "often be construed as minimizing someone's pain and suffering and minimizing the impact of the loss" (cited in Collier, 2016, n.p.). In addressing the critique of PTG, Calhoun and Tedeschi (2006) emphasize that the focus on investigating positive psychological change following trauma does not deny the common and well-documented negative psychological responses and distress following severe life stresses: “Negative events tend to produce, for most persons, consequences that are negative” (p.4). They argue however, and their research supports this finding, that for many people distressful events can foster positive psychological changes. We view PTG as a possibility following (profound) loss, and emphasize that PTG may continue to co-exist with painful and/or unresolved emotions regarding the loss itself. We conceptualize PTG as a continuum and not as an either/or binary with grief. Further, we wish to highlight that PTG is a highly individual process that depends on many factors, and we are not suggesting that the absence of PTG is to be seen as a failure. This chapter intends to contribute to the study of PTG through a person-centered approach. The most used method to assess PTG is the 21-item posttraumatic growth inventory developed by Calhoun and Tedeschi in 1996 (Jayawickreme & Blackie, 2014). Self-reported posttraumatic growth has been the foundation of PTG research, which has aimed to identify to what extent PTG evokes improved psychological and physical health. In discussing our own creative narrative processes of PTG, our practice-led-research lens aims to contribute to research on how PTG might be fostered. We propose a Writing-for-wellbeing approach in this context and explore what it offered us both as writers and widows and what it might offer the field of Writing-for-wellbeing and by extension clinical and scholarly practice.
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In 2015, the UN set 17 global goals, the so-called Sustainable Development Goals (SDGs) for the year 2030, “a universal call to action to end poverty, protect the planet and ensure that all people enjoy peace and prosperity”. Although these challenges are global, their impact manifests itself on a local level. An inspiring challenge for HU UAS Utrecht is to educate self-confident (upcoming) professionals who contribute to the realization of these global goals by creating local impact. In our opinion such professionals are socially involved, cope with complexity, think systemic and work trans-disciplinary. Furthermore, they ‘mix and match’ personal, societal and professional development, which will not be confined to formal education but lasts a lifetime. This complex challenge forges us to transform our thinking about education and how to organize learning, and about how, where and with whom we educate. UAS’s will have to cooperate with private, public and research partners and create communities in which all participants work, learn and develop themselves while facing new challenges.
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