Deze visualisatie is het resultaat van een kwalitatief onderzoek waarin het empathie kompas (Smeenk, 2019) gebruikt is om te onderzoeken en visualiseren hoe studenten van verschillende hogescholen begrip ontwikkelden voor het maatschappelijk vraagstuk rondom synthetische drugs gedurende hun deelname aan het project ‘Pilletje hier, Pilletje daar’. Met dit project wil het Openbaar Ministerie (OMspaces) bij jongeren bewustwording genereren en het gesprek aangaan rond het vraagstuk. Het empathie kompas kan studenten en docenten helpen meer begrip te ontwikkelen voor de stakeholders in een complex vraagstuk. Deze visualisatie is gebaseerd op interviews voor, tijdens en na het project en maakt zichtbaar welke impact meedoen aan dit project heeft op de empathie ontwikkeling van de studenten en hoe zij zich bewegen door de perspectieven op het empathie kompas. Naast resultaten bevat de visualisatie ook aanbevelingen voor iedereen die aan de slag wil met empathische vorming.
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Zo gewoon als leren is, zo moeilijk is het begeleiden ervan of het praten erover. Toch is dat een belangrijk deel van ons dagelijks werk. Vaak gebeurt dat met (een redelijke mate van) tevredenheid,maar soms ook met frustratie, irritatie, verbazing,verwondering of simpelweg onbegrip en gepuzzel.Waarom krijg je het er niet uit, terwijl je het gevoel hebt dat iemand het wel in zich heeft? Je hebt dit al een aantal keren toegelicht; waarom landt het niet? Waarom komt iemand zo traag in actie en gaat hij de uitdaging niet gewoon aan? Om de verwachtingen te richten: dit artikel biedt geen handreikingen om deze irritaties op te lossen.Liever doen we een oproep om ze wat uit te vergroten,onder de loep te leggen en te gebruiken als informatiebron. Leren zit voor een groot deel ‘tussen ’mensen. Het herkennen van de bijbehoren de emoties kan een nuttige kapstok zijn om een betere begeleider te worden. Daarbij is het wel belangrijk dat de begeleider de verschillen in leren doorziet.In dit artikel gaan we in op de verschillen tussen kunst afkijken, participeren, kennis verwerven,oefenen en ontdekken, en op de uitdagingen waarvoor dit de begeleider stelt. Daarnaast willen we een extra dimensie toevoegen: de snel veranderende wereld. Deze vraagt niet alleen om méér leren, maar ook om andere vormen van leren. We introduceren daarom ook twee nieuwe leervoorkeuren:doorzien en verbeelden. Dit zijn vormen van leren die passen bij het leren in toenemende complexiteit.Ten slotte overzien we het totale spectrum van leren en ontwikkelen.
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The Dutch conservation area Oostvaardersplassen was initiated as a rewilding project within the Netherlands’ protected area network. It came under the spotlight when management strategies and practices were criticized by scientists, conservation practitioners, and the public, from a number of perspectives – not all of which were compatible. This article reviews the origin, evolution, and application of the rewilding concept and examines the Oostvaardersplassen project as a case study. Our assessment demonstrates that the area was never an appropriate site for rewilding, beset by rudderless management, and led to a situation that was ecologically and ethically untenable. The case study is used to illustrate humanity’s evolving role in environmental protection where advances in the understanding of ecological complexity, animal behavior, and sentience, cannot be ignored when addressing environmental protection, problem solving, and management. Finally, it lays out options for the future in the absence of the three Cs of rewilding, the Cores, Corridors, Carnivores, and introduces the concept of the fourth C, Compassion. https://ijw.org/learning-to-rewild/ LinkedIn: https://www.linkedin.com/in/helenkopnina/
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Social and Emotional Learning programs, designed to enhance adolescents’ social and emotional skills, are implemented in schools worldwide. One of these programs is Skills4Life (S4L), for students in Dutch secondary education. To strengthen this program and adapt it to students’ needs, we conducted an exploratory study on their perspectives on their own social-emotional development, focusing on low-achieving students in prevocational education. We interviewed eleven boys and eleven girls in five focus groups on (1) their general school life experiences, (2) their perceptions and experiences regarding interactions with peers, the problems they encountered in these interactions, and (3) the strategies and skills they used to solve these problems. Driven by findings in related studies initial thematic analyzes were extended using a three-step approach: an inductive, data-driven process of open coding; axial coding; and selective coding, using the social-emotional skills comprised in an often-used SEL framework as sensitizing concepts. Overall, students were satisfied with their relationships with classmates and teachers and their ability to manage their daily interaction struggles. Their reflections on their interactions indicate that the skills they preferred to use mirror the social-emotional skills taught in many school programs. However, they also indicated that they did not apply these skills in situations they experienced as unsafe and uncontrollable, e.g., bullying and harassment. The insights into adolescents’ social-emotional skills perceptions and the problems they encountered with peers at school presented here can contribute to customizing school-based skills enhancement programs to their needs. Teacher training is required to help teachers gain insight into students’ perspectives and to use this insight to implement SEL programs tailored to their needs.
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Aanleiding voor deze position paper was het grote aantal vragen over de relatie tussen wereldburgerschap en internationalisering die we kregen van mbo- en hbo-docenten. Om te verduidelijken hoe wereldburgerschap en internationalisering leven onder mbo- en hbodocenten, hebben we een survey afgenomen in samenwerking met Nuffic en UNESCO Nederland. De resultaten bevestigen onze vermoedens: wereldburgerschap wordt vooral begrepen in termen van diversiteit of interculturele vaardigheden en internationalisering in termen van mobiliteit en, eveneens, interculturele vaardigheden. Respondenten zien een sterke relatie tussen wereldburgerschap en internationalisering, maar hebben uiteenlopende opvattingen over deze relatie. Terwijl sommigen wereldburgerschap als een onderdeel van internationalisering zien, denken anderen het tegendeel. Veel respondenten verbinden zowel internationalisering als wereldburgerschap met diversiteit, inclusie en interculturele vaardigheden. Voor wereldburgerschap is deze vernauwing problematisch omdat het daardoor apolitiek en ajuridisch wordt. Hiermee bedoelen we dat de politieke en rechtelijke dimensie van wereldburgerschap verdwijnt, terwijl die zo cruciaal is om als wereldburger te kunnen participeren. Voor internationalisering is het problematisch dat de aandacht zich nog steeds primair richt op mobiliteit voor een kleine minderheid van studenten in plaats van allereerst op internationalisering van het curriculum voor alle studenten. De kern van wereldburgerschap hebben we gedefinieerd als kritische participatie in een globaliserende wereld. Het laten oefenen van zulk wereldburgerschap betekent studenten toerusten met verschillende soorten kennis (real world knowledge) en het vermogen om kritisch na te denken, morele afwegingen te maken en te participeren in publieke discussies over globale en lokale maatschappelijke vraagstukken. Wereldburgerschap in het beroepsonderwijs betekent participatie oefenen, niet alleen als wereldburger, maar ook als beroepsbeoefenaar. Internationalisering Is gericht op pluriforme perspectieven uit andere landen, culturen en contexten. Een geïnternationaliseerd -en ‘geïnterculturaliseerd’ curriculum is relevant voor alle studenten omdat ze met deze dimensies te maken krijgen in hun beroepspraktijk en in de samenleving waarvan ze deel uitmaken. We hebben vervolgens omschreven en met voorbeelden geïllustreerd hoe, volgens ons, wereldburgerschap en internationalisering op een betekenisvolle manier zijn verweven. Zo doen we recht aan beide concepten en brengen tegelijkertijd de kwaliteit van het onderwijs een stap verder. In onze visie is de kern van deze verwevenheid dat we studenten uit verschillende disciplines/beroepen, culturen en landen groepsgewijs aan wicked (deel)problemen laten werken. Op deze wijze werken aan wereldburgerschap en internationalisering vraagt erom zorgvuldig de leeractiviteiten voor te bereiden: van de opdracht tot aan de doorvoering. Het vraagt er ook om dat docenten en studenten buiten de grens van de eigen discipline samenwerken (samenwerkend leren), ervaren wat het betekent om een kritische en democratische discussie te voeren en besluiten te nemen over mogelijke (deel)oplossingen, rekening houdend met diversiteit en inclusie en het lokale met het mondiale verbindend. Om de perspectiefwisseling nog te versterken raden we aan om COIL te gebruiken. Met deze position paper hopen we inzichten te hebben verschaft aan docenten die aan de slag willen met wereldburgerschap en internationalisering.
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Divorce is a common and complex phenomenon with high social impact, especially when it involves pervasive conflict. This chapter discusses an analytic content-based framework for gaining an in-depth understanding of divorce. It considers seven inter- related dimensions: time, conflict, relationships, violence, systems, cooperation and communication. Each dimension can be further related to the exacerbating factors of addiction and psychiatric illness. This analytical method points the way to de- escalating domestic conflict and sometimes intimate violence after divorce by listen- ing to and properly interpreting the voices of children and parents. Partner violence and controlling behaviour before, during and after divorce can arise from the struggle of one partner to attack and diminish the other, or by both partners contending for power as the family breaks up. The resulting conflict can disrupt the parental partner- ship in ways that traumatize them and interfere with their children’s right to grow up in safe surroundings, nurtured and guided by both parents. Social professionals who respond effectively are able to look beyond stereotypes to sense the unique and subtle patterns underlying the intense and persistent discord characteristic of high-conflict divorce. Only when the particular aspects of those patterns are understood and prop- erly addressed can (co-) parenting be restored to assure the children of post-divorce safety and well-being.
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Objective To synthesise qualitative studies on women’s psychological experiences of physiological childbirth. Design Meta-synthesis. Methods Studies exploring women’s psychological experiences of physiological birth using qualitative methods were eligible. The research group searched the following databases: MEDLINE, CINAHL, PsycINFO, PsycARTICLES, SocINDEX and Psychology and Behavioural Sciences Collection. We contacted the key authors searched reference lists of the collected articles. Quality assessment was done independently using the Critical Appraisal Skills Programme (CASP) checklist. Studies were synthesised using techniques of meta-ethnography. Results Eight studies involving 94 women were included. Three third order interpretations were identified: ‘maintaining self-confidence in early labour’, ‘withdrawing within as labour intensifies’ and ‘the uniqueness of the birth experience’. Using the first, second and third order interpretations, a line of argument developed that demonstrated ‘the empowering journey of giving birth’ encompassing the various emotions, thoughts and behaviours that women experience during birth. Conclusion Giving birth physiologically is an intense and transformative psychological experience that generates a sense of empowerment. The benefits of this process can be maximised through physical, emotional and social support for women, enhancing their belief in their ability to birth and not disturbing physiology unless it is necessary. Healthcare professionals need to take cognisance of the empowering effects of the psychological experience of physiological childbirth. Further research to validate the results from this study is necessary.
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Social issues are becoming increasingly pressing. From dementia to climate change to corona; we as people, citizens, residents and city users - through our own experience or otherwise - have a sense of them. However, truly understanding and addressing these issues is difficult because there is no single owner. Everything is related, intertwined and also changing. Getting an overview and deciding together on necessary steps proves difficult. Complex issues thus become orphaned. Design and more specifically co-design - creative collaboration with others - is increasingly seen as a possible approach to these such issues and collaborations because it can deal with complexity and uncertainty, is optimistic and investigative in nature. With a co-design approach, we can find a shared desire and with that we connect with each other. By then searching together for mechanisms that can lead to the desired values, we gain insights on how to tilt a problematic situation. That enables us to imagine alternative futures. These help us on our way to a better, greener and more social world and social change.
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"A proportion of those with eating disorders have also experienced traumatic events and ongoing symptoms of PTSD such as re-experiencing of the trauma and nightmares. We implemented an innovative trauma intervention called Imagery Rescripting (ImRs) to explore whether for those undergoing inpatient treatment for an eating disorder (in an underweight phase), it would be possible to treat the various trauma-related symptoms as well as the eating problems. Since this has not been investigated before, we asked the participants in this study to recount their experiences. Twelve participants who were underweight, reported a past history of trauma and were in an inpatient eating disordertreatment program participated in ImRs therapy intervention. One of these participant did not engage in the ImRs therapy because she discontinued the inpatient ED treatment. Analysis of interviews with these participants found that -although they were reluctant before the start of the treatment- the ImRs treatment during their inpatient admission had given them hope again. They added that it was important to have support from group members, sociotherapists and therapists. They shared a number of ways that the ImRs treatment could be adapted to people with eating disorders. Their experiences indicated that given these factors it was possible to treat PTSD during an underweight phase. This is important: until now, treatment for eating disorders has not specifically been trauma-focused and these tips have scope to improve the ImRs intervention and eating disorder treatment more broadly in the future."
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Aims. The aim of this study is to gain insight into the level of emotional intelligence of mental health nurses in the Netherlands. Background. The focus in research on emotional intelligence to date has been on a variety of professionals. However, little is known about emotional intelligence in mental health nurses. Method. The emotional intelligence of 98 Dutch nurses caring for psychiatric patients is reported. Data were collected with the Bar-On Emotional Quotient Inventory within a cross-sectional research design. Results. The mean level of emotional intelligence of this sample of professionals is statistically significant higher than the emotional intelligence of the general population. Female nurses score significantly higher than men on the subscales Empathy, Social Responsibility, Interpersonal Relationship, Emotional Self-awareness, Self-Actualisation and Assertiveness. No correlations are found between years of experience and age on the one hand and emotional intelligence on the other hand. Conclusions. The results of this study show that nurses in psychiatric care indeed score above average in the emotional intelligence required to cope with the amount of emotional labour involved in daily mental health practice. Relevance to clinical practice. The ascertained large range in emotional intelligence scores among the mental health nurses challenges us to investigate possible implications which higher or lower emotional intelligence levels may have on the quality of care. For instance, a possible relation between the level of emotional intelligence and the quality of the therapeutic nurse–patient relationship or the relation between the level of emotional intelligence and the manner of coping with situations characterised by a great amount of emotional labour (such as caring for patients who self-harm or are suicidal).
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