Zoekresultaten

Career Writing and the Tale of Two Sisters

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.

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/

Writing 'Nothing'

Students’ online argumentative peer feedback, essay writing, and content learning

From the article: "Whilst the importance of online peer feedback and writing argumentative essays for students in higher education is unquestionable, there is a need for further research into whether and the extent to which female and male students differ with regard to their argumentative feedback, essay writing, and content learning in online settings. The current study used a pre-test, post-test design to explore the extent to which female and male students differ regarding their argumentative feedback quality, essay writing and content learning in an online environment. Participants were 201 BSc biotechnology students who wrote an argumentative essay, engaged in argumentative peer feedback with learning partners in the form of triads and finally revised their original argumentative essay. The findings revealed differences between females and males in terms of the quality of their argumentative feedback. Female students provided higher-quality argumentative feedback than male students. Although all students improved their argumentative essay quality and also knowledge content from pre-test to post-test, these improvements were not significantly different between females and males. Explanations for these findings and recommendations are provided"

Introducing object-oriented modelling to cybercrime scripting: visualisation for improved analysis

Crime script analysis as a methodology to analyse criminal processes is underdeveloped. This is apparent from the various approaches in which scholars apply crime scripting and present their cybercrime scripts. The plethora of scripting methods raise significant concerns about the reliability and validity of these scripting studies. In this methodological paper, we demonstrate how object-oriented modelling (OOM) could address some of the currently identified methodological issues, thereby refining crime script analysis. More specifically, we suggest to visualise crime scripts using static and dynamic modelling with the Unified Modelling Language (UML) to harmonise cybercrime scripts without compromising their depth. Static models visualise objects in a system or process, their attributes and their relationships. Dynamic models visualise actions and interactions during a process. Creating these models in addition to the typical textual narrative could aid analysts to more systematically consider, organise and relate key aspects of crime scripts. In turn, this approach might, amongst others, facilitate alternative ways of identifying intervention measures, theorising about offender decision-making, and an improved shared understanding of the crime phenomenon analysed. We illustrate the application of these models with a phishing script.

Narrative identity

We propose that writing can be employed to foster the kind of career learning required in the twenty-first century. The article offers insights into how writing exercises and approaches can be applied to help students construct their career stories in a way that allows them to engage in a dialogical learning process and work in a self-directed way. Creative, expressive and reflective writing practices are described and parallels are drawn between these and existing practices and theories in narrative career counselling. Key exercises in graduate courses for writing for personal development are discussed and a theoretical explanation is given as to why a particular order of approaches and exercises works best to promote career learning.