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“It is fascinating how much a simple drawing can evoke feelings and thought”: On the use of drawing in professional mentoring and the development of early year teachers’ inner personal sovereignty
No full textDialogue and verbal approaches are often used in professional mentoring to promote reflection on one\u27s own practice. Could it be that creative methods such as drawing together with dialogue can contribute to a different form of professional learning? Based on theoretical concepts taken from the integrative supervision tradition, a study is presented where it is investigated whether drawing can contribute to development and professional learning. The concept of "inner personal sovereignty" focuses on a psychological state in which one as a professional experiences inner balance in situations with external pressure. The participants in the survey are experienced mentors for newly qualified early year teachers. In a mentoring exercise, the participants drew a situation in which they had experienced inner personal sovereignty. The drawing was then shared in smaller groups. Analysis of reflection notes from the participants shows that immersing oneself in a situation from practice through drawing led to increased attention and depth in reflections, an activation of affective and personal aspects of professional practice, and strengthened awareness of the prerequisites for personal sovereignty as an early year teacher.Dialog og verbale fremgangsmåter tas ofte i bruk i profesjonsveiledning for å fremme refleksjon over egen praksis. Kan det være slik at kreative metoder som tegning sammen med dialog kan bidra til en annen form for profesjonslæring? Med bakgrunn i teoretiske begreper hentet fra integrativ veiledningstradisjon, presenteres en studie der det undersøkes om tegning kan bidra til profesjonsutvikling. Begrepet «indre personlig suverenitet» setter søkelyset på en psykologisk tilstand der en som profesjonsutøver opplever indre balanse i situasjoner med ytre press. Deltagerne i studien er erfarne veiledere av nyutdannede barnehagelærere. I en veiledningsøvelse tegnet deltagerne en situasjon der de hadde opplevd indre personlig suverenitet. Tegningen ble deretter delt i mindre grupper. Analyse av refleksjonsnotater fra deltagerne viser at det å fordype seg i en situasjon fra praksis gjennom tegning førte til økt oppmerksomhet og dybde i refleksjonene, en aktivering av affektive og personlige sider ved profesjonsutøvelsen, og styrket bevissthet om forutsetninger for personlig suverenitet som barnehagelærer
Profesjonsveiledning i studiegrupper hvor enkeltstudenter har psykiske plager eller lidelser
Full text linkThe aim of the study is to examine the role understanding that professional mentors have when working with students experiencing mental health issues or disorders, as well as the ethical dilemmas they face. The data material consists of four in-depth interviews with professional mentors in an early childhoold care and education program. The findings show that the mentors hold a respectful view of human beings and wish to support students struggling with mental health challenges. However, it is difficult to determine the limits of their mandate in the mentoring process, and to know when a student requires therapy. Professional mentors are not therapists and lack both the time and expertise to follow up students with mental health issues or disorders. Mentoring takes place in study groups, and it is challenging to meet the needs of both individual students and the group as a whole. It is also demanding to balance the needs of individual students with the need of the mentors. The findings are discussed using the ethical demand as an analytical concept.Målet med studien er å undersøke hvilken rolleforståelse profesjonsveiledere har i møte med studenter med psykiske plager eller lidelser, samt hvilke etiske dilemmaer de opplever å stå i. Datamaterialet består av fire dybdeintervjuer med profesjonsveiledere på en barnehagelærerutdanning. Funnene viser at profesjonsveiledere har et anerkjennende menneskesyn, og ønsker å veilede studenter som sliter med psykiske helseutfordringer. Imidlertid er det vanskelig å vite hvor langt mandatet strekker seg i veiledningen, og når studenten har behov for terapi. Profesjonsveiledere er ikke terapeuter, og har verken tid eller kompetanse til å følge opp studenter med psykiske plager eller lidelser. Profesjonsveiledning foregår i studiegrupper, og det er utfordrende å ivareta enkeltstudent og studiegruppens behov samtidig. Det er også krevende å balansere enkeltstudentens behov opp mot profesjonsveileders egne. Funnene er diskutert med utgangspunkt i den etiske fordring som analytisk begrep
Erratum for Bjelkerud et al., «What Else Might Mentoring Be and Become? An Exploration of Interdisciplinary Teaching Practices in Mentorship training», Nordvei 10 e4405
No full textVed opprinnelig publisering sto forfatterne oppført med Høgskolen i Innlandet som institusjonstilhørighet i artikkelens metadata. Høgskolen fikk imidlertid universitetsstatus i november 2024, og riktig navn er Universitetet i Innlandet. Artikkelens metadata er oppdatert.The orginal publication’s metadata stated Inland Norway University of Applied Sciences as the authors’ institutional affiliation. However, the institution was granted university status in November 2024, and the correct name is University of Inland Norway. The article’s metadata has been updated
Acceptability judgments in moribund heritage languages: Mitigating the challenges
No full textAcceptability judgments are a frequently used method across linguistic disciplines, including heritage language linguistics. However, it has been argued that the method is not suitable for this population. This paper reviews the concerns that have been raised about acceptability judgments and presents two case studies that use judgment data from moribund Germanic heritage languages. These illustrate the strengths and obstacles of the method and offer insights for the productive use of acceptability judgments with heritage language speakers
Not a start and an end but VOT at two timepoints in the life of a heritage speaker
No full textThis paper compares the voice onset times (VOT) of one heritage speaker’s Dutch and English stops at two points in their adult life separated by 30 years. Previous research has shown bilinguals exhibit different outcomes in acquiring and maintaining the phonetics of both their languages with some speakers matching the native baseline in both languages and others displaying transfer/interference from one language to the other (Scontras et al. 2015). Further, adult language use can be plastic with some speakers showing more progressive, others more conservative, and others markedly stable language use over time compared to younger generations when experiencing social pressures (Sankoff 2019). The speaker examined here demonstrates both differences from the homeland phonetics of their two languages as well as change between recordings likely due to the social pressure of continued decreasing first language use (community already post-shift at time of first recording). In 1989, the speaker shows Dutch-influenced English VOTs with prevoicing present on the voiced stops and voiceless stops in the short-lag range. However, by 2018, the English VOTs are more homeland-like with no prevoicing and voiceless stops with more aspiration. Their Dutch stops, conversely, start fairly homeland-like in 1989 with consistent prevoicing on voiced stops and short-lag voiceless stops, but the percentage of prevoiced voiced stop tokens decreases and aspiration increases on voiceless stops in 2018. These results concur with previous studies showing cross-language influence and adult language plasticity while also expanding on previous heritage language research by providing a rare, though not first, longitudinal look at how a heritage speaker’s speech has changed over their lifetime
Music Therapists’ Experiences of Providing Telehealth Music Therapy for People with Dementia: A Qualitative Exploration
No full textDue to the impact of COVID-19, music therapy practice rapidly transitioned from the traditional in-person format to an online context. Despite the return of in-person services, telehealth music therapy has the potential to support people with dementia who do not have access to or are no longer able to attend in-person services. This qualitative exploration aims to contribute to the emerging literature on telehealth music therapy for people with dementia, providing practical recommendations for practice. Semi-structured interviews were conducted with four senior music therapists who provided telehealth music therapy for people with dementia during and after the COVID-19 pandemic. Telehealth music therapy appears to be a viable alternative to in-person music therapy, particularly for those people at the end stages of dementia, who have physical limitations, who have unreliable access to transport, or who are socially isolated. It is particularly appropriate for those who live in rural areas where access to community supports is limited. The delivery of music therapy via telehealth allows music therapists to continue to support people with dementia and their family from the comfort of their own homes when access to community-based services is no longer feasible. Barriers such as digital literacy, access to technology, and caregiver support must be acknowledged. Findings from this study indicate that a therapeutic relationship can be both established and maintained through music via telehealth music therapy.
Acknowledgements
The authors would like to thank the participants who generously shared their experiences as part of this study, including Prof. Gary Ansdell, Prof. Amy Clements Cortes, Dr. Claire Flower and Dr. Claire Molyneux.
Disclosure Statement
The authors report no conflict of interest
Revisiting the Question: Music Therapists and Their Vocal Health
No full textVocal health issues were not a focus in the music therapy literature until the early 2000s. Beginning with a seminal article in 2008, the question of whether music therapists were at risk for voice problems, along with a comparison with literature about teachers with voice disorders was broached. Subsequent research articles, Continuing Music Therapy Education (CMTE) courses, conference sessions, online resources, and social media have emerged since that time indicating that vocal health and the use of clinical voice skills are of concern to the profession. This article discusses what resources and research have been generated 2000-2024, responding to the initial question posed and providing suggested paths for research and a more integrated music therapy education and training in clinical voice skills and vocal health for student and professional music therapists.
Acknowledgements
We would like to acknowledge the contributions provided by the following readers of this article pre-submission: Dr. Yasmine Iliya, Dr. Lisa Gallagher, Mary Stryck, M.S., MT-BC, and Michael B. Boswell, M.M
Vi må snakke sammen: om akademisk skriveveiledning og tekstgeneratorer
No full textIn the face of a more demanding academic reality where text-generating AI is becoming part of the infrastructure of our society, writing tutors are also forced to consider to what extent they should adapt their teaching to the new situation. In this article, I argue that Norwegian, dialogue-based writing pedagogy is rooted in considerations that make it well-positioned, at least in the short term, to meet the new situation we find ourselves in. I justify this by showing that these considerations coincide with the points of reference that Hannah Arendt identified as crucial for discretionary assessments, and thus for thoughtful actions. In the longer term, the situation is more unclear and more dependent on structural conditions that writing tutors alone do not have control over
New Legal Science in the Dual Penal State: Critical Analysis of Law and the Legitimacy of State Power
Full text linkNew Legal Science pushes legal discourse beyond its traditional parochialism to tackle fundamental issues confronting all modern legal systems as such, including the legitimacy challenge of state power through ‘law’ posed most acutely by penal law