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Music-Enhanced Emotion (Re)construction (MEER!):An innovative training enriched with participatory live music
No full textBackground and need for innovation: In healthcare, emotions are traditionally avoided as they might cloud clinical judgement. However, ignoring emotions may lead to emotional exhaustion and burnout, jeopardising quality of care. More attention to emotions is needed to support healthcare professionals’ wellbeing and vitality, especially given the high rates of emotional exhaustion and burnout among them and factors like workforce shortages, an ageing population and increasing workload demands. Goal of innovation: The training aims to support healthcare professionals’ wellbeing and vitality and help prevent emotional exhaustion and burnout. Steps taken for development and implementation of innovation: The training is grounded in the theory of constructed emotion, incorporates an evidence-informed pedagogical approach, and uses participatory live music to teach healthy emotion construction. Based on the theory, we refer to this process as ‘emotion construction' rather than ‘emotion regulation'. The training includes theoretical background, six exercises following a gradual build-up towards (re)constructing emotions, and homework assignments.Evaluation of innovation: Preliminary findings support music's ability to evoke distinct memories, bodily sensations, feelings, and emotions, corroborating its intended function. Eliciting personal memories with specific emotions through music supports the theory of constructed emotion and justifies its use in the training. First training evaluations included descriptions like enlightening, inspiring and empowering.Critical reflection: The training programme shows a clear build-up and alignment with the theory, while incorporating evidence-informed pedagogical steps seamlessly. Implementation challenges include obtaining funding and, due to time constraints of the target groups, implementing the full training, which we mitigated by developing variations.Background and need for innovation: In healthcare, emotions are traditionally avoided as they might cloud clinical judgement. However, ignoring emotions may lead to emotional exhaustion and burnout, jeopardising quality of care. More attention to emotions is needed to support healthcare professionals’ wellbeing and vitality, especially given the high rates of emotional exhaustion and burnout among them and factors like workforce shortages, an ageing population and increasing workload demands. Goal of innovation: The training aims to support healthcare professionals’ wellbeing and vitality and help prevent emotional exhaustion and burnout. Steps taken for development and implementation of innovation: The training is grounded in the theory of constructed emotion, incorporates an evidence-informed pedagogical approach, and uses participatory live music to teach healthy emotion construction. Based on the theory, we refer to this process as ‘emotion construction' rather than ‘emotion regulation'. The training includes theoretical background, six exercises following a gradual build-up towards (re)constructing emotions, and homework assignments.Evaluation of innovation: Preliminary findings support music's ability to evoke distinct memories, bodily sensations, feelings, and emotions, corroborating its intended function. Eliciting personal memories with specific emotions through music supports the theory of constructed emotion and justifies its use in the training. First training evaluations included descriptions like enlightening, inspiring and empowering.Critical reflection: The training programme shows a clear build-up and alignment with the theory, while incorporating evidence-informed pedagogical steps seamlessly. Implementation challenges include obtaining funding and, due to time constraints of the target groups, implementing the full training, which we mitigated by developing variations
Living Villages:A frameworking review of academic and cultural perspectives on rurality
Get PDFDespite a renewed political and academic interest in the topic, there is still a general lack of knowledge and understanding when it comes to rurality and rural lives. At the same time, the knowledge that we do have is often distorted through a predominantly urban lens. These facts make it difficult for those wishing to enter the fields of knowledge and practice to get a good grasp on what to expect or on what work is necessary for a successful project. Unfortunately, grasping rurality as a whole is near- if not completely impossible, due to the highly diverse and locality-specific nature of rural places, peoples and cultures. As part of an emerging research strand on music in rural contexts at the Hanze research group Music in Context, this paper brings together various strands of thought, theories and (auto)ethnographic knowledge, not to create a definitive answer to the question ‘what is rurality?’, but rather to provide handholds for social-artistic researchers and practitioners to gain a deeper understanding of their particular rural context and to reflect on their own assumptions about rurality. These handholds include questions such as: Are there actually inherent differences between rural and urban? How is the rural imagined? How do those images affect rural realities? What elements make up rural culture? What do culture and creativity mean and look like in rural contexts? And what are common pitfalls when working with rural populations? Together, these questions, among others, create the beginnings of a framework for approaching and working in rural contexts, allowing researchers and practitioners to be better informed and prepared when engaging with the field of study and/or practice
Toolbox, Creatieve methoden en instrumenten voor het betrekken van bewoners:Samenscholing op coole pleinen, Stimuleren van spelen, bewegen, ontmoeten en klimaatadaptatie
Get PDFDeze toolbox komt voort uit het onderzoeksproject ‘Samenscholing op coole pleinen’. Een belangrijk onderdeel van dit project was het betrekken van diverse groepen bewoners, om in kaart te brengen hoe zij pleinen in hun eigen woonomgeving ervaren en wat hun behoeften en wensen zijn met betrekking tot de herinrichting hiervan. De ervaring leert dat niet alle groepen bewoners worden bereikt via participatiebijeenkomsten, zoals kinderen en ouderen die minder mobiel zijn. Tijdens het onderzoek zijn daarom diverse creatieve methoden en instrumenten ingezet voor het betrekken van allerlei groepen bewoners.Alle creatieve methoden en instrumenten zijn opgenomen in deze toolbox, zodat gemeenten, onderzoekers en andere partijen deze kunnen gebruiken voor het betrekken van bewoners bij de inrichting van hun leefomgeving.De toolbox kan eenvoudig worden uitgebreid met nieuwe methoden en instrumenten, zodat optimaal kan worden ingespeeld op de context en specifieke uitdagingen van uiteenlopende onderzoekslocaties
Basic Psychological Need Support, Need Satisfaction, and Autonomous Motivation in Coach-Athlete Relationships:A Systematic Review and Meta-Analysis
Get PDFSelf-Determination Theory (SDT) has been widely applied in sports coaching research, encompassing both basic psychological need (BPN)–supportive (bright side) and BPN–thwarting (dark side) coaching behaviours. This paper focuses on the bright side by systematically reviewing and meta-analysing SDT-based studies investigating coaches’ and athletes’ positive experiences of BPN support, BPN satisfaction, and autonomous motivation. The findings are synthesised into a coherent and circular framework linking coaches’ BPN support, athletes’ BPN satisfaction, athletes’ autonomous motivation, coaches’ BPN satisfaction, and coaches’ autonomous motivation. Our meta-analysis, based on literature up to January 2025, included 102 studies and analysed 339 correlations from 120 independent samples (N = 43,675). The results revealed significant effect sizes for the relationships between coaches’ BPN support and athletes’ BPN satisfaction (r = .47), athletes’ BPN satisfaction and athletes’ autonomous motivation (r = .37), athletes’ autonomous motivation and coaches’ BPN satisfaction (r = .35), coaches’ BPN satisfaction and coaches’ autonomous motivation (r = .38), and coaches’ autonomous motivation and coaches’ BPN support (r = .41). These findings, derived from studies relying on individual-level data (either coaches’ or athletes’ data), suggest an interconnected nature of coaching dynamics within the coaching relationship. We discuss the limitations of our systematic review and propose critical directions for future research. Our main conclusion highlights the strong need for dyadic-level research to better understand the reciprocal nature of coach-athlete relationships.Self-Determination Theory (SDT) has been widely applied in sports coaching research, encompassing both basic psychological need (BPN)–supportive (bright side) and BPN–thwarting (dark side) coaching behaviours. This paper focuses on the bright side by systematically reviewing and meta-analysing SDT-based studies investigating coaches’ and athletes’ positive experiences of BPN support, BPN satisfaction, and autonomous motivation. The findings are synthesised into a coherent and circular framework linking coaches’ BPN support, athletes’ BPN satisfaction, athletes’ autonomous motivation, coaches’ BPN satisfaction, and coaches’ autonomous motivation. Our meta-analysis, based on literature up to January 2025, included 102 studies and analysed 339 correlations from 120 independent samples (N = 43,675). The results revealed significant effect sizes for the relationships between coaches’ BPN support and athletes’ BPN satisfaction (r = .47), athletes’ BPN satisfaction and athletes’ autonomous motivation (r = .37), athletes’ autonomous motivation and coaches’ BPN satisfaction (r = .35), coaches’ BPN satisfaction and coaches’ autonomous motivation (r = .38), and coaches’ autonomous motivation and coaches’ BPN support (r = .41). These findings, derived from studies relying on individual-level data (either coaches’ or athletes’ data), suggest an interconnected nature of coaching dynamics within the coaching relationship. We discuss the limitations of our systematic review and propose critical directions for future research. Our main conclusion highlights the strong need for dyadic-level research to better understand the reciprocal nature of coach-athlete relationships
Educational Design Research on Person-Centred, Interprofessional Education for Collaborative Practice (IPECP):Exploring Work Processes of Educators to Identify Design Principles and Develop Guiding Materials
No full textWithin the rehabilitation sector, students and professionals collaborate interprofessionally when focusing on the functioning of patients. Developing and implementing person-centred, interprofessional education in an institution requires coordinated implementation actions across multiple divisions. The objectives of this study were twofold: firstly, to explore the work processes of educators who implement person-centred, interprofessional education for collaborative practice (IPECB) which, secondly, served to develop process guide materials for educators from various settings.Educational Design Research was conducted in the Erasmus+ project INPRO from 2021 to 2023. It followed an iterative, process-oriented approach that consisted of four complementary workstreams: 1) Literature, needs, and collection of approaches; 2) IPECP design thinking and piloting with project stakeholders; 3) Process guide development and usability testing; 4) Exchange and refinement. A synthesis from each workstream’s findings served to explore the content and structure of process guide materials.Three design topics emerged: a) ‘Facilitating Interprofessional Education in a Global Classroom Setting’; b) ‘Interlinking Higher Education and Rehabilitation Practice’; c) ‘Facilitating Interprofessional Collaborative Practice in Rehabilitation’. This developed theory shows that the needs of educators differed between higher education and rehabilitation settings. As a result, the process guide materials consist of context-specific content. The third topic showed links between the settings regarding the educators’ work process. These findings determined the structure of the process guides. Interlinkages bear a potential for facilitating the transition of educators and students from theory to practice. Future studies may explore the applicability of the findings to other settings and to collaborative (online) learning in general
