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Predicting emotional disturbance in breast cancer patients:the role of self-empowerment skills, interpersonal relationships, and demographic factors
No full textIntroductionBreast cancer represents a significant health concern among Iranian women, notably impacting their mental health. This has spurred considerable interest within health psychology, given breast cancer’s profound effects on both physical and psychological well-being.ObjectivesThis study aimed to explore the predictability of emotional disturbances through psychological, socio-cognitive variables, and to quantify their relative impacts among breast cancer patients.MethodsEmploying a descriptive and exploratory approach, this research involved 736 breast cancer patients aged 19 to 80 from Shahada Tajrish Hospital, Tehran during the first eight months of 2017. Participants were selected and screened based on specific inclusion and exclusion criteria. Measures included the Self-Empowerment Skills Scale, the Quality of Interpersonal Interactions Scale, and the Emotional Disturbance Scale. An emotion management therapy program was offered to motivate patient participation.ResultsAnalysis revealed significant associations between emotional disturbance and factors such as self-empowerment skills, quality of interpersonal interactions, and various demographic variables including age, education level, employment status, household headship, and gender. Notably, interpersonal quality and self-empowerment skills emerged as the most influential predictors.ConclusionsThe findings underscore the critical roles of interpersonal relationships, self-empowerment skills, and demographic characteristics in influencing the emotional well-being of breast cancer patients. It is recommended that psychologists emphasize these factors when assessing and promoting the mental health of this population
Why college-based Higher Education teachers teach the way they do:factors influencing pedagogical decision-making
No full textCollege-based Higher Education (CBHE) provision in England plays a significant role in widening participation in higher education and responding to local labour market needs. While CBHE has observed notable growth in academic attention, the pedagogical practices and contributing factors underpinning CBHE teaching remain under-researched. This presentation shares findings from the second phase of a PhD research project, which builds upon an initial Delphi study involving 16 experienced CBHE teachers. That study identified 43 factors which commonly influence CBHE teaching. Building on these factors, the second phase involved follow-up semi-structured interviews with four of the Delphi participants to explore, in greater depth, why CBHE teachers select specific pedagogical methods and how these factors shape their decisions. This qualitative inquiry uncovered nuanced, contextual drivers behind teaching practice in CBHE such as students’ needs, resource availability, digital capabilities, and lack of available time due to high teaching loads. The study responds to a gap in CBHE literature by offering new insights into pedagogical decision-making and contributes to the professional understanding of CBHE practice. Implications include informing policy, practice, and professional development for educators working within CBHE
Climate change-based art and philosophy intervention and mental health in children
No full textChildren are becoming increasingly aware of the accelerating1 climate crisis and more vulnerable to developing eco-anxiety,2 an emotional reaction that arises when an individual recognizes the impact humans have on the environment (see eAppendix in Supplement 1).3 A promising approach for children to discuss their eco-anxiety in schools is through the integration of artistic creation and philosophical inquiry.3This study compared the outcomes of arts-based interventions (ABI) and arts-and-philosophy–based interventions (APBI), centered on the theme of climate change, with elementary school students’ eco-anxiety as a primary outcome, and their intolerance to distress, hope, and mental health as secondary outcomes
'Doing Catholic Mission' in the contemporary HE sector:a time to dig deep to promote 'Education in the Round?'
No full textThis chapter will show how John Sullivan’s scholarly work can help to inform current attempts to maintain the unique mission of the Catholic university. It will provide an overview of both the challenges and the opportunities presented by trying to ‘brand’ universities as Catholic in the current HE climate. Drawing on a range of Sullivan’s publications, the chapter will show how honesty, sensitivity regarding the absence of theological formation in Catholic HEIs at present as well as the need to allow colleagues the safety to be heard and valued provide good starting points from which to begin making the mission and values inherent in Catholic education credible in a challenging and complex HE environment. The chapter will conclude by making some links between Sullivan’s scholarly work on Catholic HEIs and the lived-experience of leading the development of the first Catholic mission strategy for the UK at Leeds Trinity University.</p
Beyond ‘happily ever after’:the potential of narrative methods for social justice research in education
No full textThe case for taxing organisations that displace workers with AI
No full textThe advancement of Artificial Intelligence (AI) is not inherently problematic. Indeed, Generative AI (AI that can creatively generate outputs, like images, poems, and music) and Large Language Models (AI-powered systems trained on vast amounts of data and capable of performing natural language tasks) promise valuable boons. However, such kinds of AI pose medium to long-term challenges for the UK welfare system. The main challenge is that numerous work-related tasks are exposed to AI automation, and as AI advances and becomes cheaper over the decades, exposure will widen, and the financial incentive to replace workers will increase. Such workforce displacement could lead to a rapid uptake in, and dependence on, an already unfit welfare system (Gwilym et al. 2025). I argue that the sheer scale of social change AI will cause, especially through workforce displacement, requires us to seriously consider imposing a targeted taxation on companies that replace workers with AI. This taxation could fund large-scale reskilling programmes for displaced workers to re-equip and re-enter an AI-driven workplace
Communicating and conferring about and for well-being in high-performance sport:an invitation to dialogue
No full textWell-being is a complex concept with meanings that diversify across sport contexts, sportspeople, and lifespans. These complexities can confound researchers and practitioners. For example, researchers often struggle to find common ground on how well-being is understood in sport and practitioners (e.g., psychologists, coaches, performance lifestyle practitioners) deviate in their approaches to well-being (e.g., preventing distress or promoting happiness). Subsequently, intentions for well-being can be miscommunicated and misconstrued, impeding progress within well-being scholarship. Through unified efforts across well-being researchers and practitioners within the UK Sport Institute (UKSI), this symposium showcases some of the most contemporary thinking on how well-being can be best communicated, discussed, and supported within high-performance sport. Simpson et al. begins with a narrative review of literature on sport and flourishing that highlights the importance of shifting prepositions and preconceptions about sport and flourishing. Simova poses questions about how coach well-being is communicated from a perspective as a researcher and UKSI performance lifestyle practitioner, offering insights on how to bridge knowledge divides within sport and well-being. Next, Ashfield critically questions the moral tensions, duties, and dilemmas in supporting athlete well-being from individual, system, and legislative perspectives. Lastly, Gatherer shares reflections on the ongoing work of the UKSI mental health team. Gatherer offers cross-comparisons between well-being within other industries (e.g., construction) and the realm of high-performance sport. The symposium concludes with a Q&A panel which ponders the future of well-being in sport scholarship and invites critical dialogue from DSEP delegates on ways to meaningfully approach well-being within high-performance sport
Bridging language, lifelong learning, and sustainability:scope of real-world English language teaching in Bangladeshi higher education
No full textThis study examines the potential of real-world learning (RWL) in English language teaching in Bangladeshi higher education, which is an English as a Foreign Language (EFL) context. Our exploration is guided by the ‘quality education’ objective of the Sustainable Development Goals (SDGs) and lifelong learning perspectives. We used a mixed methods approach to capture student views through a survey at six higher education institutions and semi-structured interviews with faculty members, academic leaders, and university policy makers. The findings show gaps in collaborative learning, industry alignment, and stakeholder engagement which hinder the students’ critical skills and employability. The study highlights the need for interdisciplinary learning, policy investment, and faculty training to bridge academia-industry gaps. Consequently, it offers insights into curriculum innovation and sustainable education for enduring the impact. The novel contributions of the study include the scope of RWL within an EFL environment; and fresh insights into curriculum innovation, faculty development, and policy reforms aimed at advancing sustainable development
Why write?:reframing personal creative writing practice in the light of changing diagnoses
No full textThe application of a Foucauldian approach to tackle school bullying:a critique
No full textBullying remains a serious problem in schools in England and internationally despite the plethora of research, interventions and policies which aim to address it. The majority of research and interventions are based on a traditional approach where school bullying is constructed as involving a clear imbalance of power between individuals. Recently there has been an increase in researchers using a Foucauldian approach where power is not held by individuals but operates through institutional and social norms which influence thoughts and behaviour, and can contribute to bullying. Most of this research has focused on how the school culture contributes to bullying. This article initiates a critical discussion about the extent to which Foucault’s work can be applied to understand and tackle school bullying which previous research has not fully examined. The practical issues discussed include punishment; and conflict between pupils, and between pupils and teachers. Strategies include schools de-centralising decision-making centres for pupils to exercise their voice and pupils being enabled to transform themselves. Foucault has been criticised for not providing clear guidance on how to resist power and focuses primarily on resistance at the individual rather than collective level. However, he provides implications for how individuals can resist power through their relations with others within an institution which many feel dominated. It is concluded that a Foucauldian approach is more nuanced, reflective and flexible than the traditional approach which can consider the influence of inequalities. Further research is needed to develop practical strategies for schools from Foucault’s work