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Neurodivergence awareness in midwifery education
No full textAn estimated 1 in 7 of the population is neurodivergent, better understanding is needed to support the learning and working environments for neurodivergent midwifery students.
Ensuring that neurodivergent students are appropriately supported in the workplace necessitates radical change in workplace mentalities. Therefore, institutions should include neurodiversity awareness training to improve inclusion
Using digital branching scenario technology in midwifery education
No full text- Background
The face of midwifery education is rapidly evolving; innovative and exciting technologies are becoming a core aspect of training. This reflects societal changes and reliance on technology and ensures our curriculums follows the same trajectory. Branching scenarios have regularly been used in gaming technology and can be applied to bridge the theory-practice gap. This technology allows midwifery students to approach clinical decision-making in a safe and non-judgmental environment. The aim of this game was to place the learner at the centre of a realistic scenario and give them the opportunity to navigate the complexities of communication in clinical practice in a theoretical environment.
- Development
After student consultation, scenarios were chosen that enabled them to approach challenging communication situations, such as deescalating a conflictual situation or language barriers. Scripts were written in collaboration with the Arts and Creative department. Scenarios were filmed and incorporated into branching scenario technology that fully was fully integrated to the virtual learning environment.
This game was incorporated into the midwifery curriculum and after ethical approval, was tested with midwifery students across the UK. Qualitative feedback showed that students found the game engaging, realistic and that they wished to see more scenarios and continue to learn in an interactive environment. There is a considerable body of research that shows that effective feedback leads to effective learning.
- Implications for education
Digital technology can appear dehumanised, but the inclusion of realistic scenarios and environments centres the learner within a virtual environment. Branching scenarios present an opportunity for feedback as the learner makes decisions and gains precise, concise, and contextualised feedback without direct educator involvement. This project demonstrates the capacity to implement technology-based learning in the midwifery curriculum in an engaging and interactive way and makes learning enjoyable.
Exposing students to realistic scenarios also enables educators to demonstrate positive role modelling in terms of communication, which can be difficult to guarantee in practice. Students will naturally assimilate behaviour they witness and demonstrating good practice improves patient care and experience. Watching a role model will increase student motivation and lessen student anxiety
Research-active therapists and therapy trainees: The need for continuity and clinical significance in our research
Get PDFMick Cooper is Professor of Counselling Psychology, as well as Acting Director of the Centre for Research in Psychological Wellbeing (CREW) at the University of Roehampton. Aside from being a research-active practitioner, with research interests in counselling with children and young people as well as humanistic, existential and relational approaches to therapy, Mick is co-developer of the pluralistic approach to therapeutic practice. He has published numerous research articles and texts including his latest book ‘Psychology at the Heart of Social Change: Developing a Progressive Vision for Society’. Mick kindly agreed to be interviewed by two of our editors (Deborah Bailey-Rodriguez & Eva Fragkiadaki) to discuss qualitative research within psychotherapy and counselling research, his own research journey as a therapist and to give us tips and pointers for therapy trainees and bridging the gap between research and therapeutic practice for our Special Issue
Performance for futures (Intellectual Output 3)
Get PDFPerformance for Futures students are invite to experiment with a more embodied way of using the future by means of three powerful theatric ‘acts’.
In ACT 1 students can experiment with the concept of status, which may increase self-awareness about their status (and that of others) in challenging situations, and empower them to take conscious action to positively affect it.
In ACT 2 students are invited to engage with devising and dramaturgy, two stages in a theatre-making process, and perform a variety of futures for themselves to discover how they relate to these futures.
In ACT 3 students will be introduced to image theatre techniques that will help them get ‘out of their heads’ and ‘into their bodies’. Embodying their imagined futures will allow them to give actual, physical shape to their emotions and feelings related to their imagined futures
Women’s tacit, uncoded knowledge ownership and value in conflict zones
No full textThis paper explores the meaning that making brings to the life of women in conflict zones. How does tacit knowledge play itself out in the defining of their socio economic identities and related place making with the community? The value and recognition of this knowledge as embodied and as projected outwards to their communities and nations shall be discussed. How is this knowledge owned, contained, acknowledged and valued by the women, and by those who view this from the outside? How does externally funded research switch this knowledge and its ownership? The role of research ethics in these spaces are key to understanding equitability of working in these contexts. Patriarchal knowledge hierarchies and the manners in which these are supplemented and sustained within the settings of conflict are key barriers to equitable access to livelihood, dignity and cultural aspects of making for many women. This paper will raise questions about the multiple structural inequalities driven by gendered exclusions, that craftswomen in South and Central Asia experience in their everyday lives. The paper is informed by ongoing research on the GCRF Gender, Justice, Security hub based at the London School of Economic (2019-2024)
Palestine Comedy Club: PalCom/No Direction Home
No full textCommissioned to participate in public panel discussion about Palestine Comedy Club and stand-up comedy performance event for No Direction Home at Soho Theatre, London (Counterpoints/Show & Tell)
The Final Saga
No full text'The Final Saga' is a speculative poem based on Norse mythology by A J Dalton. The poem was published on the ev0ke community site (which publishes monthly digital magazine 'issues') in October 2023. ev0ke is a social justice site for the pagan community
The relationship between needs, motivations and information sharing behaviors on social media: focus on the self-connection and social connection
Get PDFPurpose
The purpose of this study is to investigate the factors that influence the information sharing behavior of individuals on social media. Furthermore, the study analyzes the effect that individuals’ self-connection to social media has on information sharing through self-efficacy and the effect of social-connection on information sharing through empathy.
Design/methodology/approach
A survey questionnaire was developed and distributed to social media users from general participants in the Republic of Korea. A total of 824 valid responses were obtained. Hypotheses were tested using structural equation modeling and applying SmartPLS 3.0.
Findings
The result indicated that individuals are motivated to share information through self-connection and social connection. Furthermore, the mediation analysis revealed that the effect of self-connection on information sharing in social media is mediated by self-efficacy. Also, social connection will increase information sharing not only directly but also indirectly through its positive effect on empathy.
Originality/value
The authors focused on the basic needs of humans and tried to reveal the relationship between human needs and motivational beliefs, which are self-efficacy and empathy, and information sharing behavior on social media. Through the individual's fundamental needs that social media can satisfy, individuals will gain positive psychological benefits through using social media. This study considered what psychological benefits social media can provide
Bridging neuroscience and robotics: spiking neural networks in action
Get PDFRobots are becoming increasingly sophisticated in the execution of complex tasks. However, an area that requires development is the ability to act in dynamically changing environments. To advance this, developments have turned towards understanding the human brain and applying this to improve robotics. The present study used electroencephalogram (EEG) data recorded from 54 human participants whilst they performed a two-choice task. A build-up of motor activity starting around 400 ms before response onset, also known as the lateralized readiness potential (LRP), was observed. This indicates that actions are not simply binary processes but rather, response-preparation is gradual and occurs in a temporal window that can interact with the environment. In parallel, a robot arm executing a pick-and-place task was developed. The understanding from the EEG data and the robot arm were integrated into the final system, which included cell assemblies (CAs)—a simulated spiking neural network—to inform the robot to place the object left or right. Results showed that the neural data from the robot simulation were largely consistent with the human data. This neurorobotics study provides an example of how to integrate human brain recordings with simulated neural networks in order to drive a robot
Null effects of temporal prediction on recognition memory but evidence for differential neural activity at encoding. A registered report
Get PDFPrevious research has demonstrated that rhythmic presentation of stimuli during encoding boosts subsequent recognition and is associated with distinct neural activity compared with when stimuli are presented in an arrhythmic manner. However, it is unclear whether the effect is driven by automatic entrainment to rhythm or non-rhythmic temporal prediction. This registered report presents an Electroencephalographic (EEG) study aimed at establishing the cognitive and neural mechanisms of the effect of temporal prediction on recognition. In a blocked design, stimulus onset during encoding was systematically manipulated in four conditions prior to recognition testing: rhythmic fixed (RF), rhythmic variable (RV), arrhythmic fixed (AF), and arrhythmic variable (AV). By orthogonally varying rhythm and temporal position we were able to assess their independent contributions to recognition enhancement. Our behavioural results did not replicate previous findings that show a difference in recognition memory based on temporal predictability at encoding. However, event-related potential (ERP) component analysis did show an early (N1) interaction effect of temporal position and rhythm, and later (N2 and Dm) effects driven by temporal position only. Taken together, we observed effects of temporal prediction at encoding, but these differences did not translate to later effects of memory, suggesting that effects of temporal prediction on recognition are less robust than previously thought