10137 research outputs found
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Nature attachment theory: Exploring the human-nature bond through an attachment theory lens
Full text linkAlexia Barrable - ORCID: 0000-0002-5352-8330
https://orcid.org/0000-0002-5352-8330Several concepts exist to explain the human-nature relationship, including nature connection. This paper offers a reconceptualisation of the human-nature bond, based on the infant-parent bond and attachment theory. As such, this paper draws upon research on attachment theory and environmental psychology to draw parallels between the two. Initially it looks at features of attachment theory, such as the critical period, the meeting of needs, proximity seeking, as well as disruption of attachment and explores the human-nature relationship literature for clues as to correspondence. Moreover, it presents practical implications of conceptualising the human-nature relationship as one of attachment, the importance of socialising agents in the building of this attachment and the detrimental effect of disruptions in the human-nature attachment process.https://naturalstart.org/sites/default/files/journal/8._barrable.pdf12pubpub
Listening with Compassion: Using a logic chain and theory of change model to evaluate the use of podcasts to foster compassionate pedagogy within an academic enhancement programme
Full text linkThis paper presents a process evaluation, using logic chains and a theory of change model, of a pilot academic enhancement programme that aims to develop compassionate pedagogy to reduce ethnicity awarding differentials. In this small-scale qualitative study that combines interviews with graphic-elicitation methods, I focus on the experiences of academic and support staff of listening to two podcasts that explore belonging and relationality in higher education. The evaluation provides insights for future design and iteration of educational development to address inequity and informs recommendations to create compassionate cultures for staff; devise inclusive and affective resources and develop interventions that provide space for both epistemic and practical considerations.https://doi.org/10.56433/2ska1t5613pubpub
Decision-making surrounding distress, depression and suicidal ideation: findings of a vignette study with primary health care practitioners in Lebanon [Working paper]
Full text linkThis working paper presents early findings from a vignette-based study exploring how primary health care (PHC) providers in Lebanon assess and respond to cases of mental ill-health, including distress, depression, and suicidal ideation. Sixty-one healthcare providers from PHC centers in Beirut and the Bekaa participated in the study using an interactive, web-based vignette tool that simulated patient cases. Each participant reviewed three vignettes varying by patient gender, nationality, and mental health severity. Providers assessed symptom severity, selected treatment options, and chose appropriate referrals. Although detailed findings are withheld to preserve the novelty of forthcoming peer-reviewed work, general trends suggest that provider decision-making varies based on professional role, patient profile, and regional context. The study underscores the potential of PHCCs to support early mental health intervention and the feasibility of vignette-based tools for research in fragile settings
The Walter Process: An alternative to the standard (American) artworld system
No full textAnthony Schrag - ORCID: 0000-0001-8660-7572 https://orcid.org/0000-0001-8660-7572Item is restricted in this repository.Over the course of 3 months, artists Harrell Fletcher and Anthony Schrag met online to discuss the ethical complexities of working in a socially engaged manner. These discussions have been edited into a dialogue that identifies a clear division between European and North American approaches to art and art making. Identifying these distinctions allows an analysis of the ethical habits within separate cultural domains. Here, Fletcher discusses the American ‘white-cube’ system in which a commercial, object-oriented, and gallery-based approach is the dominant, expected understanding of how ‘art making’ should happen, including within higher education. The dialogue examines how this approach leaves little space for the relational activities of socially engaged art, and replicates hegemonic, capitalist structures. Instead, Fletcher suggests an alternative to this system based on a book-making project in which he was involved as a graduate student. In this project, the approach a young participant – Walter – had to art and art making resisted and rejected the importance of the object-based system, and instead proposed a different set of values. Fletcher suggests this model as a possible alternative to the dominant system in the USA. Importantly, he does not suggest this as a replacement to that system, but rather a potential parallel approach that is full of potential. The conversation also reflects on current projects in which the pair is engaged – including a writing project in prisons – and how these can also challenge the hegemonic artistic practices within USA.pubpu
"Music was not a priority": Exploring Student-Teachers' Views, Confidence and Future Aspirations for Primary Music Education
No full textOccupation and Social Transformation with Communities and Populations
No full textItem is not available in this repository.Sarah Kantartzis - ORCID: 0000-0001-5191-015X https://orcid.org/0000-0001-5191-015XHumans, as social animals, have always engaged in occupations together. The nature of these occupations creates the particular shape of the social world and the shape individual or collective opportunities may take.Although human societies have existed for millennia, the impact of human developments in the last few thousand years, particularly the industrial period, has led to a very rapid social change. Such change is also referred to as social transformation,which can be defined as “the restructuring of all aspects of life; from culture to social relations; from politics to economy; from the way we think to the way we live.” This restructuring can happen through natural disasters and social movements, processes of environmental degradation, political upheaval, innovations in technology, and changes in attitudes and values and vary as to the speed and extent of change. This chapter will begin by presenting how social transformation has been central to the origins and development of occupational therapy. We will then consider the role of social movements in explicit attempts to effect social transformation before exploring contemporary approaches around the contribution of occupation and occupational therapy to socially transformative work.https://doi.org/10.4324/9781003526766pubpu
Improving the school placement: navigating and negotiating expectations in an ITE partnership
Full text linkThis paper examines school placements (also known as the practicum and site-based learning) as a critical component of Initial Teacher Education, offering student teachers the opportunity to develop both their professional competence and identity in real-world school settings, alongside experienced educators. These placements involve a range of participants—mentors, university tutors, and others—who together form a supportive ecosystem for student teachers' development. Efforts to improve this phase of teacher preparation are ongoing within education systems around the world, driven by recruitment and retention concerns. Research suggests that the early years of teaching play a significant role in a teacher’s decision to remain in the profession. Scotland is currently reforming its school placement practices to address these issues. This study presents findings from a survey of school placement actors within a Scottish partnership, involving three universities and six local authorities. Drawing on theories of partnerships, ecosystems, and liminal spaces, the paper explores how school placements can be structured, monitored, and improved to better support student teachers. Survey responses highlight shared concerns among participants regarding certain practices and conditions that hinder the effectiveness of the placement ecosystem. The study suggests that the success of placements in fostering meaningful early professional development depends on how well actors negotiate the student teacher’s journey, prioritise well-being, and ensure clear communication of expectations
Community Contexts Over Solutions: Observations from The Rural Art Network, Scotland
No full textKyla Tully - ORCID: 0000-0002-3023-7370
https://orcid.org/0000-0002-3023-7370Anthony Schrag - ORCID: 0000-0001-8660-7572
https://orcid.org/0000-0001-8660-7572VoR added 24/03/2025.The utilization of arts and culture within public engagement has been of increasing interest to policymakers and funding bodies as a response to socioeconomic issues within Scotland’s rural and remote areas. However, the arts and cultural organizations undertaking projects related to community engagement often navigate these issues in isolation: the contexts experienced by remote and rural organizations that might contribute to, and benefit from, knowledge-sharing with other similar organizations also inhibit the development of community between said organizations. This text illustrates the facilitation of such knowledge-sharing through a Community of Practice and introduces findings from the resulting Rural Art Network Scotland.55pubpub
“It was a road to understanding that I was always different”: Experiences of receiving a neurodivergent diagnosis at university
Full text linkThis is a pre-publication version of the following article: McLean, S. and Jones, S. (2025) ‘“It was a road to understanding that I was always different”: Experiences of receiving a neurodivergent diagnosis at university’, Psychology of Education Review.This study explored how receiving a neurodivergent diagnosis at university affects undergraduates’ academic experiences. We conducted semi-structured interviews with six Scottish students (diagnosed between ages 21–37 years). Reflexive Thematic Analysis revealed three key themes: Academic Struggle, Self-Discovery, and Support. Participants reported low wellbeing prior to diagnosis, with improvements afterwards. The diagnostic journey was closely linked to their self-understanding, academic challenges, and access to helpful support. Findings highlight that university environments often overlook neurodivergent needs, influencing students’ wellbeing and access to study. This research underscores the importance of inclusive academic practices and timely recognition of neurodivergent identities.inpressinpres
Walking, talking, playing: Children with disabilities’ outdoor play in French mainstream schools
Full text linkThomas Morgenthaler - ORCID: 0000-0002-2511-0092 https://orcid.org/0000-0002-2511-0092Background
Children’s right to play remains underexplored in French mainstream schools. France’s inclusive education policies aim to include children with disabilities in mainstream classrooms, but this transition can create challenges hindering meaningful play opportunities. This highlights the importance of gaining a deeper understanding of children’s experiences of play in school playgrounds.
Aim
This study explores children with disabilities’ experiences and perspectives on their outdoor play in French mainstream school playgrounds.
Material and Methods
Walking and Talking tour interviews were conducted with thirteen children with various disabilities across six mainstream schools in western France. Data were audio-recorded, transcribed verbatim and analysed using thematic analysis.
Results
(1) ‘I can(not) play’: Environmental Barriers and Opportunities; (2) ‘I have an idea’: Children’s Preferences for Enriching Play and Inclusion; (3) ‘Learn to Hear Me Out’: Strengthening Children’s Participation in Everyday School Practices including Playground Redesign.
Conclusions and Significance
This study highlights the barriers children with disabilities face in French mainstream school playgrounds. It emphasises the need for collaborative co-design to create inclusive and playful environments. Findings have implications for occupational science, inclusive education, school-based occupational therapy, and urban design. Future participatory research should explore the co-design of school playgrounds, involving all relevant stakeholders.https://doi.org/10.1080/11038128.2025.245915032pubpub
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