38332 research outputs found
Sort by
Ecospirituality
Get PDFMany people in many cultures have a spiritual connection with nature. Research is beginning to reveal the implications of this “ecospiritual” orientation for two great challenges of our times: Preserving the well-being of the natural environment and of ourselves. This article provides an overview of the current research on ecospirituality with a focus on its role in supporting, and sometimes inadvertently hindering, environmental preservation and human well-being
Making Connections: How do HE Specialist Study Skills Tutors’ personal narratives of inclusion inform their professional practice when engaging with young people entering university?
No full textSessions with Specialist Study Skills Tutors (STs) are integral to the support offered
to higher education (HE) students eligible for the DSA (Disabled Students’
Allowance). Within a post-92 institution in South East England, a team of in-house
STs work 1:1 with students throughout the academic year, supporting them to access
their learning. This qualitative study is an exploration of how their interpretation of
inclusion informs their professional practice working with the young people they
support. Flyvberg’s (2001) conceptualisation of phronesis, or practical wisdom,
provides a framework for the exploration and forms the backdrop to the analysis.
Linking life stories, particularly those related to personal educational experiences,
with current working practices, the Narrative Inquiry (NI) method employed in the
data collection process provided insight into the values informing inclusive practice
with young people entering HE for the first time. The findings and discussion are
combined, with the three life histories conveyed according to the NI approach with
their specificities highlighted, then discussed in terms of crossover themes
developed out of NI’s three dimensions of temporality, sociality and spatiality.
The research highlights the relational nature of STs’ practice, the impact of
contextual factors on the work, and the role of critical pedagogy within study skills
sessions and beyond in terms of promoting students’ development of capabilities. It
raises questions around the place of diagnoses in an era of ever-broadening notions
of inclusion. Regarding a way forward for future research and practice, this study has
the potential to contribute to sector-wide conversations around UDL (Universal
Design for Learning).
In addition, having provided a space to pause and reflect, it may be of continuing
benefit to the research participants, their team and, ultimately, to the young people
they work with during an important phase of their learning and lives. Reaching out
beyond the 1:1 space to communicate with colleagues more broadly is a key
recommendation going forward
How does fast fashion contribute to carbon emissions in the UK?
Get PDFThe topic that will be discussed is how fast fashion can contribute to carbon emission in
the UK. Fast fashion is a business model based on offering consumers frequent novelty
in the form of low-priced, trend-led products (Niinimäki, 2020). Fast fashion is made up of
microplastics, which mainly end up in the ocean which can lead to higher carbon
emissions (Luiza, 2019). With ‘UK citizens buying an average of 26.7kg of clothing a year’
(Haves, 2021), showing that the UK emits a large about of carbon emission to the
environment. The research aims to see if consumers who buy fast fashion are aware of
their buying practices affect carbon emissions and see if generations have different
practices. According to Minel (2023), Gen Z is more engaged in climate issues than older
generations. This topic is important for both marketers and society due to environmental
considerations and consumer behavior. The issues that are faced are the environmental
concerns due to the landfill waste that they produce which impacts carbon emission and
why consumers are driven to buy fast fashion
Increasing wellbeing in mothers of children aged five-eight years : an intervention protocol for a mixed method, randomised controlled pilot study exploring the feasibility of a personalised, multi-component intervention programme designed to increase thriving in mothers
Get PDFParenting is an increasingly complex phenomenon, with new and unprecedented external challenges and the immense pressure of societal perfectionism. Mothers in particular are consumed with maternal guilt and the relentless pressure to meet the psychosocial, physical and cognitive development needs of their children. This is negatively impacting maternal wellbeing, especially as mothers still bear the brunt of caregiving and domestic duties, and carry the mental, cognitive load of managing, planning and anticipating the family/household needs. Highlighted and exacerbated by the COVID 19 pandemic, mothers are increasingly exhausted, leading to surging rates in Maternal Burnout (MB). Mothers play a pivotal role in the wellbeing of the family system, both affected by family-level dynamics and moreover, integral to the wellbeing of the family. There is an urgent need to understand what constitutes wellbeing in parents, and for interventions to increase parental wellbeing.
The aim of this intervention is to increase wellbeing and promote thriving in mothers. In order to understand when mothers are feeling and functioning at their best, the intervention was developed from a generative, strengths-focused orientation, commencing with qualitative research conducted by the researcher using the collaborative, strengths-based research method of Appreciative Inquiry (AI). The development of this 9-week intervention programme was informed by the AI research, a literature review of parental and maternal wellbeing, including a review of strength-based/positive psychology interventions (PPIs), as well as public consultation.
The intervention is designed to promote thriving by providing participants with weekly PPI’s and behaviour change techniques (BCTs), that have previously been shown to increase positive affect and flourishing, as well as being uniquely personalised to mothers of young Primary-aged children. This study aims to assess the feasibility and acceptability of this intervention using a randomised controlled pilot trial, targeting mothers of children, aged 5-8 years
How can we address barriers faced by people with disabilities through inclusive design?
Get PDFDisability is not an inherent limitation but rather a result of society failing to provide appropriate accommodations for individuals with impairments. Many people with disabilities could navigate daily life in the same way as their able-bodied counterparts if spaces were designed with inclusivity in mind. However, urban planning and design have historically prioritized able-bodied individuals, creating barriers that exclude those with disabilities. To ensure equal access and participation for all, planning policies must be restructured to support inclusive environments.
This research explores the question: "How can we address barriers faced by people with disabilities through inclusive design?" By examining the physical and societal barriers faced by individuals with disabilities, this study aims to demonstrate how inclusive design can foster inclusivity and accessibility. The research will investigate different types of impairments, the challenges they present, and how thoughtful design interventions can mitigate these obstacles.
Through a review of existing literature and qualitative interviews with people who live day to day with physical and intellectual disabilities, this study will identify key barriers that individuals with disabilities encounter—such as inaccessible buildings and inadequate infrastructure. I will ensure participants fully understand the study and share their stories voluntarily, without coercion. Ethical considerations are crucial, as the subject matter may be sensitive.
The findings are expected to highlight the urgent need for inclusive design principles in urban planning, reinforcing the idea that no one should be considered "disabled" simply due to a lack of accessibility in the built environment
How does Borderline Personality Disorder affect a young person's educational experiences and how can these young people be supported?
Get PDFThere is a lack of research surrounding Borderline Personality Disorder and the condition’s effects on a young person’s educational experiences. Knowledge provides the ability of being able to form guidance to promote awareness and pedagogy in educators who are supporting young people with Borderline Personality Disorder. In order to understand how Borderline Personality Disorder affects a young person and their education experiences, a systematic literature review was completed via multiple literature searches using a number of databases. Three hypothesis were formed based on pre-found knowledge, they were:
- Hypothesis one was that Borderline Personality Disorder, like mental health in general, carried a significant stigma.
- Hypothesis two was that Borderline Personality Disorder had significant impacts on a young person's emotional development.
- Hypothesis three was that trauma was one of the main influences in developing Borderline Personality Disorder.
This research found that BPD has a significant prevalence within young people, however, the true prevalence rate could never be truly identified due to a number of factors, such as professional stigma or symptom suppression. The high rate of comorbidity also adds to this confusion, in particular adhd, eating disorders and mood disorders are more likely to be diagnosed in young people who have a BPD diagnosis. Those who have BPD, may struggle to form and maintain relationships both professionally and socially and this research determines that education professionals should focus on how to support young people regarding their social and emotional development. Furthermore, this research determined that support and guidance offered to young people in regards to BPD should be individualised due to BPD having a complex and varied presentation.
From Ruins to Reflections: Exploring self-referential processing within post war Middle Eastern countries
Get PDFMuch of the research on post-war countries tends to be conducted on veterans which disregards the struggle of civilians caught in the crossfire. This is important because war has large impacts on the psychosocial wellbeing of the communities within the country, so this research is essential for the development of mental health programs which address long term issues.
The present study aimed to understand the impact of war on Self-Referential Processing (SRP) in people from post-war countries in the Middle East through memory. This involved participants remembering eighteen words from three categories (war related, negative and neutral/control) followed by a questionnaire for depression and another assessing how much they were traumatised through a tough period of their life (Post Traumatic Stress Disorder). The participants were divided into two groups depending on whether they were from Middle Eastern (1) countries which experienced war or any other country which has not experienced war (0). It was hypothesised that there would be a difference in the total number of words recalled and in the number of words from each category remembered by each country group. Those who lived in post-war Middle Eastern countries were also predicted to have higher BDI and IES-R scores. Unexpectedly, the study found weak evidence for non-Middle Eastern countries recalling more words in total. There was also no difference between the number of war and control words recalled correctly. However, negative words were recalled more than war and neutral words. The lack of differences in the memory of war or negative words suggests that those living in post-war countries have adapted to their circumstances and the war has become ‘the norm’ for them which contradicts Western views of people from war-torn countries. It is recommended that further research is conducted using longitudinal studies using fMRI to test the impact of trauma on the brain in the long-term
