Journal articles: 'Presentations of self'

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Crozier, W. Ray, and Paul Greenhalgh. "Self-Portraits as Presentations of Self." Leonardo 21, no. 1 (1988): 29. http://dx.doi.org/10.2307/1578412.

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Counts, Scott, and Kristin Stecher. "Self-Presentation of Personality During Online Profile Creation." Proceedings of the International AAAI Conference on Web and Social Media 3, no. 1 (March 20, 2009): 191–94. http://dx.doi.org/10.1609/icwsm.v3i1.13961.

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When users present themselves in a social networking community, they are called on to create profiles that are representative and portray a desired image. In this paper, we examine the profile creation process. We explore what self-presentations are desired and how these presentations are created by having people rate their profile along personality dimensions after completing each attribute field in a mock social network-like profile. Findings indicate that people hope to convey personality traits through their online profiles and that they are able to create profiles they feel match their desired self-presentation. Free-form profile attributes best enable desired self presentations of traits, and only a few of these attributes are needed for sufficient self presentation online.

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Phuong, Pham Thi. "The use of videotaping in improving students’ presentation skill in English." Tạp chí Khoa học 15, no. 1 (September 20, 2019): 68. http://dx.doi.org/10.54607/hcmue.js.15.1.2233(2018).

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This study explores videotaping in improving students’ presentational skill in English. It was conducted with 90 students at Thuong Mai University who videotaped their presentations. The analysis of the presentation skill scores; self-assessment and questionnaires for the experimental groups indicates that videotaping is attributed to the sharpening of students’ presentation skill on a number of aspects.

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Toyota, Hiroshi, and Yasuko Kikuchi. "Encoding Richness of Self-Generated Elaboration and Spacing Effects on Incidental Memory." Perceptual and Motor Skills 101, no. 2 (October 2005): 621–27. http://dx.doi.org/10.2466/pms.101.2.621-627.

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The present study investigated encoding variability in self-generated elaboration on incidental memory as a function of the type of presentation which was either massed or spaced. The subjects generated different answers to a “why” question for the first and the second presentations of a target sentence in a self-generated elaboration condition. In an experimenter-provided elaboration condition they then rated the appropriateness of the different answers provided by the experimenter for the first and second presentations. This procedure was followed by two free recall tests, one of which was immediate and the other delayed. A self-generated elaboration effect was observed in both the spaced and the massed presentations. These results indicated that the self-generated elaboration effect was facilitated, even in the massed presentation because the different answers to the first and the second presentations led to a richer encoding of each target.

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Kelly, Anita E., Jeffrey H. Kahn, and Russell G. Coulter. "Client self-presentations at intake." Journal of Counseling Psychology 43, no. 3 (July 1996): 300–309. http://dx.doi.org/10.1037/0022-0167.43.3.300.

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Kittelsaa, Anna M. "Self-presentations and intellectual disability." Scandinavian Journal of Disability Research 16, no. 1 (March 20, 2013): 29–44. http://dx.doi.org/10.1080/15017419.2012.761159.

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McKillop, Kevin J., Michael D. Berzonsky, and Barry R. Schlenker. "The Impact of Self-Presentations on Self-Beliefs: Effects of Social Identity and Self-Presentational Context." Journal of Personality 60, no. 4 (December 1992): 789–808. http://dx.doi.org/10.1111/j.1467-6494.1992.tb00274.x.

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Campbell, Kim Sydow, David L. Mothersbaugh, Charlotte Brammer, and Timothy Taylor. "Peer versus Self Assessment of Oral Business Presentation Performance." Business Communication Quarterly 64, no. 3 (September 2001): 23–40. http://dx.doi.org/10.1177/108056990106400303.

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Pedagogical practice related to oral business presentations has received little research attention despite the pervasiveness of oral presentations in business class rooms and their perceived importance to workplace success. This study collected data on three groups (self, peers, and instructor) to address four research ques tions related to (a) the usefulness of self and peer ratings as substitutes for instruc, tor evaluation of oral business presentations and (b) the relationship between vari ous content and non-content factors on overall perceptions of presentation quality. Data from this study suggest that (1) both holistic and analytical peer assessments are reasonable substitutes for instructor assessment when raters are trained; (2) self assessment does not closely reflect either peer or instructor assessments; and (3) peer assessment of delivery characteristics, command of material, and content strongly predict peer ratings of overall presentation quality.

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Shebanova, Vitaliia, and Tetiana Yablonska. "Peculiarities of Internet Self-Presentations of People with Eating Disorders." Collection of Research Papers "Problems of Modern Psychology", no. 55 (April 18, 2022): 150–72. http://dx.doi.org/10.32626/2227-6246.2022-55.150-172.

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The article presents the research results concerning self-presentations of people with eating disorders on specialized Internet forums. The purpose of the article is to reveal the peculiarities of self-presentation of anorexic and overweight persons on the basis of psychological analysis of their avatars. Research method is discourse analysis as a tool revealing specificity of symbolic information (avatars, nicknames) to identify the peculiarities of selfpresentation of people with eating disorders. The results of the research. Avatars of users visiting sites for anorexic and overweight people are analysed from the psychological point of view, the analysed results assert that images used as avatars reflect specific nutritional problems and self-attitude in connection with them. Such sites are visited mostly by the female audience, and hence the problem of standards of a woman body is really important. The main categories of images used as avatars are differentiated to: personal photos; anime characters; food related images; images of well-known people as examples of success; emotionally-coloured images, etc. The differences in self-representations of anorexic and overweight people have been determined on the basis of content, colours of used images, in particular, a more positive self-presentation and self-attitude of people with excess weight compared with anorexics have been revealed. Conclusion. The article argues that the analysis of avatars’ characteristics as a means of self-presentation is useful both for psychological diagnosis of people with eating disorders, as well as for provision of professional psychological assistance for them. Such analysis is appropriate at contact establishing, primary psychological diagnosis and psychotherapy for people with eating disorders combined with chronic dissatisfaction with their own weight.

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Shebanova, Vitaliia, and Tetiana Yablonska. "Peculiarities of Internet Self-Presentations of People with Eating Disorders." Collection of Research Papers "Problems of Modern Psychology", no. 55 (April 18, 2022): 150–72. http://dx.doi.org/10.32626/2227-6246.2022-55.150-172.

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The article presents the research results concerning self-presentations of people with eating disorders on specialized Internet forums. The purpose of the article is to reveal the peculiarities of self-presentation of anorexic and overweight persons on the basis of psychological analysis of their avatars. Research method is discourse analysis as a tool revealing specificity of symbolic information (avatars, nicknames) to identify the peculiarities of selfpresentation of people with eating disorders. The results of the research. Avatars of users visiting sites for anorexic and overweight people are analysed from the psychological point of view, the analysed results assert that images used as avatars reflect specific nutritional problems and self-attitude in connection with them. Such sites are visited mostly by the female audience, and hence the problem of standards of a woman body is really important. The main categories of images used as avatars are differentiated to: personal photos; anime characters; food related images; images of well-known people as examples of success; emotionally-coloured images, etc. The differences in self-representations of anorexic and overweight people have been determined on the basis of content, colours of used images, in particular, a more positive self-presentation and self-attitude of people with excess weight compared with anorexics have been revealed. Conclusion. The article argues that the analysis of avatars’ characteristics as a means of self-presentation is useful both for psychological diagnosis of people with eating disorders, as well as for provision of professional psychological assistance for them. Such analysis is appropriate at contact establishing, primary psychological diagnosis and psychotherapy for people with eating disorders combined with chronic dissatisfaction with their own weight.

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Korkmazer, Burcu, Sander De Ridder, and Sofie Van Bauwel. "The visual digital self: A discourse theoretical analysis of young people’s negotiations on gender, reputation and sexual morality online." DiGeSt - Journal of Diversity and Gender Studies 8, no. 1 (May 17, 2021): 22–40. http://dx.doi.org/10.21825/digest.v8i1.17608.

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Young people’s self-presentations on Instagram often display considerate discourses on gender, reputation and (sexual) morality. Previous studies have explored how these discourses are embedded in cultural narratives, while overseeing the significance of visibility and visual storytelling cultures online. Using a Foucauldian Feminist approach, we explore how young people’s discourses reflect the visual performance of aesthetic and neoliberal subjectivities online. Through six groups of young people between thirteen and twenty years old, we investigate how the visibility afforded by Instagram affects the negotiations of young people on gender, reputation and sexual morality. We gave them the agency to create, narrate and reflect upon fictious social media profiles with ‘good’, ‘bad’ or ‘ideal’ self-presentations, using a discourse theoretical analysis to examine the visual artefacts, individual stories and group conversations. Our analysis shows that youth’s discourses on self-presentation are based on a dynamic relation between self-determination and self-monitoring. Ideal self-presentations are understood as self-determining performances of visual, aesthetic and neoliberal subjectivities, whereas bad self-presentations are often negotiated as self-monitoring performances regarding sexual morality.

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Tyler, James M., Peter O. Kearns, and Miranda M. McIntyre. "Effects of Self-Monitoring on Processing of Self-Presentation Information." Social Psychology 47, no. 3 (May 2016): 174–78. http://dx.doi.org/10.1027/1864-9335/a000265.

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Abstract. Self-monitoring is a key element in interpersonal interactions, guiding how people monitor and adjust their social behavior. Compared to low self-monitors, high self-monitors are more sensitive to and use social cues to direct their self-presentations. However, little work has examined whether high self-monitors possess a heightened capacity to cognitively process self-presentation information. The goal of the current work is to address this question. After exposure to impression-related (vs. control) words, high (vs. low) self-monitors were faster to link positive (vs. neutral) traits to the self. The results show that high self-monitors have greater cognitive access to self-presentation information, a finding that has heretofore been absent from the literature.

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Oxley, Cristal, Jane E. Roberts, Sebastian Kraemer, and Giles Armstrong. "Punch injury self-harm in young people." Clinical Child Psychology and Psychiatry 22, no. 2 (August 17, 2016): 318–25. http://dx.doi.org/10.1177/1359104516664121.

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Punch injuries are a form of self-harm characterised by the intentional act of striking an object with a closed fist. We aimed to describe the characteristics and trends in young people presenting with injuries sustained via the punch mechanism. A comprehensive retrospective review of medical records was completed of all young people aged 10–18 years presenting to our Central London Emergency Department over a 12-month period. A subset of the total group was identified as the punch injury subgroup. A total of 78 punch injury presentations were identified. In this subgroup, the male:female ratio is 4.57:1; 37.18% of presentations were associated with a fracture ( n = 29) and 35.90% ( n = 28) of patients re-presented following another punch injury, as a victim of violence, or by other psychiatric presentation. In conclusion, a male preponderance was observed, with frequent re-presentations, often in high-risk circumstances. An opportunity for screening, including mental health, social and substance misuse, was identified. Further research is needed to enable targeted effective interventions in this group.

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Beautrais, Annette L., Sheree J. Gibb, Alan Faulkner, David M. Fergusson, and Roger T. Mulder. "Postcard intervention for repeat self-harm: randomised controlled trial." British Journal of Psychiatry 197, no. 1 (July 2010): 55–60. http://dx.doi.org/10.1192/bjp.bp.109.075754.

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BackgroundSelf-harm and suicidal behaviour are common reasons for emergency department presentation. Those who present with self-harm have an elevated risk of further suicidal behaviour and death.AimsTo examine whether a postcard intervention reduces self-harm re-presentations in individuals presenting to the emergency department.MethodRandomised controlled trial conducted in Christchurch, New Zealand. The intervention consisted of six postcards mailed during the 12 months following an index emergency department attendance for self-harm. Outcome measures were the proportion of participants re-presenting with self-harm and the number of re-presentations for self-harm in the 12 months following the initial presentation.ResultsAfter adjustment for prior self-harm, there were no significant differences between the control and intervention groups in the proportion of participants re-presenting with self-harm or in the total number of re-presentations for self-harm.ConclusionsThe postcard intervention did not reduce further self-harm. Together with previous results this finding suggests that the postcard intervention may be effective only for selected subgroups.

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Kreling, Rebekka, Adrian Meier, and Leonard Reinecke. "Feeling Authentic on Social Media: Subjective Authenticity Across Instagram Stories and Posts." Social Media + Society 8, no. 1 (January 2022): 205630512210862. http://dx.doi.org/10.1177/20563051221086235.

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Self-presentation on social network sites (SNS) such as Instagram is often assumed to be inauthentic or even fake. While authenticity on SNS has been linked to increased well-being, most research has investigated it either monolithically (e.g., via screen time measures) or with regard to stable self-presentations (e.g., in Facebook profiles). In contrast, this study compares subjective authenticity perceptions within users and between self-presentations via two SNS features—Stories vs Posts. Drawing on the affordances approach, we theorize and test whether and how Stories produce greater state authenticity than Posts. Results from a preregistered within-subjects study comparing self-reports on N = 489 Posts and N = 546 Stories from N = 202 Instagram users show that by allowing more spontaneous self-presentation, Stories indeed produced (slightly) higher authenticity perceptions than Posts. However, subjective authenticity was high in both features, indicating that they similarly offer a space for authentic online self-presentation.

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Rydahl, K., M. Speed, and S. Østergaard. "Self-reported validity of self-presentation on social media sites and its association with affective disorder." European Psychiatry 64, S1 (April 2021): S340—S341. http://dx.doi.org/10.1192/j.eurpsy.2021.913.

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IntroductionIndividuals with affective disorders, who are prone to negative cognitive bias, may be particular vulnerable to positively biased presentations by other social media users. The degree of positive bias in self-presentations on social media sites is however poorly understoodObjectivesTo investigate the validity of self-presentation on social media sites and its association with affective disorderMethodsIndividuals aged 18-75 receiving treatment at the outpatient clinic for affective disorders at Aarhus Hospital or at two general practices were invited to participate in a survey focusing on social media use. Two core questions were: “To what extent do your social media content reflect your real life” and ”To what extent do others’ social media content reflect their real lives”. Response was provided on a likert scale with the following steps: “much more negative” (1), “more negative” (2), “the same as” (3), “more positive” (4) and “much more positive” (5) than real life. Based on these responses on bias, we calculated a bias ratio (validity of own self-presentation/validity of others’ self-presentation). The association between unipolar depression, bipolar disorder and bias ratio>1 was investigated using logistic regression with adjustment for age and sexResultsA total of 183 individuals with unipolar depression, 119 with bipolar disorder and 186 controls participated in the study. Unipolar depression was associated with a bias ratio >1 (OR: 3.4, 95%CI: 1.2;9.9)ConclusionsIndividuals with unipolar depression are prone to consider their self-presentation as more positively biased compared to others’ self-presentation. This may shape the impact of social media use on these individuals.

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Siminski, Peter, Andrew J. Bezzina, Luise P. Lago, and Kathy Eagar. "Primary care presentations at emergency departments: rates and reasons by age and sex." Australian Health Review 32, no. 4 (2008): 700. http://dx.doi.org/10.1071/ah080700.

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Primary care presentations at emergency departments (EDs) have been the subject of much attention in recent years. This paper is a demographic analysis using administrative data from the Emergency Department Information System (EDIS) for 2005 of such presentations in New South Wales EDs and of self-reported reasons for presentation. Age and sex differences in the reasons given by patients for such presentations are analysed using data from a survey of patients conducted in a subset of EDs in 2004. The rate of ?potential primary care? presentations varies greatly with age and to a lesser extent with sex. Almost half (47%) of these presentations are made by people under 25 years of age. Children aged 0?4 years account for 14% of the total. The pattern is distinctly different to the corresponding rate of ED presentations that do not fit the ?potential primary care? definition. Reasons given for ?potential primary care? presentations are consistent across all age groups, reflecting self-assessed urgency, access to diagnostics and self-assessed complexity. Older ?primary care? patients are particularly unlikely to give reasons associated with GP affordability or availability for their presentations. Young adults? responses are consistent with the overall population, and children under the age of five seem most susceptible to availability issues.

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Abdelmajdid, Benraghda, and Noor Raha Mohd Radzuan. "Engineering lecturers’ perceptions of student self-assessment in enhancing technical oral presentation skills." Global Journal of Foreign Language Teaching 9, no. 4 (November 4, 2019): 193–202. http://dx.doi.org/10.18844/gjflt.v9i4.4324.

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In recent years, self-assessment has been increasingly implemented as an alternative method of assessment in tertiary educational contexts. The research described in this paper employed semi-structured interviews as an instrument to evaluate engineering lecturers’ perceptions towards student self-assessment in developing their non-verbal communication skills in technical oral presentations. A sample of 10 engineering lecturers from a technical university participated in the study. Semi-structured interview data revealed that most engineering lecturers viewed student self-assessment positively and they reported on student self-assessment as providing learning values, because the latter viewed student self- assessment as a learning aid. The results further showed that student self-assessment could promote the students’ learning, an increase of students’ willingness to deliver oral presentations, and self-enabling. Therefore, student self-assessment can be a powerful method to increase learning by raising the awareness about the necessity of non-verbal communication skills in delivering technical oral presentations. Keywords: Self-assessment; perceptions; non-verbal communication skills; technical oral presentation; engineering lecturers

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Larkin, Celine, Eve Griffin, Paul Corcoran, Carmel McAuliffe, Ivan J. Perry, and Ella Arensman. "Alcohol Involvement in Suicide and Self-Harm." Crisis 38, no. 6 (September 2017): 413–22. http://dx.doi.org/10.1027/0227-5910/a000488.

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Abstract. Background: Alcohol misuse and alcohol consumption are significant risk factors for suicidal behavior. Aims: This study sought to identify factors associated with alcohol consumption in cases of suicide and nonfatal self-harm presentations. Method: Suicide cases in Cork, Ireland, from September 2008 to June 2012 were identified through the Suicide Support and Information System. Emergency department presentations of self-harm in the years 2007–2013 were obtained from the National Self-Harm Registry Ireland. Results: Alcohol consumption was detected in the toxicology of 44% out of 307 suicide cases. Only younger age was significantly associated with having consumed alcohol among suicides. Alcohol consumption was noted in the case notes in 21% out of 8,145 self-harm presentations. Logistic regression analyses indicated that variables associated with having consumed alcohol in a self-harm presentation included male gender, older age, overdose as a method, not being admitted to a psychiatric ward, and presenting out-of-hours. Limitations: Data was limited to routinely collected variables by the two different monitoring systems. Conclusion: Alcohol consumption commonly precedes suicidal behavior, and several factors differentiated alcohol-related suicidal acts. Self-harm cases, in particular, differ in profile when alcohol is consumed and may require a tailored clinical approach to minimize risk of further nonfatal or fatal self-harm.

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Aldukhayel, Dukhayel. "Remote Presentations: Making L2 Presentations Less Stressful." Education Research International 2022 (February 4, 2022): 1–11. http://dx.doi.org/10.1155/2022/5353819.

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This explanatory-sequential mixed-method study was conducted to find out if the affordances of computer-mediated communication (CMC) environments help alleviate L2 public speaking anxiety when giving presentations remotely. Participants were 57 young adult EFL Arabic-speaking learners enrolled in an intermediate listening/speaking class in a preparatory 1 year program at a Saudi public university. Data were collected towards the end of the spring 2021 semester, and the study was conducted in a fully remote learning environment. Two speaking anxiety scales were administered: the Public Speaking Class Anxiety Scale (PSCAS), which measures in-person presentation anxiety, and the Remote Presentation Anxiety Scale (RPAS), an adapted version of PSCAS measuring remote presentation anxiety created and validated by this study. Online follow-up semistructured interviews were then conducted with 10 participants to explain and contextualize the results from the scales. Results of the PSCAS and RPAS analyses indicate that students had medium anxiety for in-person presentations, whereas they experienced low anxiety levels during remote presentations (RPs). Qualitative analyses of the interviews revealed that students preferred RPs over in-person presentations mainly due to its lower anxiety environment. Participants underscored several sociopsychological benefits of presenting remotely such as less stress, less confusion, high self-confidence, comfort, calmness, and relaxation. Implications for research and language teaching are discussed.

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Gorsuch, Anne E. "Women's Autobiographical Narratives: Soviet Presentations of Self." Kritika: Explorations in Russian and Eurasian History 2, no. 4 (2001): 835–47. http://dx.doi.org/10.1353/kri.2008.0122.

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Nilsson, Bo. "Politicians’ Blogs: Strategic Self-Presentations and Identities." Identity 12, no. 3 (July 2012): 247–65. http://dx.doi.org/10.1080/15283488.2012.691252.

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Cañete, Guillermo, and Maria-Jesus Inostroza A. "Exploring the Contribution of Self-Assessment Checklists to Improve Oral Presentations." HOW 29, no. 2 (November 1, 2022): 57–80. http://dx.doi.org/10.19183/how.29.2.702.

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This action research aims at exploring the contribution of self-assessment checklists on improving oral presentations of two participants that were taking an initial-level English as a second language course at a technician professional institute in Talcahuano, Chile. The intervention was carried out in four weekly sessions in which the participants were trained on the different criteria to assess their oral presentations. The participants self-assessed their work with a checklist and performed a second presentation based on their first self-assessment. Analytic rubrics were also used as an external assessment to compare results from the checklists. At the end of the intervention, a semi-structured interview was conducted to obtain the participants’ perceptions about the process. Findings reveal that by developing autonomy, language awareness, and self-reflective skills, the use of the self-assessment checklist supported the participants not only to improve their oral presentation in overall aspects, mainly in fluency and pronunciation aspects, but also to make positive changes in their confidence and expectations about their performance.

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Zakhtser, E. M. "Presentation as a Form of Realizing Mutual Learning in Virtual Time." Humanities and Social Sciences. Bulletin of the Financial University 11, no. 3 (August 20, 2021): 128–33. http://dx.doi.org/10.26794/2226-7867-2021-11-3-128-133.

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This article aims to show that presentation is one of the ways to implement peer learning by demonstrating aspects of self-organization and dialogue, which are absent in the most stable classroom pedagogical teaching model The author discussed the public speaking practice using presentations in the study of a foreign language as an opportunity to apply the method of mutual learning in the digital age, including in the context of distance learning The paper also analyses the available software applications for developing presentation skills and engaging the audience in discussion The experience of working with students in a non-linguistic university on presentations is described as an example of mutual learning, demonstrating aspects of self-organization and dialogue.

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Tsang, Art. "Enhancing learners’ awareness of oral presentation (delivery) skills in the context of self-regulated learning." Active Learning in Higher Education 21, no. 1 (September 13, 2017): 39–50. http://dx.doi.org/10.1177/1469787417731214.

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Oral presentations, activities often assessed and also a means by which learning could take place, are commonplace in higher education. General (delivery) skills in presentations are particularly useful beyond university such as in job interviews and communication with clients and colleagues in the workplace. However, little has been in place to equip learners with these vital skills. It is this very gap that motivated the research described in this article, which aimed at raising awareness of oral presentation (delivery) skills in the context of self-regulated learning. This article also reports on and discusses a compilation of an inventory of presentation skills and how learners’ awareness was raised through classroom discussion and the inventory. The implications of this article are relevant to all stakeholders in higher education.

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Labor, Jonalou. "Mobile Sexuality: Presentations of Young Filipinos in Dating Apps." Plaridel 17, no. 1 (June 2020): 253–84. http://dx.doi.org/10.52518/2020.17.1-09labor.

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Mobile dating applications have become self-presentation spaces and stages among the youth. In the search for romance and sexual relationships, young Filipinos create and act out pre and co-constructed selves that enable them to find dating partners. Using the musings and experiences of 50 Filipino young adults who have been using dating apps to search for love or lust, the study found that created mobile/ online selves or faces reflect presentation strategies that include the show of sincerity, dramatic execution of the role, use of personal front, maintenance of control over the information, mystification, idealization, and misrepresentation. The study concludes that self-presentations range from the authentic to the inauthentic portrayal of the self to advance motives and intents in the use of dating apps.

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Labor, Jonalou. "Mobile Sexuality: Presentations of Young Filipinos in Dating Apps." Plaridel 17, no. 1 (June 2020): 253–84. http://dx.doi.org/10.52518/2020.17.1-09labor.

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Mobile dating applications have become self-presentation spaces and stages among the youth. In the search for romance and sexual relationships, young Filipinos create and act out pre and co-constructed selves that enable them to find dating partners. Using the musings and experiences of 50 Filipino young adults who have been using dating apps to search for love or lust, the study found that created mobile/ online selves or faces reflect presentation strategies that include the show of sincerity, dramatic execution of the role, use of personal front, maintenance of control over the information, mystification, idealization, and misrepresentation. The study concludes that self-presentations range from the authentic to the inauthentic portrayal of the self to advance motives and intents in the use of dating apps.

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Marlina, Neni, Nita Sari Narulita Dewi, and Yusup Supriyono. "Self-directed learning in spoken grammar activities using poster presentation." JEES (Journal of English Educators Society) 5, no. 2 (October 1, 2020): 171–76. http://dx.doi.org/10.21070/jees.v5i2.955.

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Looking for opportunities to let learners take charge of their learning autonomously is a pivotal responsibility for the teacher. This study aims at visualizing learners’ self-directed learning in grammar in spoken discourse classroom through poster presentation. Poster presentations which are given to a small group repeatedly has contribution to cultivate not only their speaking opportunities but also self-directed learning, , critical reflection, and independent action. A small group poster presenter consisting of 4 members is recruited as participants of the study. Learners’ journals and a 45 minute-video observation are analyzed using thematic analysis dealing with learners’ self-directed learning. The findings reveal that through poster presentation, the learners’ self-directed learning is portrayed as they select appropriate activities and strategies to present the material by searching from a number of resources, prepare their performance when they want to present, and handle questions or arguments from visitors. Those findings learners’ self-motivation, self- responsibility, and also self-management in learning. This study provides information that the learners should be given opportunities to experience learning meaningfully that fosters their learning autonomy to achieve meaningful learning success. HIGHLIGHTS: Learners need meaningful tasks that facilitate their learning autonomy. Poster presentation fosters learners’ motivation, self-responsibility, and self-management learning as foundations of learners’ self-directed learning. The use of poster presentations should continue to be used and developed in order to provide many benefits for learners.

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Brown, Nadia E., and Sarah Allen Gershon. "INTERSECTIONAL PRESENTATIONS." Du Bois Review: Social Science Research on Race 13, no. 1 (2016): 85–108. http://dx.doi.org/10.1017/s1742058x15000181.

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AbstractIn recent decades the number of women and minorities elected to public office has increased significantly, prompting a wealth of studies examining the ways these different gender and racial identities shape elected officials’ appeals to constituents. However, much previous research focuses on representational differences among either men and women or Anglos and minorities, neglecting the intersection of race and gender. We seek to fill this void by examining differences in presentation styles among Latina and African American congresswomen, their Anglo female counterparts, and minority male peers. Relying on a detailed content analysis of the biographical pages available on U.S. Representatives’ websites, we conduct an exploratory examination of the differences in representatives’ presentation of self. Utilizing both quantitative and qualitative analysis, this paper identifies the unique ways minority congresswomen present themselves and issue positions to constituents. We conclude by considering the implications of our results for minority women holding and seeking public office.

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Bondareva, E. P., and G. V. Chistyakova. "Tactical and strategic analysis of virtual self-presentations." Sibirskiy filologicheskiy zhurnal, no. 1 (March 1, 2017): 137–48. http://dx.doi.org/10.17223/18137083/58/14.

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Ellis-Sloan, Kyla. "Teenage Mothers, Stigma and Their ‘Presentations of Self’." Sociological Research Online 19, no. 1 (February 2014): 16–28. http://dx.doi.org/10.5153/sro.3269.

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This article contributes to research that seeks to understand experiences of teenage motherhood. Specifically, it focuses on the stigma attached to teenage pregnancy and parenting. Negative stereotypes continue to dominate understandings of teenage pregnancy. Despite research to the contrary, teenage mothering is popularly linked to welfare dependency, promiscuity and irresponsibility. As a result, young mothers report experiences of stigma and discrimination. This paper builds on evidence of such experiences by using first-hand qualitative accounts of young parents to attempt to understand how young mothers cope with a stigmatising identity. Drawing on the work of Erving Goffman (1963 ,1967,1969), this paper describes how young mothers monitor the presentation of self in order to deflect judgment and blame. The evidence demonstrates that stigma is still an important and influential part of the experience of young motherhood.

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Aronson, Pamela, Leah Oldham, and Emily Lucas. "Gender Self-Presentations in the 2020 U.S. Elections." Journal of Cultural Analysis and Social Change 5, no. 1 (July 21, 2020): 01. http://dx.doi.org/10.20897/jcasc/8379.

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Pataki, Sherri P., and Margaret S. Clark. "Self-Presentations of Happiness: Sincere, Polite, or Cautious?" Personality and Social Psychology Bulletin 30, no. 7 (July 2004): 905–14. http://dx.doi.org/10.1177/0146167204264090.

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Hawton, Keith, Liz Bale, Deborah Casey, Anna Shepherd, Sue Simkin, and Louise Harriss. "Monitoring Deliberate Self-Harm Presentations to General Hospitals." Crisis 27, no. 4 (July 2006): 157–63. http://dx.doi.org/10.1027/0227-5910.27.4.157.

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Monitoring of deliberate self-harm (DSH) presentations to hospitals (and in other settings) is receiving increased attention in many countries. This is due to greater recognition of the size of the problem and awareness of its relevance to suicide prevention policy initiatives, because of the strong association between DSH and suicide. A system for monitoring all DSH presentations has been in place in the general hospital in Oxford for 30 years. Based on our experience, in this paper we describe procedures for monitoring, including case definition and identification, linkage of persons and episodes in order to investigate repetition of DSH and other outcomes (including deaths), and data protection and ethical issues. We also provide details of how to carry out monitoring, including different models of data collection, and what data to collect. Finally we consider the potential uses of the data for both clinical and research purposes, including evaluation of national suicide prevention initiatives.

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McNicholas, Fiona, Michael O'Sullivan, Ruth Lennon, Mairin Doherty, and Neil Adamson. "Deliberate self-harm (DSH) out of hour's presentations." Irish Journal of Psychological Medicine 27, no. 1 (March 2010): 11–14. http://dx.doi.org/10.1017/s0790966700000847.

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AbstractObjective: To establish time of presentation to paediatric accident and emergency (A&E) services of children with deliberate self-harm (DSH).Method: All children presenting to an acute paediatric hospital with DSH or suicidal ideation between 1993-2003 were identified and time of presentation collected from their case notes.Results: Of the 172 children where the actual time of presentation was recorded, the majority of children – 137 (80%) presented to the hospital outside of the ‘normal working hours’ of 9am-5pm, Monday – Friday. These children represent an at-risk group, and were more likely to have consumed alcohol, to have made a suicide attempt, and to have a family history of psychiatric illness than children presenting with “normal working hours”.Conclusion: DSH in young people is a significant public health problem in Ireland and is a major risk factor for completed suicide. Access to an out of hours on-call Child and Adolescent Psychiatry (CAP) services is essential if these children are to have a mental health assessment, as recommended by the Royal College of Psychiatry and National Institute of Clinical Excellence. These services need to be urgently developed.

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Mazur, Barbara. "Corporate Social Responsibility in Poland: Businesses’ Self-Presentations." Procedia - Social and Behavioral Sciences 213 (December 2015): 593–98. http://dx.doi.org/10.1016/j.sbspro.2015.11.455.

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Tyler, James M., Kathleen C. Burns, and Heather N. Fedesco. "Pre-emptive self-presentations for future identity goals." Social Influence 6, no. 4 (October 2011): 259–73. http://dx.doi.org/10.1080/15534510.2011.630240.

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Boullata, Kamal. "Israeli and Palestinian Postcards: Presentations of National Self." Journal of Palestine Studies 34, no. 4 (January 1, 2005): 109–10. http://dx.doi.org/10.1525/jps.2005.34.4.109.

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Sperry, Linda L., and Douglas E. Sperry. "Young children's presentations of self in conversational narration." New Directions for Child and Adolescent Development 1995, no. 69 (1995): 47–60. http://dx.doi.org/10.1002/cd.23219956906.

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Tsui, Chia-Jung. "Teaching Preparation of Oral Presentations." Journal of Technical Writing and Communication 23, no. 1 (January 1993): 73–79. http://dx.doi.org/10.2190/hp9t-560e-40rr-dep8.

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This article reports on a teaching method combining lectures, videos, discussions, self-assessments, simulations, and peer evaluations for teaching industry professionals preparation procedures for oral presentations in the “Oral Presentation” training program. The method avoided routine and monotony and made the students' learning experience more stimulating and interesting. Learning unit notes written by the author provided guidelines in conducting the three-hour class sessions spread out over two weeks. The students learned to use the four-step problem-solving approach suggested by Skopec to prepare oral presentations. In-class simulations offered students opportunities to practice this approach. Remediation checklists were given to aid the students to learn at their own pace.

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Weavers, Karen M., and Becca Gas. "2268 Utilizing digital pedagogy to build communication skills in predoctoral training programs." Journal of Clinical and Translational Science 2, S1 (June 2018): 63. http://dx.doi.org/10.1017/cts.2018.234.

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OBJECTIVES/SPECIFIC AIMS: A key factor for success in science is the ability to communicate clearly and succinctly using language appropriate to the audience. Most predoctoral training programs offer opportunities for students to build oral and written communication skills at local and national conferences. However, this rarely provides specific feedback and tends to be episodic. The Mayo Clinic Center for Clinical and Translational Science (CCaTS) has developed an environment for deliberate practice of presentation skills within a weekly Works in Progress and Journal Club session using a learning management system, Blackboard Collaborate. The learning management system captures the presentation that can then be viewed by the student. Watching yourself give a presentation is a powerful learning tool. The learning objectives of the sessions provide students deliberate practice to: (1) Build critical presentation skills for a 1-minute elevator talk, a 2-minute poster overview, a 10-minute oral presentation of your science to a science audience and to a non-science audience. (2) Develop constructive reviewer skills by completing peer reviews of presentations. (3) Develop critical thinking skills to ask thought provoking questions during presentations. By utilizing a curriculum that offers video-recording for reflection and self-evaluation, Mayo Clinic CCaTS has developed an environment in which predoctoral students are encouraged and supported to constantly hone their presentation skills. METHODS/STUDY POPULATION: All CCaTS predoctoral students are asked to prepare presentations in several formats for the weekly 1-hour session. The students’ presentations of their science or journal articles are recorded and saved within Blackboard; a link is provided for the student to review personally, with a mentor, and with the Education Coordinator to discuss the strengths and weaknesses of the presentation. During each session, faculty facilitators encourage students to ask thought provoking questions, and student reviewers are assigned to provide critical and constructive written feedback to the presenter. Sessions providing tools and guidelines for constructive feedback and developing critical and constructive questions are regularly interspersed. RESULTS/ANTICIPATED RESULTS: By reviewing a video recording of their presentations, CCaTS predoctoral students get the opportunity to self-evaluate their performance as an audience member. By going through this process of preparing, presenting, reflecting on their presentations, and discussing their strengths and weaknesses with mentors and classmates, the students gain both powerful presentation skills and methods to improve their delivery and reviewer skills. DISCUSSION/SIGNIFICANCE OF IMPACT: Successful scientists, whether in academia or industry, have the ability to communicate their science clearly using appropriate and common language specific to each audience they present to. By utilizing a curriculum that offers video-recording for reflection and self-evaluation, Mayo Clinic CCaTS has developed an environment in which predoctoral students are encouraged and supported to constantly hone their presentation skills.

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Schwarz, Kaylan C. "“Gazing” and “performing”: Travel photography and online self-presentation." Tourist Studies 21, no. 2 (January 18, 2021): 260–77. http://dx.doi.org/10.1177/1468797620985789.

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This article illustrates the self-presentations young people foreground when they visually communicate international volunteer experiences to social media audiences. Through a “categorical-content” analysis of repeated semi-structured interviews and photographic content posted to Facebook, and with theoretical support from Urry’s “tourist gaze” and Goffman’s “presentation of self,” I describe three impressions “given” and “given off” within participants’ profiles. The findings reveal some familiar touristic scenes (necessitating tribute to the well-established “family” and “romantic” gazes) and also inspire a new gazing form (incorporating “gutsy” bodily experiences). However, these holiday-like portrayals were selectively disclosed and complicated by the sentiments participants expressed during face-to-face interviews. As different self-presentations were idealized in different settings, this article helps to elucidate the situational role of the audience and offers unique analytical insights that may not have emerged had I utilized one method in isolation. Its contribution is located within its intersections: blending gazing and performing frameworks, employing verbal and visual approaches, leading to etic and emic understandings.

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Berzonsky, Michael D. "Public Self-Presentations and Self-Conceptions: The Moderating Role of Identity Status." Journal of Social Psychology 135, no. 6 (December 1995): 737–45. http://dx.doi.org/10.1080/00224545.1995.9713976.

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Shaw, Charla Markham, and Renee Edwards. "Self‐concepts and self‐presentations of males and females: Similarities and differences." Communication Reports 10, no. 1 (January 1997): 55–62. http://dx.doi.org/10.1080/08934219709367659.

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Elliott, Emma, and Catherine Marshall. "Why does patient mental health matter? Part 1: The scope of psychiatry within dentistry." Dental Update 49, no. 9 (October 2, 2022): 719–24. http://dx.doi.org/10.12968/denu.2022.49.9.719.

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This is the first article in a series looking at psychiatric presentations in dentistry. This article explores the scope of psychiatry within dentistry including oral presentations associated with common mental disorders. A fictionalized case-based discussion is used as an example to illustrate the presentation of deliberate oral self-harm (DOSH) and how the dentist proceeds. CPD/Clinical Relevance: This article relays the links between psychiatry and dentistry for the GDP and highlights the clinical impact of psychiatric conditions.

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Martin Reith, David, Ian Whyte, and Greg Carter. "Repetition Risk for Adolescent Self-Poisoning: A Multiple Event Survival Analysis." Australian & New Zealand Journal of Psychiatry 37, no. 2 (April 2003): 212–18. http://dx.doi.org/10.1046/j.1440-1614.2003.01114.x.

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Objectives: To examine risk factors associated with re-presentation (event rates) following an initial episode of hospital treated self-poisoning. Method: A longitudinal cohort study using the Hunter Area Toxicology Service (HATS) database of all presentations to hospital of self-poisoned patients aged 10–19 in Newcastle and Lake Macquarie Regions of New South Wales from January 1991 to December 1995. The study factors were: age, gender, employment status, ‘substance abuse’ and psychiatric diagnosis at index (first documented episode during the study time-period) admission. The main outcome measure was re-presentations per unit time. Time-event analysis (multivariate) was used to compare re-presentation rates per person-year exposure to the study factors. Results: There were 450 patients who presented on a total of 551 occasions. The median and modal age at initial presentation was 17. Three hundred and nine (69%) were female and 141 (31%) were male. The probability (95% CI) of a patient re-presenting within one year of an index admission with self poisoning was 0.09 (0.07–0.12) and within 5 years was 0.16 (0.12–0.21). The adjusted rate ratios for episodes of re-presentation were: any ‘substance abuse (ever)’ 3.87 (2.08–7.21), ‘alcohol abuse’ 2.32 (1.15–4.68),‘benzodiazepine abuse’ 4.89 (1.63–14.62), schizophrenia and other psychotic disorders (DSM-IV) 2.85 (1.2–6.79), and any personality disorder (DSM-IV) 2.68 (1.73–4.16). Conclusions: Interventions to decrease recurrence rates for adolescent self poisoning should be directed towards substance (particularly alcohol or benzodiazepine) abuse, nonaffective psychoses and personality disorder.

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Schlenker, Barry R., and James V. Trudeau. "Impact of self-presentations on private self-beliefs: Effects of prior self-beliefs and misattribution." Journal of Personality and Social Psychology 58, no. 1 (January 1990): 22–32. http://dx.doi.org/10.1037/0022-3514.58.1.22.

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Smith, Charlene M., and Todd M. Sodano. "Integrating lecture capture as a teaching strategy to improve student presentation skills through self-assessment." Active Learning in Higher Education 12, no. 3 (October 19, 2011): 151–62. http://dx.doi.org/10.1177/1469787411415082.

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As digital natives from the ‘wired’ Net Generation permeate today’s classrooms, and educators adapt to students’ digital expectations, exploring the pedagogical use of educational technology is essential for today’s faculty. Student competency in oral communication and presentation skills transcends disciplines in higher education, as does the need for students to self-assess their performance for self-regulated learning. This study compared the self-perceptions of undergraduate communication/journalism and nursing students who used lecture capture technology for critiquing and analyzing their presentation skills with self-perceptions of students who did not use lecture capture technology. Findings revealed students in both groups lacked self-confidence and competence in presentation skills. Of significance, students using lecture capture technology were more likely to apply what they learned from the self-assessment when developing future presentations. It is suggested that faculty focus on presentation skill delivery, in addition to presentation content, to assist students in developing presentation competencies.

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Elliott, Emma, Emily Sanger, David Shiers, and Vishal R. Aggarwal. "Why does patient mental health matter? Part 3: dental self-neglect as a consequence of psychiatric conditions." Dental Update 49, no. 11 (December 2, 2022): 867–71. http://dx.doi.org/10.12968/denu.2022.49.11.867.

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This is the third article in a series looking at psychiatric presentations in dentistry. Recently, the oral health of people with severe mental illness (SMI) has gained significant media attention after the Office of the Chief Dental Officer for England published a statement on the importance of prioritizing oral health for people with SMI. Furthermore, a consensus statement has set out a 5-year plan to improve oral health in people with SMI. In Part 2 of the series, we discussed how a psychiatric disorder can manifest as an orofacial obsession in the absence of dental pathology. This article explores the physical presentation of dental self-neglect, specifically how different psychiatric conditions could be linked to emergency dental presentations. A fictionalized case-based discussion is used to explore clinical presentations of orofacial obsessions and their potential relationship to psychiatry. CPD/Clinical Relevance: This paper emphasizes the role of the primary care dental team in recognition of psychiatric conditions, such as mood disorders, substance misuse and early psychosis.

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Al-Saggaf, Mohammad Ali, and Amira Aida Iman binti Azman. "Management and Science University BTESL Students' Perceptions towards Anxiety in Oral Presentation." Journal of Translation and Language Studies 2, no. 1 (March 31, 2021): 66–81. http://dx.doi.org/10.48185/jtls.v2i1.192.

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Regardless of age, students often experience anxiety in oral presentations. This quantitative study investigates the perceptions of students towards anxiety in oral presentation in a tertiary educational context. It aims to examine students’ perceptions of anxiety in oral presentations and the factors affecting anxiety in oral presentation. A total of three hundred and two students taking Bachelor in Teaching English as a Second Language (BTESL) in Management and Science University, Malaysia participated in this study by answering an adapted questionnaire with two sections: demographic and anxiety in oral presentation. The items under anxiety in oral presentation revealed students’ perceptions towards anxiety in oral presentation and factors affecting anxiety in oral presentation. Collected data were analyzed through Statistical Package for Social Sciences (SPSS). Results showed that the respondents perceived anxiety in oral presentation to be negative. Moreover, there were six factors affecting anxiety in oral presentation which were preparation, number of presentations, teacher’s feedback, audience’s attention, self-confidence and make mistakes. Thus, the results concluded that the students perceived anxiety in oral presentation to be negative and perceived that the major factor affecting their anxiety was preparation.

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Journal articles on the topic 'Presentations of self'

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