Gotowe bibliografie tematyczne / Mindful Reflection

Gotowa bibliografia na temat „Mindful Reflection”

Autor: Grafiati

Data publikacji: 26 lipca 2024

Data aktualizacji: 26 lipca 2024

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Artykuły w czasopismach na temat "Mindful Reflection"

Beekum, Servaas Van. "Mindfulness and Leadership: A Critical Reflection". Business and Management Studies 2, nr 1 (5.11.2015): 44. http://dx.doi.org/10.11114/bms.v2i1.1190.

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This paper critically highlights the history and the current use of the concept of mindfulness, from its Buddhist roots via medical application and organizational consulting into its application as a management tool. The paper puts the concept of mindfulness in its historical context, mentions some of the controversies the ‘brand of mindfulness’ has stirred and prefers the term ‘being mindful’ over ‘mindfulness’. However, as Stolarov (1992) argued: the mind in isolation is a myth. The mind itself is social and relational in such a way that the intrapsychic inner world is directly related to the relational context in which it is embedded. In consulting and management, being mindful is, beyond an individual process of growth and development, also relational, recognizing that there are two or more entities working in a mutual and reciprocal process. Once we apply ‘being mindful’ on professionals in organizations it is clear that this can improve the wellbeing of leaders, managers and staff and the overall effectiveness of an organization. In the organizational literature the concept of ‘deep thinking’ is explored in marketing and sales. The paper promotes, explores and elaborates the concept of being mindful, including deep thinking, as essential for practical and spiritual aspects of organizational and corporate life, in particular for the transformational tasks of leaders and managers. Eight characteristics of mindful leadership are elaborated. Finally the potential parallel process of the rise of mindfulness and transactional analysis, stands out as a warning.

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Peckett, Helen, Tamsin Arnold, Monika Urbanek i Helene Miles. "Reflections on facilitating a new mindfulness/ACT- based group for parents of children with intellectual disabilities". Clinical Psychology Forum 1, nr 291 (marzec 2017): 15–19. http://dx.doi.org/10.53841/bpscpf.2017.1.291.15.

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Reflections on facilitating an ACT/mindfulness based group for parents of children who have developmental disabilities are presented. These focus on a shared process, a deepened personal practice for facilitators, enhanced mindful reflection and changes to clinical practice.

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Mangion, Margaret. "Looking back on Online data Collection Through Mindful Reflection". Electronic Journal of Business Research Methods 20, nr 3 (8.11.2022): 111–21. http://dx.doi.org/10.34190/ejbrm.20.3.2930.

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Reflections emerging from what was learned from conducting online research by using an online survey administered to primary school pupils during the Covid-19 pandemic are presented in this paper. First, a brief review of relevant literature is outlined. Secondly, the advantages and limitations of conducting online research are addressed. An overview of the research process employed including the sample, measures used and procedures employed for ethics clearance are how online research was made possible during a pandemic was explored. The main challenges were: (a) parental engagement and the subsequent collection of consent forms; (b) the actual data acquisition itself. These issues and others are explored through a reflection process using the cycle outlined by Gibbs (1988). The paper also points out how the reflective process was applied throughout the project. The study is focused on how pupils aged between 9 – 11 years perceived their own creative self-concept and their wellbeing at school. In this quantitative study, five hundred and thirty pupils were recruited through their schools following the dissemination of information letters and consent forms. While various advantages emerged from conducting online research, this approach was not without problems. Finally, this study presented an opportunity for learning and growth for the author through a process of reflection and evaluation.

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Ellis, Gary D., Andrew Lacanienta, William F. Zanolini, Darlene Locke i Jingxian Jiang. "Mindful Learning Experiences Through Structured Reflections During a Youth Travel-Abroad Program". Journal of Youth Development 15, nr 5 (22.09.2020): 172–85. http://dx.doi.org/10.5195/jyd.2019.797.

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Mindfulness is an actively engaged state of mind when an individual is attuned to their surrounding multi-sensory elements. Mindful learning experiences during youth programs may enhance learning and the overall quality of experiences. We developed, executed, and evaluated an end-of-day structured mindfulness experience during a 4-H travel camp. In this paper we summarize the program and its outcomes and share details we believe will assist other youth professionals who may want to build structured mindfulness experiences into their own programs. Through the 4-H Global Travelers program, 20 youth participated in a 7-day travel camp in Argentina. At the end of each day campers gathered to engage in a 20-minute guided reflection of that day’s activities. We projected photographs taken throughout the day to facilitate recall of and reflection on their experiences that day. Campers’ responses to questions about the quality of their experience immediately following each of the mindful reflection sessions showed that sessions were highly absorbing, mindful learning experiences.

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Pearson, Mark. "Student perceptions of mindful reflection as a media law teaching tool". Australian Journalism Review 45, nr 2 (1.10.2023): 201–15. http://dx.doi.org/10.1386/ajr_00132_1.

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Graduates’ failure to pause, reflect and draw on their learning to predict the legal consequences of their publishing can result in fines, damages and even jail terms. This article reports upon a survey of more than one hundred media law students in courses at an Australian university over two years where mindfulness-based cognitive reflections were used as a teaching tool. The author and colleague developed a conceptual map to explain the potentialities of mindfulness-based meditation in journalism education. In this action research project, mindfulness-based reflections were offered regularly during a media law course, with a strong emphasis upon emotional and situational analysis of media law dilemmas, as a complement to a traditional style of teaching media law cases, legislation and topics. Basic mindfulness meditation practices can equip students with a toolkit of techniques for inward reflection which they can use to assess their thought processes, emotional states, workplace situations, legal dilemmas, ethics and learning. The approach is in accord with the research on metacognition in psychology and education. The study reports a variety of student responses to the mindfulness reflection experience, ranging from some who objected to its use or who reported it to be of no value to their media law studies through to others who found it invaluable for their learning and lives. Students responded to a series of both Likert and open-ended questions covering their previous meditation exposure, frequency of participation, perceived benefits and shortcomings, extent of assisting learning and suggestions for improvements in the technique.

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Harant, Martin, i Anja Nold. "Lehrer_innenprofessionalität und Achtsamkeit". Vierteljahrsschrift für wissenschaftliche Pädagogik 99, nr 3 (8.09.2023): 390–408. http://dx.doi.org/10.30965/25890581-09703107.

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Abstract Teacher Professionalism and Mindfulness. Theory and Practice Reflection from the Perspective of Mindful Education In the article, we discuss the question how basic concerns of mindful education can be theoretically and systematically addressed in the context of teacher professionalism and how they can be applied in an exemplary case work on gender issues to make a concrete contribution to the professionalization of teachers in that regard.

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Dray, Barbara J., i Debora Basler Wisneski. "Mindful Reflection as a Process for Developing Culturally Responsive Practices". TEACHING Exceptional Children 44, nr 1 (wrzesień 2011): 28–36. http://dx.doi.org/10.1177/004005991104400104.

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Muchyi, Adisty Sheyra, Nurlaela Hamidah, Riyanda Utari,, Achmad Farin, Irianti Usman i Azwar Ghozin. "Pelatihan “Asah Asih Asuh” untuk Meningkatkan Keterampilan Mindful Parenting pada Guru-Guru TK ‘Aisyiyah Busthanul Athfal (ABA) di Lingkungan Pimpinan Daerah ‘Aisyiyah (PDA) Kabupaten Bandung". Transformasi Manageria: Journal of Islamic Education Management 3, nr 2 (26.12.2022): 352–63. http://dx.doi.org/10.47467/manageria.v3i2.2480.

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This training aims to improve the mindful parenting skills of 'Aisyiyah Busthanul Athfal (ABA) Kindergarten teachers in the 'Aisyiyah Regional Leadership (PDA) Bandung Regency. The Asah, Asih, Asuh training program related to Mindful Parenting in teaching consists of five sessions, including Lecturing, Role Plays, FGD, Reflection, and Skill Review sessions. These changes can be seen from the results of the Pre-Test and Post-Test which were held at the beginning of the training and at the end of the training, which aims to see how far the changes have occurred after participating in the Asah, Asih, Asuh training. With the implementation of the Asah, Asih, Foster Training, it is hoped that participants will be able to apply all of the understanding or skills acquired during the training into the actual teaching system in schools. Keywords: Training; Mindful Parenting; Kindergarten teacher ‘Aisyiyah Busthanul Athfal ABSTRAK. Pelatihan ini bertujuan untuk meningkatkan keterampilan mindful parenting pada guru-guru TK ‘Aisyiyah Busthanul Athfal (ABA) di Lingkungan Pimpinan Daerah ‘Aisyiyah (PDA) Kabupaten Bandung. Program pelatihan Asah, Asih, Asuh yang berkaitan dengan mindful parenting dalam pengajaran terdiri dari lima sesi, diantaranya sesi Lecturing, Role Plays, FGD, Reflection, dan Skill Review. Perubahan tersebut terlihat dari hasil Pre-Test dan Post-Test yang di adakan di awal pelatihan dan akhir pelatihan, yang bertujuan untuk melihat seberapa jauh perubahan yang terjadi setelah mengikuti pelatihan Asah, Asih, Asuh ini. Dengan telah terlaksananya kegiatan Pelatihan Asah, Asih, Asuh ini diharapkan peserta dapat mengaplikasikan seluruh pemahaman ataupun keterampilan-keterampilan yang di dapatkan pada saat pelatihan ke dalam sistem pengajaran sesungguhnya di sekolah.

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Muchyi, Adisty Sheyra, Nurlaela Hamidah, Riyanda Utari,, Achmad Farin, Irianti Usman i Azwar Ghozin. "Pelatihan “Asah Asih Asuh” untuk Meningkatkan Keterampilan Mindful Parenting pada Guru-Guru TK ‘Aisyiyah Busthanul Athfal (ABA) di Lingkungan Pimpinan Daerah ‘Aisyiyah (PDA) Kabupaten Bandung". Transformasi Manageria: Journal of Islamic Education Management 3, nr 1 (26.12.2022): 352–63. http://dx.doi.org/10.47467/manageria.v3i1.2480.

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Marczak, Mariusz. "Nurturing Mindful Behaviour in Translation Students. From Learning Practices to Disposition". Annales Universitatis Mariae Curie-Skłodowska, sectio FF – Philologiae 41, nr 2 (19.12.2023): 195–216. http://dx.doi.org/10.17951/ff.2023.41.2.195-216.

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Contemporary translator education aims to develop professional competences, adaptability to job market dynamics and life-long learning skills by fostering collaborative, situated and self-directed, experiential learning. In recognition of the essentiality of reflection skills for life-long learning, the author examines the possibility of stimulating students’ (cultural) reflection in online (intercultural) projects via guidance on mindful behaviour, as defined by Ritchhart and Perkins and discusses the findings with a view to informing task design which would augment the development of cultural and other components of translator competence.

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Rozprawy doktorskie na temat "Mindful Reflection"

Wiley, Jane. "Sitting and Practice: An interpretive description of the Buddhist-informed meditation practices of counselling psychologists and their clinical work". Master's thesis, 2010. http://hdl.handle.net/10048/1442.

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Counselling psychology is increasingly curious regarding the benefits of mindfulness and meditation. This research explores the relationship between the clinical work of psychotherapists and their long-term Buddhist-informed meditation. This is an emerging and cross-cultural field. Thorne's (2008) interpretive description guided this exploratory qualitative study of the experiences of four registered psychologists. This study finds that meditation supports an unconditional, compassionate therapeutic stance that serves therapy through the development of the therapeutic relationship. Further, Buddhist-informed meditation appears to promote integrative functioning in the therapists and is related to integrated clinical decision-making. This study dips into areas of transpersonal and Buddhist psychology that require further culturally-sensitive investigation. Future directions for research are presented.
Counselling Psychology

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Fatemi, Sayyed Mohsen. "Reflections of a language educator : (dissonant discourses, creative language, mindful expressiveness and their implications for language education)". Thesis, 2003. http://hdl.handle.net/2429/14691.

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This dissertation examines the creativity of language in producing discourses beyond the ordinary modes of expressiveness. While conducting a critical analysis of discourse and language, the dissertation explores the creativity of language and examines the psychological, linguistic, and philosophical implications of language creativity and its relation to modes of thinking. While drawing on Ricoeur's theory of language creativity, Hairi Yazdi's theory of knowledge by presence and Langer's theory of mindfulness, the research looks into the functions and implications of the theories for language education. The dissertation discusses the role of mindfulness, immediate consciousness and knowledge by presence in generating creativity within language and discusses how changes in modes of expressiveness may give rise to changes in styles of thinking. The research scrutinizes the role of creativity in developing discourses that empower intelligibility and enrich the language thus arguing that language education consists in offering new ways of being. While conducting a critique on pervasive methods of language education and their mere emphasis on techniques, the dissertation offers a new hypothesis for language education and language learning and examines new ways of teaching English to language learners with English as their first, second or foreign language. The dissertation has a special concentration on writing and language and explores their relationship within ordinary and non-ordinary discourses. In line with this emphasis, the author presents numerous examples of language creativity in his own writing to substantiate the promotion of the plurality of meanings, thereby going beyond the reduction of language. The dissertation demonstrates the practical implications of understanding the creativity of language for language education and argues that language educators can not enrich the discourses of education and language education as long as they do not creatively question the existing discourses.

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Proud, Glenn W. III. "Mindful Theatremaking: Reflections of A New Brain and Dead Man's Cell Phone, and the Art of Applying Mindfulness in a Directorial Process". 2015. https://scholarworks.umass.edu/masters_theses_2/231.

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In this thesis, I seek to answer if applying the art of mindfulness to my directorial process can provide a greater experience of satisfaction and promote stronger effectiveness in the level of communication and cooperation amongst the collaborative artists in our theatremaking process, compared to previous departmental productions. This thesis will explore my journey and cultivation of mindfulness from both a personal and artistic perspective. I define the mindfulness-based principles of Mindful Decision Making, Mindful Listening & Loving Speech, and Shifting Negatives to Positives, and provide case studies of their application in my two production processes William Finn’s A New Brain and Sarah Ruhl’s Dead Man’s Cell Phone, which were a part of UMass Amherst Theatre’s 2014-2015 season.

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Trindade, Cristiana Nobre Malícia da. "O Papel Mediador do Funcionamento Reflexivo Parental na Relação entre a Sintomatologia Ansiosa e Depressiva e a Parentalidade Mindful de Mães no Período Pós-Parto". Master's thesis, 2019. http://hdl.handle.net/10316/94789.

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Dissertação de Mestrado Integrado em Psicologia apresentada à Faculdade de Psicologia e de Ciências da Educação
Objetives: The current study aimed to explore if there were differences in parental reflective functioning and in mindful parenting between mothers with clinically significant levels of anxiety and/or depression, and mothers with normal levels of symptomatology, in the postpartum period, and if the relationship between anxiety symptomatology and depression symptomatology with mindful parenting was mediated by parental reflective functioning. Method: The sample included 295 mothers of babies up to one year old. The majority of participants were collected online (88.8% of the participants) and 11.2% were collected in person in several nurseries in the central area of Portugal. Participants completed the following self-report measures: the Interpersonal Mindfulness in Parenting Scale-Baby Version, the Parental Reflective Functioning Questionnaire and the Hospital Anxiety and Depression Scale. Results: Mothers with clinically significant levels of anxiety and/or depression symptomatology presented lower levels of mindful parenting and of the dimension Certainty about Mental States of parental reflective functioning, as well as higher levels of the dimension Pre-Mentalizing Modes than mothers with normal levels of symptomatology. In the mediation model, an indirect effect of depression symptomatology on mindful parenting through two dimensions of parental reflective functioning was found. Specifically, higher levels of depression symptomatology were associated with lower levels of parental reflective functioning (higher levels of Pre-Mentalizing Modes and lower levels of Certainty about Mental States) that, in turn, were associated with mindful parenting. In addition, a direct effect of anxiety symptomatology on mindful parenting was found, in which higher levels of anxiety symptomatology were associated with lower levels of mindful parenting. Conclusions: Our findings suggest that parental reflective functioning is an important explanatory mechanism of the relationship between the depression symptomatology and mindful parenting. Our results also suggest that there is a direct relationship between the anxiety symptomatology and mindful parenting. This study underlines the importance of intervening with mothers with symptoms of anxiety and/or depression in the postpartum period, especially in decreasing psychopathology and in promoting reflexive and mindful parenting skills.
Objetivos: O presente estudo procurou explorar se existiam diferenças no funcionamento reflexivo parental e na parentalidade mindful entre mães com níveis clinicamente significativos de ansiedade e/ou depressão e mães com níveis normais de sintomatologia, no período pós-parto, e se a relação entre a sintomatologia ansiosa e a sintomatologia depressiva com a parentalidade mindful era mediada pelo funcionamento reflexivo parental. Método: A amostra incluiu 295 mães de bebés até um ano de idade. A maioria dos participantes foram recolhidos online (88.8% dos participantes) e 11.2% foram recolhidos presencialmente em diversas creches da zona centro de Portugal. Os participantes completaram instrumentos de autorresposta, nomeadamente a Escala de Mindfulness Interpessoal na Parentalidade – Versão Bebé, o Questionário do Funcionamento Reflexivo Parental e a Escala de Ansiedade e Depressão Hospitalar. Resultados: Mães com níveis clinicamente significativos de sintomatologia ansiosa e/ou depressiva apresentaram níveis mais baixos de parentalidade mindful e da dimensão Certeza sobre os Estados Mentais do funcionamento reflexivo parental, bem como níveis mais elevados da dimensão Modos de Pré-Mentalização do que as mães com níveis normais de sintomatologia. No modelo de mediação foi encontrado um efeito indireto da sintomatologia depressiva na parentalidade mindful, através de duas dimensões do funcionamento reflexivo parental. Concretamente, verificou-se que níveis mais elevados de sintomatologia depressiva estavam associados a níveis mais reduzidos do funcionamento reflexivo parental (níveis mais elevados de Modos de Pré-Mentalização e níveis mais baixos de Certeza sobre os Estados Mentais) que, por sua vez, se associaram à parentalidade mindful. Para além disso, foi ainda observado um efeito direto da sintomatologia ansiosa na parentalidade mindful, em que níveis mais elevados de sintomatologia ansiosa se associaram a níveis mais baixos de parentalidade mindful. Conclusões: Os resultados encontrados sugerem que o funcionamento reflexivo parental constitui um importante mecanismo explicativo da relação entre a sintomatologia depressiva e a parentalidade mindful. Os resultados sugerem, ainda, uma relação direta entre a sintomatologia ansiosa e a parentalidade mindful. Este estudo destaca a importância de intervir junto das mães com sintomas de ansiedade e/ou depressão no período pós-parto, especialmente na diminuição da psicopatologia e na promoção de competências reflexivas e de parentalidade mindful.

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Hassall, Stephanie Elise. "Process-oriented psychology and its relevance for education: a case study aimed at the facilitation of teacher awareness". Thesis, 2014.

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Książki na temat "Mindful Reflection"

MacDonald, Elizabeth. The mindful teacher. New York: Teachers College Press, 2010.

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MacDonald, Elizabeth. The mindful teacher. New York: Teachers College Press, 2010.

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MacDonald, Elizabeth. The mindful teacher. New York: Teachers College Press, 2010.

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Schoeberlein, Deborah R. Mindful teaching & teaching mindfulness: A guide for anyone who teaches anything. Somerville MA: Wisdom Publications, 2009.

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Parker, Luisa. Power of Words: Mindful Reflection Series. Independently Published, 2020.

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Schettini, Stephen. It Begins with Silence: The Art of Mindful Reflection. Independently Published, 2008.

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Corkhill, Betsan. Crochet Therapy: 20 Mindful Projects for Relaxation and Reflection. Quarto Publishing Group UK, 2016.

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Publishing, Lavender and. Mindful Muslim Journal: Gratitude Log, New Daily Reminders and Reflection. Independently Published, 2021.

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A Family Casebook: Problem Based Learning and Mindful Self-Reflection. Allyn & Bacon, 2006.

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Production, H. R. Gratitude Journal: Practice Gratitude and Daily Reflection , Mindful Thankfulness with Gratitude. Independently Published, 2021.

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Części książek na temat "Mindful Reflection"

Marques, Joan. "Engaging in Self-Reflection: A Deeper Look Within". W Leadership and Mindful Behavior, 53–71. New York: Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137403797_4.

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Ingram, Cory. "A Wounded Healer’s Reflections on Healing". W Mindful Medical Practice, 145–50. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-15777-1_26.

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Smilovitch, Mark. "Medical Students’ Voices: Reflections on Mindfulness During Clinical Encounters". W Mindful Medical Practice, 131–37. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-15777-1_24.

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Bailey, Michelle L. "A Mindful Life in Medicine: One Pediatrician’s Reflections on Being Mindful". W Mindful Medical Practice, 49–56. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-15777-1_9.

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Taylor, Caitlin. "Blame It on the Boogie: Does Listening to Personal Music Devices Within the Classroom Hinder Adolescent Students’ Ability to Be Mindful Learners?" W Reflective Practice in Teaching, 91–97. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-9475-1_14.

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Jackson, Brian. "REFLECTION AS MINDFULNESS". W Teaching Mindful Writers, 221–30. Utah State University Press, 2020. http://dx.doi.org/10.7330/9781607329374.c023.

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Chafe, Eric. "Bach’s Reflection on the Past". W Analyzing Bach Cantatas, 101–38. Oxford University PressNew York, NY, 2000. http://dx.doi.org/10.1093/oso/9780195120998.003.0005.

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Abstract ONE OF THE QUALITIES WE ASSOCIATE most with Bach’s work in general is that which Theodor W. Adorno called his “genius of meditation”—that is, his ability to take something given, whether a chorale melody, a traditional form or style, or an instrumental idiom, texture, or device, and to think it through in a manner that is both mindful of tradition and transforming of its expressive capacity.1 Nowhere is this ability to link (Bukofzer might have said to “fuse”) past and present more evident than in Bach’s response to the Lutheran chorale tradition.2 Not content merely to cultivate the various chorale prelude types he inherited from his German forebears, Bach, as we know, reinterpreted those types, from the simplest chorale harmonizations to the most elaborately conceived chorale fantasias, in seemingly endless ways. With the aid of a unique harmonic sensibility—the quality Kirnberger seems to have meant in his calling Bach the “most sensitive of the newer composers”—Bach created settings of the utmost harmonic daring (such as the chorale “Es ist genung” that ends Cantata 60) as well as others in which subtlety is the key issue, especially with regard to the modal qualities of the melodies themselves.3 And an achievement that is insufficiently recognized in this regard is the extent to which Bach was capable not just of deriving highly individual harmonic qualities from the traditional chorale melodies but also of extending the tonal qualities of the melodies to the movement sequences of entire cantatas. The latter quality almost always involves his perceiving a link between the tonal characteristics of a given melody and the theological intent of its text and then elaborating that link in terms of the musico-allegorical design of the work as a whole. Although there are many chorales in which the matchup of text and melody offers little of interest, especially in the area of modal-tonal qualities, there are also many in which it offers a great deal to anyone with Bach’s sensitivity to detail.

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Mulgan, Geoff. "Capitalism’s Critics". W The Locust and the Bee. Princeton University Press, 2015. http://dx.doi.org/10.23943/princeton/9780691165745.003.0005.

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This chapter examines the consistent criticisms that have been made of capitalism over two centuries and that continue to be made. They have damned capitalism as a conspiracy of the powerful; as the mindless enemy of mindful reflection; as the destroyer of true value, whether in nature or culture; as the enemy of community and social bonds; and as being against life. This last point shows just how different capitalism is from the market. Where markets are full of life and social interaction, the places where capitalist power is most concentrated can be the opposite of life. Dull and soulless central business districts, automated factory production lines, or the grimly abstract headquarters of global banks embody an aesthetic that runs counter to the vibrant, variegated patterns of living things like forests or coral reefs.

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Lam, Maria Lai-Ling. "Restore Empathy in Modern Business Education". W Research Anthology on Business and Technical Education in the Information Era, 901–19. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5345-9.ch050.

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This chapter is based on the author's reflection using 27 years' experience in business education in Hong Kong and the United States and decades of research concerning empathy and character development. In this chapter, empathy is defined as a process to consider a particular perspective of another person, to feel as another person feels, and to take action for the needs of that other person. It is related to concern, perspective taking, and action through intersubjective discovery. It has developmental characteristics and includes shared experiences and insightful discoveries in the interpersonal process. She advocates these key four benefits of mature, informed, and mindful empathy: intellectual virtues, effective leadership development, ethical decision making, and social capital at firm level which ultimately enhances profitability and firm valuation. She also shares her years of practice of developing students' empathetic skills in service-learning projects and in her organization behavior course.

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Lam, Maria Lai-Ling. "Restore Empathy in Modern Business Education". W Mission-Driven Approaches in Modern Business Education, 254–72. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-4972-7.ch014.

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Streszczenia konferencji na temat "Mindful Reflection"

Terzimehić, Nađa, Luke Haliburton, Philipp Greiner, Albrecht Schmidt, Heinrich Hussmann i Ville Mäkelä. "MindPhone: Mindful Reflection at Unlock Can Reduce Absentminded Smartphone Use". W DIS '22: Designing Interactive Systems Conference. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3532106.3533575.

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Liu, Lika Haizhou, Xi Lu, Richard Martinez, Dennis Wang, Fannie Liu, Andrés Monroy-Hernández i Daniel A. Epstein. "Mindful Garden: Supporting Reflection on Biosignals in a Co-Located Augmented Reality Mindfulness Experience". W CSCW '22: Computer Supported Cooperative Work and Social Computing. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3500868.3559708.

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Grace Andal, Aireen, i Shuang Wu. "Doctoral Journey During Covid-19: Reflections From a Collaborative Autoethnography". W InSITE 2022: Informing Science + IT Education Conferences. Informing Science Institute, 2022. http://dx.doi.org/10.28945/4913.

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Streszczenie:

Aim/Purpose This paper identifies and examines cross-cutting experiences from the perspective of two doctoral students, whose research was affected by the coronavirus pandemic (COVID-19). Background The COVID-19 pandemic continues to be challenging for higher education scholars in terms of proceeding with their research and how the pandemic sets the scene for changes in higher education’s future. Due to increased anxiety levels because of uncertainties, the paper provides a reflection of doctoral experiences from two students – one in Russia at the data collection stage, and one in China (enrolled in New Zealand) at the proposal stage. Methodology Through collaborative autoethnography and joint-reflection, we analyze our experiences as doctoral students focusing on methodological adjustments, ethical dilemmas, adaptation strategies and supervisor-supervisee relationships. Conducting a collaborative autoethnography provides a richer analysis of the interplay between perspectives, compared to a traditional autoethnography. Collaborative autoethnography also provides conditions for a collective exploration of subjectivities of doctoral students through an iterative process. After providing separate individual accounts, we discussed our experiences, analyzed them, and engaged in a joint-reflection from our consensual interpretations. Contribution Our work aims to contribute to existing discussions on how COVID-19 impacted on doctoral students’ coping strategies during the pandemic. The paper encourages doctoral students to further discuss how they navigate their doctoral experiences through auto-ethnography and joint-reflections. Findings Three main themes transpired in our analysis. First, we encountered roadblocks such as interruptions, frustrations and resistance to adapt our doctoral studies in the pandemic context, which align with the recent literature regarding education during the coronavirus pandemic. Second, we faced a diversity of burdens and privileges in the pandemic, which provided us with both pleasant (opportunity to create change) and unpleasant (unknown threats) situations, thereby enabling us to construct and reconstruct our stories through reflection. Third, we experienced a shared unfamiliarity of doing doctoral studies during the pandemic, to which the role of the academic community including our supervisors and doctoral colleagues contributed to how we managed our circumstances. Recommendations for Practitioners We speak to our fellow doctoral students to dare navigate their doctoral experiences through collaborative reflections. In practice, by reflecting on our experience, we recommend that new doctoral students remain flexible and mindful of their doctoral journeys and recognize their agency to deal with the unexpected. We thus encourage the view of doctoral studies as a process rather than outcome-oriented, as we gain experience from processes. Recommendations for Researchers We recommend using both collaborative autoethnography and joint-reflection as an instructive tool for qualitative research. Such engagements offer important discussions towards further communications and exchange of ideas among doctoral students from various backgrounds. Impact on Society More broadly, this work is an invitation to reflect and provoke further thoughts to articulate reflections on the impact and various ways of thinking that the pandemic might bring to the fore. Future Research Doctoral students are welcome to contribute to a collectivity of narratives that thicken the data and analyses of their pandemic experiences in higher education to reinforce the role of doctoral researchers as agents of history in the trying times of a pandemic.

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Farhana, Elsa, i Tina Hayati Dahlan. "The Development of Reflective Learning to Improve Mother’s Mindful Parenting Skills". W Proceedings of the International Conference on Educational Psychology and Pedagogy - "Diversity in Education" (ICEPP 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200130.078.

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