title: Network of mindfulness and difficulties in regulating emotions in firefighters

authors: Chiang, Hui Ning

abstract: Objectives: Growing evidence supports the role of mindfulness in regulating emotions in the general population. However, the interactive network of mindfulness facets and difficulties in regulating emotions is not well understood, which is specifically important for individuals involved in high-risk professions, such as first responders. The aim of this study was to investigate the interactive relations between mindfulness facets (acting with awareness, non-judging, describing, observing, and non-reacting), ability to regulate emotions and alcohol use in a sample of firefighters, including military veterans. Method: A sample of 685 career firefighters, of whom 154 (22.5%) are military veterans, completed measures of mindfulness and difficulties in regulating emotions. The dataset was subjected to network analysis. Results: The mindfulness facet non-judging was negatively related to emotion-regulation challenges, such as nonaccepting attitudes and lack of clarity, and positively related to deficits in goal-directed behaviour. Acting with awareness was negatively related to goal-directed behaviour deficits and impulsivity. Alcohol use was positively linked to impulsivity and negatively linked to describing. Overall, emotion-regulation difficulties were positively linked together, and positive links were found between most mindfulness facets. Directed network analysis found non-judging and emotion-regulation strategy as primary predictors. Non-judging acted as a protective factor, supporting other mindfulness facets, while emotion-regulation strategy exacerbated emotion-regulation challenges acted as a risk factor. Conclusions: This network analysis demonstrated that acting with awareness and a non-judgmental attitude, facets of mindfulness, are linked to better emotion-regulation and may play protective role against impulsivity and alcohol use.

text: Network of mindfulness and difficulties in regulating emotions in firefighters Objectives: Growing evidence supports the role of mindfulness in regulating emotions in the general population. However, the interactive network of mindfulness facets and difficulties in regulating emotions is not well understood, which is specifically important for individuals involved in high-risk professions, such as first responders. The aim of this study was to investigate the interactive relations between mindfulness facets (acting with awareness, non-judging, describing, observing, and non-reacting), ability to regulate emotions and alcohol use in a sample of firefighters, including military veterans. Method: A sample of 685 career firefighters, of whom 154 (22.5%) are military veterans, completed measures of mindfulness and difficulties in regulating emotions. The dataset was subjected to network analysis. Results: The mindfulness facet non-judging was negatively related to emotion-regulation challenges, such as nonaccepting attitudes and lack of clarity, and positively related to deficits in goal-directed behaviour. Acting with awareness was negatively related to goal-directed behaviour deficits and impulsivity. Alcohol use was positively linked to impulsivity and negatively linked to describing. Overall, emotion-regulation difficulties were positively linked together, and positive links were found between most mindfulness facets. Directed network analysis found non-judging and emotion-regulation strategy as primary predictors. Non-judging acted as a protective factor, supporting other mindfulness facets, while emotion-regulation strategy exacerbated emotion-regulation challenges acted as a risk factor. Conclusions: This network analysis demonstrated that acting with awareness and a non-judgmental attitude, facets of mindfulness, are linked to better emotion-regulation and may play protective role against impulsivity and alcohol use.

year: 2024-05-16

title: The first year of teaching: a grounded theory study

authors: Battersby, David

abstract: The objectives of this study were two-fold: to present an indepth and systematic view of the day-to-day experiences of a group of beginning primary school teachers (N=38) during their first year of teaching, and, to derive from this, a theory which would elaborate and clarify the process of socialisation for these teachers. Throughout the 1979 school year, data was collected from this sample of teachers, and from their Principals, Senior Teachers, colleagues and Inspectors, using a selection of case study research techniques (e.g., interviews, diary accounts, questionnaires) in conjunction with a strategy for theory construction known as “grounded theory”. The outcome of using these two approaches in tandem was the development of a low level theory about the socialisation of these beginning teachers grounded in data relating to their day-to-day experiences during the first year of teaching. This grounded theory was comprised of seven major categories: Pupil-Teacher Influences, Parent-Teacher Interaction, The Role of the Principal, Guidance from the Senior Teacher, Associating with Colleagues, Inspectorial Visits, and Management and Organisation Patterns. These seven categories represented the over-riding factors, which were able to be identified, in the process of socialisation for this sample of Year One teachers. Within each of these categories, a set of suggestive, generalisable propositions about the socialising situations and influences which may be experienced by first year primary school teachers was formulated.

The uses and implications of this grounded theory are wide ranging, and in the concluding sections of this report these are discussed. It is suggested, for instance, that the theory may be of use to at least four groups of people: school personnel, such as those who have a direct interest in the welfare of beginning teachers (e.g., Principals, Senior Teachers and Inspectors); beginning teachers and students in training; teacher educators; and, researchers interested in studying first year teachers and the teacher socialisation process. As well, the grounded theory has implications for the professional development of Year One teachers. For example, it is recommended, on the basis of this study, that teacher training institutions should endeavour to increase the level of awareness student teachers have about the first year of teaching, and that provisions should be made for a formalised preservice orientation programme and on-the-job training for first year teachers. Another implication arising from the grounded theory is that little support can be given to the lock-step, input/output models and theories of teacher socialisation which are prevalent in the literature. Finally, in the area of methodology, especially in relation to doing fieldwork in schools and in using the grounded theory strategy, this study has had several pay-offs. In particular, some of the dilemmas and pitfalls associated with data collection, the fieldworker being a participant, the influence of researcher bias in developing theory, and the mechanics of data analysis, have been highlighted.

text: The first year of teaching: a grounded theory study The objectives of this study were two-fold: to present an indepth and systematic view of the day-to-day experiences of a group of beginning primary school teachers (N=38) during their first year of teaching, and, to derive from this, a theory which would elaborate and clarify the process of socialisation for these teachers. Throughout the 1979 school year, data was collected from this sample of teachers, and from their Principals, Senior Teachers, colleagues and Inspectors, using a selection of case study research techniques (e.g., interviews, diary accounts, questionnaires) in conjunction with a strategy for theory construction known as “grounded theory”. The outcome of using these two approaches in tandem was the development of a low level theory about the socialisation of these beginning teachers grounded in data relating to their day-to-day experiences during the first year of teaching. This grounded theory was comprised of seven major categories: Pupil-Teacher Influences, Parent-Teacher Interaction, The Role of the Principal, Guidance from the Senior Teacher, Associating with Colleagues, Inspectorial Visits, and Management and Organisation Patterns. These seven categories represented the over-riding factors, which were able to be identified, in the process of socialisation for this sample of Year One teachers. Within each of these categories, a set of suggestive, generalisable propositions about the socialising situations and influences which may be experienced by first year primary school teachers was formulated.

The uses and implications of this grounded theory are wide ranging, and in the concluding sections of this report these are discussed. It is suggested, for instance, that the theory may be of use to at least four groups of people: school personnel, such as those who have a direct interest in the welfare of beginning teachers (e.g., Principals, Senior Teachers and Inspectors); beginning teachers and students in training; teacher educators; and, researchers interested in studying first year teachers and the teacher socialisation process. As well, the grounded theory has implications for the professional development of Year One teachers. For example, it is recommended, on the basis of this study, that teacher training institutions should endeavour to increase the level of awareness student teachers have about the first year of teaching, and that provisions should be made for a formalised preservice orientation programme and on-the-job training for first year teachers. Another implication arising from the grounded theory is that little support can be given to the lock-step, input/output models and theories of teacher socialisation which are prevalent in the literature. Finally, in the area of methodology, especially in relation to doing fieldwork in schools and in using the grounded theory strategy, this study has had several pay-offs. In particular, some of the dilemmas and pitfalls associated with data collection, the fieldworker being a participant, the influence of researcher bias in developing theory, and the mechanics of data analysis, have been highlighted.

year: 1981

title: An integral rite of passage: embedding the aesthetic in adventure education in the pursuit of wellbeing

authors: Wagstaff, Ruth

subjects: wellbeing

abstract: The context for this study was the implementation of an arts integrated unit examined through the lenses of wellbeing, adventure education, children’s spirituality and aesthetic experience. The author’s personal experiences as a holistic educator, connecting theory and practice in educational settings, informed the devising of the learning experiences incorporated into this contemporary ‘Rites of Passage’, arts integrated unit. They also informed the qualitative methods selected for this research. Students reported on their own and others’ perceived state of “wholeness” and completeness of experience and the New Zealand Maori concepts of “hauora” – mental and emotional, physical, social and spiritual wellbeing were examined. Qualitative analysis of the data revealed that a holistic, integrative approach to learning was valued by the students and contributed significantly to their experience of wellbeing and wholeness. The coded data was considered in terms of a heuristic clustering of responses around the relational categories of Self, Others and the Environment. Connection, Relationship and Belonging emerged as the most important themes and, unexpectedly, Inclusion emerged as an important consideration to the participants in this study. Creative and resilience-building learning activities, as within this ‘Rites of Passage” unit and the integral “Wilderness Camp”, are supportive of the health and wellbeing of young learners. Such learning opportunities provide for intra-personal and inter-personal development, and contribute to their sense of self, place, meaning and purpose.

text: An integral rite of passage: embedding the aesthetic in adventure education in the pursuit of wellbeing The context for this study was the implementation of an arts integrated unit examined through the lenses of wellbeing, adventure education, children’s spirituality and aesthetic experience. The author’s personal experiences as a holistic educator, connecting theory and practice in educational settings, informed the devising of the learning experiences incorporated into this contemporary ‘Rites of Passage’, arts integrated unit. They also informed the qualitative methods selected for this research. Students reported on their own and others’ perceived state of “wholeness” and completeness of experience and the New Zealand Maori concepts of “hauora” – mental and emotional, physical, social and spiritual wellbeing were examined. Qualitative analysis of the data revealed that a holistic, integrative approach to learning was valued by the students and contributed significantly to their experience of wellbeing and wholeness. The coded data was considered in terms of a heuristic clustering of responses around the relational categories of Self, Others and the Environment. Connection, Relationship and Belonging emerged as the most important themes and, unexpectedly, Inclusion emerged as an important consideration to the participants in this study. Creative and resilience-building learning activities, as within this ‘Rites of Passage” unit and the integral “Wilderness Camp”, are supportive of the health and wellbeing of young learners. Such learning opportunities provide for intra-personal and inter-personal development, and contribute to their sense of self, place, meaning and purpose.

year: 2011