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Of current interest to the field are clinical frameworks that foster recovery. The authors offer a psycho-developmental model that parallels Erik Erikson's theory of human development, and theorize that the process of psychiatric recovery involves a psychic reworking of these fundamental steps. Understanding recovery in this context allows the clie...
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... Body mass index was calculated based on the self-reported weight and height [41]. With regard to age (using one of the more common theories, Erikson's development), two age groups were distinguished: (a) young adulthood: from 18 to 40 years old, (b) middle adulthood: from 40 to 65 years old [42,43]. ...
The aim of this study has been to analyse whether body shame and age may play a role in appearance-based exercise and positive body image in Women from Poland. It was assumed that women with high body shame and at the stage of young adulthood have significantly greater levels of appearance-based exercise and lower positive body image than those with a low level of body shame and at the stage of middle adulthood. The final sample included 234 Polish women (age: M = 31.58, SD = 13.93; body mass index: M = 23.45, SD = 4.72). Participants completed: the Objectified Body Consciousness Scale (OBCS), the Exercise Appearance Motivations Scale (EAMS), the Body Appreciation Scale-2 (BAS-2) and a socio-demographic survey. The cluster analysis technique indicated four distinct clusters: (a) Cluster 1 (N = 83): high body shame and young adulthood; (b) Cluster 2 (N = 29): high body shame and middle adulthood; (c) Cluster 3 (N = 88): low body shame and young adulthood; (d) Cluster 4 (N = 34): low body shame and middle adulthood. The outcomes partially support the hypothesis, as higher levels of almost all subscales related to appearance-based exercise (EAMS: “muscularity”, “societal pressures”, “shape/weight concerns”, “avoidance/shame”) and lower positive body image (BAS-2) were observed in women with high body shame and at the stage of young adulthood compared with women with a low level of body shame and at the stage of middle adulthood. These results indicate that both body shame and age may contribute to the intensity of appearance-based exercise and positive body image deterioration. Clarity on this issue is essential to ensure that an appropriate preventive activity and interventions are made which will be able to take into account the specific sociocultural context in Poland.
... Si se observa desde una perspectiva social, estos estudiantes se podrían encontrar entre las etapas quinta y sexta de la teoría de Eric Erikson (1950, en Slater, 2003, es decir, entre la adolescencia y la adultez temprana. Pudieron haber experimentado las siguientes dicotomías antagónicas de las cuatro etapas previas, que van desde la vs dudas o vergüenza de sí mismo; iniciativa vs culpa; laboriosidad y perseverancia vs inferioridad (Marcia, 2009;Slater, 2003;Vogel-Scibilia et al, 2009). Asimismo, podrían estar viviendo las dicotomías propias de la adolescencia, identidad vs difusión de identidad, o bien, de la adultez temprana, intimidad vs aislamiento (Marcia, 2009;Slater, 2003;Vogel-Scibilia et al, 2009). ...
... Pudieron haber experimentado las siguientes dicotomías antagónicas de las cuatro etapas previas, que van desde la vs dudas o vergüenza de sí mismo; iniciativa vs culpa; laboriosidad y perseverancia vs inferioridad (Marcia, 2009;Slater, 2003;Vogel-Scibilia et al, 2009). Asimismo, podrían estar viviendo las dicotomías propias de la adolescencia, identidad vs difusión de identidad, o bien, de la adultez temprana, intimidad vs aislamiento (Marcia, 2009;Slater, 2003;Vogel-Scibilia et al, 2009). Desde la perspectiva cognitiva de Jean Piaget (1962) los estudiantes estarían en la cuarta y última etapa de desarrollo, conocida como periodo de operaciones formales en las que se puede razonar con base en objetos, hipótesis y premisas. ...
... Se pudo observar que los docentes en formación inicial experimentaron características propias de distintas etapas en forma simultánea. Algunos manifestaron las siguientes dico-culpa (Marcia, 2009;Slater, 2003;Vogel-Scibilia et al, 2009). Cabe men-cionar que casi todas las emociones que se experimentan desde bebés (Bleinchmar & Leiberman, s.f.), fueron mencionadas por los docentes en formación inicial al contestar la encuesta: amor, gratitud, ansiedad, depresión, angustia, frustración, culpa. ...
En el marco de celebración del 152 Aniversario de creación de la Escuela Normal “Miguel F. Martínez”, Centenaria y Benemérita, se presenta el libro: Experiencias de innovación e investigación educativa en la forma- ción inicial de docentes que tiene como objetivo promover la difusión del conocimiento pedagógico en el contexto de la pandemia por COVID-19.
- bre la innovación e investigación educativa, especialmente dirigida a estu- diantes, docentes, investigadores y autoridades educativas interesadas en el mejoramiento de sus prácticas en las escuelas normales en el contexto del rediseño del Plan y Programas de Estudio de 2022.
La propuesta editorial institucional que se pone a consideración de los lectores cumple con una convocatoria abierta dirigida a maestros, investigadores y académicos de instituciones formadoras de docentes y de educación superior. Cada uno de los textos que aparece en este volu- men tiene las características y lineamientos establecidos para el propó- sito de la publicación. Además, todas las aportaciones fueron aprobadas mediante un proceso de dictaminación donde participaron destacados valiosa participación del Fondo Editorial Nuevo León.
Esta edición consta de cinco secciones: política educativa, investi- gación e innovación educativa, experiencias de intervención educativa, discusión y deliberación pedagógica. A través de trabajos académicos se presentan estudios realizados por los autores desde diferentes perspecti- vas teóricas y metodológicas, así como distintos paradigmas educativos. En esencia, la publicación resguarda propuestas que intencionalmente están dirigidas hacia la transformación educativa y el cambio social.
En la primera parte, se presenta un documento que se constituye como referente actual de política educativa en la educación normal.Mario Chávez Campos y Julio César Leyva Ruiz de la Dirección Gene- ral de Educación Superior para Profesionales de la Educación compar- ten un texto que es producto de una construcción social e histórica de trabajo participativo: “Política educativa en la formación docente. La construcción curricular para la formación de maestras y maestros, Plan 2022: diálogo intercultural y regreso a la comunidad”.
La segunda sección consta de seis aportaciones que están encami- investigación educativa. Gerardo de Jesús Mendoza Jiménez y Adriana Domínguez Saldívar, directivos de la institución, explican la propues- ta: “La inclusión educativa como reto de las escuelas normales”. Dentro de esta misma sección se incluyen contribuciones de integrantes de dos cuerpos académicos; Edith Arévalo Vázquez, Hilda Alicia Guzmán Eli- zondo, Nancy Bernardina Moya González y Elvira Alicia Sánchez Díaz dan a conocer los resultados de la investigación: “Atención a la diversi- dad desde la experiencia en la práctica profesional”; mientras que Rafael Alberto González Porras, Cyomara Inurrigarro Guillén y Benito Delgado Luna proponen estrategias y acciones educativas en el texto: “Hacia una Escuela Normal 2.0: más allá de la alfabetización tecnológica”.
También se presenta una propuesta de trabajo académico en la licenciatura en educación preescolar. Yarelly Ruby Ramos González, Yaresy Ruby Ramos González y Sheila Fernanda Ruiz Almaguer, jóve- nes docentes de la Escuela Normal, colaboran en el capítulo: “Prácti- cas innovadoras y aprendizaje en servicio para la formación docente”. Se incluye la participación de estudiantes y maestros; Lilian Marisol Ramírez Pimentel, Yuzelmi Ludivina Hernández Tapia, Héctor Alonso Rosas Álvarez y Esperanza Iris Ochoa Rojas aportan para esta edición: “El diario personal para favorecer competencias en la licenciatura en educación preescolar”.
Por su parte, Samara Guzmán-Enríquez y Katherina Gallardo del Doctorado en Innovación Educativa del Tec de Monterrey presentan los avances de la investigación titulada: “Formación inicial docente en Es- cuela Normal Mexicana: andamiaje socioemocional en primer semestre”En la sección de experiencias de intervención educativa se presen- tan dos contribuciones. Eduardo Mercado Ruiz, especialista en educa- ción normal, comparte una propuesta de trabajo colegiado, dialógico y transformativo, titulada: “Experiencias de intervención educativa. En- señanza, aprendizaje, evaluación y práctica en tiempos de COVID: un proceso de aprendizaje mutuo”. Además, Luz Verónica Gallegos Cantú, investigadora de la Universidad Autónoma de Nuevo León invita a pen- sar y a trasformar las prácticas educativas áulicas, mediante: “Creación de ambientes para educar con perspectiva de género. Una experiencia”.
Como una necesidad de transitar de una opción educativa de colabo- ración a otra manera de asumir la importancia de la investigación en la formación docente, Osvaldo y Everardo Ortiz Jaramillo presentan el en- sayo “Desafíos del trabajo colegiado a los cuerpos académicos en una es- cuela normal”. Finalmente, Juan Sánchez García comparte una entrevista que se llevó a cabo en noviembre de 2021 sobre “Pedagogía de emergencia. Conversatorio con la Dra. Lucía López Cortez”, subsecretaria de Desarro- llo Magisterial de la Secretaría de Educación de Nuevo León.
Esta obra en su conjunto posibilita el diálogo y discusión e invita a los lectores a la reflexión crítica. En estas contribuciones podrán encontrar puntos de interés que los convoquen a pensar y construir acuerdos que propicien el entendimiento, comprensión y transformación en la formación inicial de docentes.
... Our findings suggest that the relationships among participation frequency, importance, and satisfaction after TBI are complex and differ by age. The perceived importance of activities and how often individuals engage in them evolve throughout the lifespan, potentially due to changes in roles in different life stages (Orenstein & Lewis, 2020;Vogel-Scibilia et al., 2009). How often individuals participate in community-based activities and how satisfied they are with that participation are not the same thing; therefore, measuring each in isolation may fail to fully and adequately capture meaningful participation. ...
Objective: In rehabilitation research and practice, participation is defined as involvement in life situations and most often measured as frequency of engaging in these life situations. This narrow measurement approach overlooks that individuals perceive importance of and satisfaction with participation in activities in various life areas differently. The purpose of this study was to determine differences in meaningful participation (perceived importance and satisfaction) after moderate to severe traumatic brain injury (TBI) across age groups and to identify predictors of participation satisfaction. Method: Secondary data analysis of a TBI Model Systems substudy, including the Participation Assessment with Recombined Tools–Subjective (PART-S) that rates participation importance and satisfaction in 11 life areas that we grouped into three domains (i.e., productivity, social relations, out-and-about). We identified differences across age groups (i.e., 16 to 24 years, 25 to 44 years, 45 to 64 years, and 65+ years) and predictors of participation satisfaction. Results: Participation satisfaction in and importance of the 11 life areas varied across age groups. In all age groups, participants rated relationships as being of medium or high importance more often than other life areas. Older adults reported the highest participation satisfaction across life areas, despite having the lowest participation frequency. Consistent predictors of participation satisfaction were cognitive functioning and frequency of participation in the domain examined. Conclusion: Participation importance, satisfaction, and frequency are related, yet distinct, dimensions of participation that should all be measured to adequately evaluate meaningful participation. Future research should explore interventions across the lifespan that target modifiable predictors, like functional cognition and access to frequent participation in important life activities.
... Si se observa desde una perspectiva social, estos estudiantes se podrían encontrar entre las etapas quinta y sexta de la teoría de Eric Erikson (1950, en Slater, 2003, es decir, entre la adolescencia y la adultez temprana. Pudieron haber experimentado las siguientes dicotomías antagónicas de las cuatro etapas previas, que van desde la infancia hasta la edad escolar: confianza vs desconfianza; autonomía vs dudas o vergüenza de sí mismo; iniciativa vs culpa; laboriosidad y perseverancia vs inferioridad (Marcia, 2009;Slater, 2003;Vogel-Scibilia et al, 2009). Asimismo, podrían estar viviendo las dicotomías propias de la adolescencia, identidad vs difusión de identidad, o bien, de la adultez temprana, intimidad vs aislamiento (Marcia, 2009;Slater, 2003;Vogel-Scibilia et al, 2009). ...
... Pudieron haber experimentado las siguientes dicotomías antagónicas de las cuatro etapas previas, que van desde la infancia hasta la edad escolar: confianza vs desconfianza; autonomía vs dudas o vergüenza de sí mismo; iniciativa vs culpa; laboriosidad y perseverancia vs inferioridad (Marcia, 2009;Slater, 2003;Vogel-Scibilia et al, 2009). Asimismo, podrían estar viviendo las dicotomías propias de la adolescencia, identidad vs difusión de identidad, o bien, de la adultez temprana, intimidad vs aislamiento (Marcia, 2009;Slater, 2003;Vogel-Scibilia et al, 2009). Desde la perspectiva cognitiva de Jean Piaget (1962) los estudiantes estarían en la cuarta y última etapa de desarrollo, conocida como periodo de operaciones formales en las que se puede razonar con base en objetos, hipótesis y premisas. ...
... Se pudo observar que los docentes en formación inicial experimentaron características propias de distintas etapas en forma simultánea. Algunos manifestaron las siguientes dicotomías antagónicas que no corresponden a su edad cronología: confianza vs desconfianza; autonomía vs vergüenza de sí mismo; iniciativa vs culpa (Marcia, 2009;Slater, 2003;Vogel-Scibilia et al, 2009). Cabe mencionar que casi todas las emociones que se experimentan desde bebés (Bleinchmar & Leiberman, s.f.), fueron mencionadas por los docentes en formación inicial al contestar la encuesta: amor, gratitud, ansiedad, depresión, angustia, frustración, culpa. ...
Esta edición consta de cinco secciones: política educativa, investigación
e innovación educativa, experiencias de intervención educativa,
ensayo y entrevista. Cada capítulo significa una aproximación hacia la
discusión y deliberación pedagógica. A través de trabajos académicos se
presentan estudios realizados por los autores desde diferentes perspectivas
teóricas y metodológicas, así como distintos paradigmas educativos.
En esencia, la publicación resguarda propuestas que intencionalmente
están dirigidas hacia la transformación educativa y el cambio social.
... Specifically, as people enter middle adulthood and form an understanding of their own identity, some may seek to maintain or improve society, with the goal of providing for future generations (Erikson, 1950). Some have argued that this stage of development parallels one stage along the nonlinear path to recovery from mental illness or distress, such that people in recovery may eventually dedicate their lives to giving back to others (Vogel-Scibilia et al., 2009). McAdams and de St. Aubin further developed the concept of generativity by proposing that it consists of seven interconnected features (McAdams, 2013;McAdams & de St. Aubin, 1992). ...
Objective:
People with lived experience of mental illness or distress can help others recover through peer or mutual support. One way they may help others recover is by fostering generativity, which refers to one's concern for and contributions toward the betterment of others, including future generations (e.g., through caregiving, engaging in civics). Generativity may add purpose to one's life, benefit society, and improve areas which persons with lived experience feel are important for their recovery. Despite its importance, the state of knowledge on experiences and facilitators of generativity, as well as the impact that engaging in generativity has on the lives of persons engaged in peer or mutual support, is unclear.
Method:
A librarian-assisted scoping review of the literature was conducted in five steps: identifying the research question and relevance; selecting studies; charting data; and coding and summarizing the results.
Results:
Out of 11,862 articles that were screened, only 18 met eligibility criteria. Most studies were conducted in the United States and included White/Caucasian participants. Our synthesis produced themes related to generative actions, which included helping others, changing organizations and systems, and sharing personal stories. Themes describing facilitators of generativity included individual-level and organizational-level factors. One theme reflecting the positive psychosocial impact of engaging in generativity was produced.
Conclusions and implications for practice:
Findings from this study point to several knowledge gaps to be investigated in future research and can facilitate the implementation of peer support initiatives aimed at fostering generativity, which may in turn promote recovery. (PsycInfo Database Record (c) 2021 APA, all rights reserved).
... Child's caregivers play a major role in this stage because an infant is completely dependent on them in developing trust in life. 5 At this point of development, the child is completely dependent on adult(parents/caregivers) for everything they need to survive in life such as food, love, warmth, safety, and nurturing. If they failed to attain these requirements from their dependents, the child will develop mistrust in life. ...
... Our identity through developing "fidelity" (faithfulness to a person) gives each of us an integrated and cohesive sense of self that endures through our lives at this stage. 5 ...
... The flip side of confusing mental illness with risk has been confusing recovery with being mature or becoming a "better" person (25). While some people in recovery do talk about having become a more compassionate and/or open person by virtue of their suffering and overcoming of adversity, we should not (mis)take this admirable byproduct of the process to be its aim. ...
Background: In times of pandemics, social distancing, isolation and quarantine have precipitated depression, anxiety and substance misuse. Scientific literature suggests that patients living with mental health problems or illnesses (MHPIs) who interact with Peer Support Workers (PSWs) will not only feel the empathy and connectedness that comes from similar life experiences, but that this interaction also fosters hope in the possibility of a recovery. However, it is the effect of mental health teams or programs where there are PSWs that has been evaluated. Data will be collected for a future Randomized Controlled Trial by determining an effect size that would be specifically attributable to PSWs.
Objective: The five principal research questions are whether this online intervention will have an impact in terms of (Q1) personal-civic recovery and (Q2) clinical recovery , (Q3) how these recovery potentials can be impacted by the COVID-19 pandemic, (Q4) how the lived experience of persons in recovery can be mobilized to cope with such a situation, and (Q5) how sex and gender considerations can be taken into account for the pairing of PSWs with service users, beyond considerations based solely on psychiatric diagnoses or specific MHPIs.
Methods: Intervention: During the transitional and controlled online peer support groups, PSWs will simulate a typical unformal peer support group. They will have a personal-civic recovery focus, and they will be scripted with a fixed, predetermined duration (a series of 10 weekly 90-minute online workshops). There will be two experimental sub-groups: patients diagnosed with (1) psychotic disorders (n=10), and (2) anxiety or mood disorders (n=10), compared to a control group (n=10). Intervention Model: Parallel Assignment Allocation: Randomized Ratio: 2:1.
Results: Measures: Several instruments have been developed by clinicians and academics to assess clinical recovery. Based on their life narratives and to assess personal-civic recovery, measurement tools have also been developed through community-based participatory research; for instance the Recovery Assessment Scale and the Citizenship Measure questionnaires (personal-civic recovery). This pre-post research feasibility study of a trial is proposed to evaluate the outcomes on personal-civic recovery (primary outcome); and to assess its effects in terms of clinical recovery and stress- or anxiety-related responses to the COVID-19 (secondary outcomes). The COVID Stress Scales and the measures of personal-civic recovery will be repeated, along with the following measures of clinical recovery: (i) Anxiety State-Trait Anxiety Inventory Form Y6, (ii) Depression Patient Health Questionnaire, (iii) Alcohol Use Disorders Identification Test, (iv) Drug Abuse Screening Test, (v) Psychosis Screening Questionnaire, and (vi) World Health Organization Disability Assessment Schedule. Change will be compared between groups from baseline to intervention vs. control group in the study outcome measures using the Student paired sample t test. Results are expected for December 2020.
Conclusions: Integrated Knowledge Translation: Study results will provide reliable evidence on a web-based intervention provided by Peer Support Workers. The investigators, with key decision makers and patient partners, will ensure knowledge translation throughout and the Massive Online Open Course (MOOC) on the Fundamentals of Recovery will be updated with the evidence and new knowledge generated by this feasibility study.
Clinicaltrial: ClinicalTrials.gov Identifier: NCT04445324.
... Many Alaska Native people share their story of recovery to assist others from having similar experiences. Sharing their stories also empowers them to continue on their own journey of recovery, as well as instill hope and optimism for the storyteller and the listener [47]. Through the telling of their story, they are able to continue to revise their story as they learn more about their own experiences, continually revising their story to emphasize a strengths-based perspective of recovery (Figure 1). ...
... Our findings provide further support for the call to incorporate specific developmental steps in the journey model of recovery from SMI as living a personally satisfying life (http://www.samhsa.gov/; Vogel-Scibilia et al. 2009). These recovery steps represent the acquisition of specific psychological self-regulation skills. ...
... These recovery steps represent the acquisition of specific psychological self-regulation skills. These skills are the ability to resolve shame, banish guilt, separate personal identity from illness, and intentionally seek out intimacy rather than isolation (Vogel-Scibilia et al. 2009). Those who are psychologically hard-hit by their internalized stigma, who have greater insight of the stigma of mental illness or are more vulnerable to discrimination, could find it more difficult to achieve this level of recovery without specialized psychosocial interventions (Manuel et al. 2012). ...
The purpose of this integrative review is to synthesize primary evidence of the impact of internalized stigma on avoidance in adult community treatment patients living with SMI. A keyword database search of articles published through 2015 yielded 21 papers and a total of 4256 patients. Our analyses found that stigmatizing beliefs associated with avoidance are related to significant loss of self-esteem. Factors generally thought to reduce stigma internalized as self-stigmatizing beliefs, such as improved insight, increased self-awareness, and psycho-education to improve stigma coping skills, do not appear to improve self-esteem.
... Therefore, a person can be resilient and not be recovered. Vogel-Scibilia et al. (2009) define resilience as the ability to overcome symptoms or setbacks through recovery, that is, it can be a good pathway toward recovery, but it does not ensure its achievement. Similarly, several authors (Robertson & Cooper, 2013;Youssef & Luthans, 2007) consider resilience as part of the recovery process, but with an individual and differentiated entity. ...
The scientific literature reveals the importance of the resilience process in females who have experienced intimate partner violence (IPV). However, despite the importance of the cultural context in the process of resilience, there are no investigations exploring this phenomenon in Spain. This study used grounded theory to explore the factors that contribute to building resilience in Spanish women who have undergone IPV. A sample of 22 women who had experienced IPV participated in the study (mean age = 46.45 years, SD = 10.49). Findings revealed that these women were capable of using various factors, both individual and external, that promoted resilience. The women employed the following individual factors: physical activity, rediscovering oneself, altruism, control over one's life, creativity, spirituality, focus on the present, sense of humor, introspection, optimism, and projects and goals. The external resilience factors were housing, informal social support, and formal social support. Findings indicate that these factors can vary from one woman to the next and that some of these factors promoted the use of other factors in the development of resilience. The implications for clinical interventions with survivors are discussed. (PsycINFO Database Record
(c) 2015 APA, all rights reserved).
