Nature-Based Counseling: Integrating the Healing Benefits of Nature Into Practice

Research establishes a strong link between contact with nature and enhanced human wellness. Given the potential benefits of nature experiences on enhancing mental health, the authors advocate for a greater inclusion of nature-based approaches into professional practice. A case example and implications for practice are presented.     

Acoustic emission monitoring of an eighteenth-century wardrobe to support a strategy for indoor climate management

The on-site monitoring of acoustic emission (AE) has allowed the direct tracing of climate-induced crack propagation in an eighteenth-century wardrobe displayed in the Gallery of Decorative Art in the National Museum in Krakow, Poland. The anti-correlation measuring scheme and frequency filtering allowed very low levels of physical damage to the wardrobe to be detected in spite of the high background noise typical of the museum environment. The total AE energy recorded during two years of monitoring corresponded to a fractured area of 12 mm² or a total crack propagation of 1.2 mm for two10-mm-thick panels. Although the total damage recorded was minute, correlation between the events of fracturing and falls in indoor relative humidity (RH) in winter due to insufficient humidification was evident. The risk of damage, expressed in terms of crack propagation, was quantified as a function of the magnitude of the RH falls of the duration compatible with the response time of the object. The data allow acceptable RH falls to be identified if a conservation professional or a curator selects a ‘tolerable’ yearly propagation of the fracture, in other words the progress of damage considered insignificant.     

One size does not fit all: Understanding the variation in charter management scale-up

The prevalence of charter management organizations (CMOs)—networks of charter schools overseen by a home office—has exploded in recent years but there is a paucity of research into how CMOs approach growth and the factors that influence their growth plans. In this qualitative study, we examine how a set of 25 older, more established CMOs approached growth. Findings suggest that strategies for scale-up varied depending on the external policy environment and the internal organizational capacity of the CMO. In addition, CMOs approached growth from one of three styles: premeditated, opportunistic, or organic. Finally, longitudinal data reveal that CMOs often struggled to meet their growth targets; fewer than half of the sample CMOs met or were on track to meet their projected scale-up targets. From these findings emerged a key source of tension: On one hand, CMOs are facing pressure from policymakers and foundations to grow and expand rapidly. On the other hand, scaling-up too quickly or in ways that fall outside of the CMO’s mission can lead to serious consequences for the organization, its schools, and students. Our research aims to contribute to this debate by demonstrating that “one size does not fit all” for CMO scale-up, a lesson important for policymakers, educators, and researchers alike.     

Supported and unsupported breast displacement in three dimensions across treadmill activity levels

Appropriate sports bras are crucial to limit potential breast pain and ptosis. In an attempt to optimize breast support during exercise, manufacturers now produce activity level-specific sports bras. However, until breast movement across activity levels is understood, the criterion for such apparel is unknown. Therefore, the aim of this study was to quantify multi-planar breast displacement across treadmill activity levels and breast support conditions. Twenty-one D cup participants had markers attached to their nipples and trunk to calculate relative 3D breast displacement. Supported and unsupported mediolateral, anterioposterior, vertical, and resultant breast displacement was assessed during treadmill walking up to maximum running. Unsupported resultant breast displacement increased from 4.2 ± 1.0 cm during walking to 15.2 ± 4.2 cm during running. There was no change in breast displacement amplitude or direction as running speed increased above 10 km · h?1, with vertical breast displacement then accounting for ～50% of overall displacement. While breast support was effective in reducing the amplitude of breast displacement during walking and running, the direction was unaffected. In conclusion, instead of activity level-specific breast support, future research should identify multi-planar breast kinematics during various sporting modalities. This might lead to production of a sports-specific bra to reduce the negative consequences of breast movement.     

Both handwriting speed and selective attention are important to lecture note-taking

The primary purpose of this investigation was to evaluate the relationship of handwriting speed, fine motor fluency, speed of verbal access, language comprehension, working memory, and attention (executive control; selective) to note-taking and all of the aforementioned variables to test performance (written recall). A second purpose was to determine whether one or both of the hypothesized components of handwriting speed (as based in the children’s literature), fine motor speed or speed access to verbal codes (SAVCs), are responsible for the relationship of handwriting speed to notes. Results indicated that handwriting speed and selective attention were the only variables significantly related to notes and note-taking skill was the only variable that was significantly related to test performance. In a secondary analysis, we tested whether fine motor fluency and SAVC were related to handwriting speed. Handwriting speed was regressed on all of the other independent variables. Only fine motor fluency and SAVC were related to handwriting speed. The implications of these results for conceptualizations of note-taking and handwriting speed are discussed.     

Long-term effects of child abuse and neglect on emotion processing in adulthood

To determine whether child maltreatment has a long-term impact on emotion processing abilities in adulthood and whether IQ, psychopathology, or psychopathy mediate the relationship between childhood maltreatment and emotion processing in adulthood. Using a prospective cohort design, children (ages 0–11) with documented cases of abuse and neglect during 1967–1971 were matched with non-maltreated children and followed up into adulthood. Potential mediators (IQ, Post-Traumatic Stress [PTSD], Generalized Anxiety [GAD], Dysthymia, and Major Depressive [MDD] Disorders, and psychopathy) were assessed in young adulthood with standardized assessment techniques. In middle adulthood (M_age = 47), the International Affective Picture System was used to measure emotion processing. Structural equation modeling was used to test mediation models. Individuals with a history of childhood maltreatment were less accurate in emotion processing overall and in processing positive and neutral pictures than matched controls. Childhood physical abuse predicted less accuracy in neutral pictures and childhood sexual abuse and neglect predicted less accuracy in recognizing positive pictures. MDD, GAD, and IQ predicted overall picture recognition accuracy. However, of the mediators examined, only IQ acted to mediate the relationship between child maltreatment and emotion processing deficits. Although research has focused on emotion processing in maltreated children, these new findings show an impact child abuse and neglect on emotion processing in middle adulthood. Research and interventions aimed at improving emotional processing deficiencies in abused and neglected children should consider the role of IQ.     

Researcher and experiences of adults in biographical research – based on andragogical projects

ABSTRACT

On examining today’s research practices in the area of social sciences, one can perceive a distinct interest in biography. Observation of the lives of individuals, (re)cognising social micro worlds from the perspective of individual biographies, and analysis of – and searching for – meanings of individual life experiences are subjects of great interest as well as confidence among researchers. It is also noticeable that researchers, with even greater attention and concern, are turning their attention to the methodological legitimacy and correctness of the projects they undertake. This is especially important when there is a necessity to problematize and further specify the methodological identity of the biographical approach. The article is a contribution to the discussion concerning the nature and types of so-called biographical research conducted in the area of andragogy – which may adopt at least three differing forms: biographical, auto/biographical and autobiographical approaches.

It is also our intention to reflect on the research process as a learning process, experienced by the researcher-andragogue. These reflections are based on the individual experiences of researchers acquired during the Microworlds of motherhood and Life between the notes projects, in which the biographical and auto/biographical approach was applied.     

Ego Integrity of Older People with Physical Disability and Therapeutic Recreation

Ego integrity, the last developmental task in Erikson's psychological theory, develops naturally among older people. However, the presence of loss–like physical disability–can considerably affect the quality of life, interactions, and well being of older adults. Hence, older people with physical disabilities need more assistance in accomplishing tasks of ego integrity. This study aimed to utilize traditional Filipino art to capture the essence of the lived experiences of a select group of older people with physical disabilities in relation to their ego integrity. Four Filipino elderly with physical disabilities were purposely selected for this study. Picture prompting and doodling sessions were held as pretest and posttest to ascertain the effectiveness of puni-making in facilitating ego integrity of participants. A series of interviews were pursued to elicit experiences and feelings of participants regarding their disability and old age. From the analysis of the triangulated set of data, two findings emerged. First, four activators of ego integrity, namely: work, family, belief in self and belief in God, were identified as essentials in the formation of the participants' ego-integrity. Second, shifts related to the activators were identified indicating ego integrity's source, meaning and connection elements have become more grounded, certain and integrated. The influence of puni-making in understanding the ego integrity of older people with disabilities was found to be a sound and novel recreational therapy. It can stimulate a select group of Filipino elderly for openness to share their subjective and yet illuminating life experiences.     

HOW MUCH HOPE IS ENOUGH? LEVELS OF HOPE AND STUDENTS’ PSYCHOLOGICAL AND SCHOOL FUNCTIONING

This study investigated the characteristics of students who report extremely high levels of hope. A sample of 682 students (ages 11–17) completed measures of hope, school engagement, life satisfaction, self‐worth, and mental health. Academic achievement was obtained from students’ school records. Based on their hope scores, students were divided into three groups: “extremely low” (bottom 10% of the distribution), “average” (middle 25%), and “extremely high” (upper 10%). Results indicate that students in the extremely high hope (EHH) group differed from students with average (AH) and extremely low hope (ELH) on all measures. Further, EHH and AH are associated with mental health benefits that are not found among students reporting comparatively ELH levels. Taken together, the findings support the notion that EHH in students is associated with adaptive psychological and school‐related functioning. Overall, given the superior adjustment profile, perhaps ‘‘enough hope’’ should be defined as “EHH.”     

How useful is Dynamic Assessment as an approach to service delivery within educational psychology?

Dynamic Assessment would appear to be an appropriate tool for educational psychologists (EPs) as it is concerned with how children learn and has a wider social remit of promoting inclusion. Yet the literature consistently shows this approach has been one of the least utilised methods in educational psychology practice. This paper addresses the role of Dynamic Assessment within professional practice and critiques what this model of service delivery can contribute to the four stages of assessment according to the Division of Educational and Child Psychology guidelines: what is happening; who is concerned; why there is a problem, and what can be done to make a difference to the situation. Both theoretical and practical aspects will be analysed, supported by practical examples. The implications for EPs are discussed.