Leaving the nest: anticipatory guidance for the college-bound youth

Sidhu, Sharnendra; Adesman, Andrew

doi:10.1097/mop.0000000000000550

Cited by 4 publications

(2 citation statements)

References 37 publications

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“…The covid pandemic, technological developments like Chatbots powered by artificial intelligence and digitised learning 21 , socioeconomic challenges like economic stratification and disparities 22 , and geopolitical issues 23 all pose newer challenges to achieving the goals of higher education and gaining employability skills. Participants in the model go through demanding, unstructured environments with opportunities for anticipatory guidance, which has been proven effective in preparing the students for future challenges in both their personal and professional lives 24 . Conceptual learning, experiential engagements, executive modelling, and civic participation were all part of the process of professional and personal success and well-being.…”

Section: Discussionmentioning

confidence: 99%

Development of immersive learning framework (ILF) in achieving the goals of higher education: measuring the impact using a pre–post design

Devassy,

Scaria,

Metzger

et al. 2023

Sci Rep

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Emerging technological tools like Artificial Intelligence-based Chatbots, digital educational alternatives and market-driven educational systems pose a challenge to the fundamental aim of the higher education system; comprehensive education for well-being. Therefore, this research aims to devise and evaluate strategies to impart new-age competencies to innovate socially and morally appropriate solutions in a modern competitive innovative society. The 8-month-long immersive learning framework (ILF), was designed based on the volatility, uncertainty, complexity, and ambiguity (VUCA) paradigm. The framework was evaluated with 133 newly joined postgraduate students doing their science or arts programmes from a higher education institution in Kerala, India. The outcome variables included well-being, depressive symptoms, personality patterns, and sub-domains of philosophy of human nature. The follow-up scores showed a significant improvement in well-being (Mean difference: 1.15, p = 0.005), trustworthiness (Mean difference: 14.74, p = 0.000), strength of will (Mean difference: 10.11, p = 0.000), altruism (Mean difference: 12.85, p = 0.000), and independence (Mean difference: 11.93, p = 0.000). Depression scores did not improve significantly. However, the intervention shielded them from the adjustment issues that often accompany any transition. The ILF framework can help students develop their personal and professional selves if it is implemented collaboratively in a reflective setting. It can also instil moral rectitude and a prosocial mindset.

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Section: Discussionmentioning

confidence: 99%

Development of immersive learning framework (ILF) in achieving the goals of higher education: measuring the impact using a pre–post design

Devassy,

Scaria,

Metzger

et al. 2023

Sci Rep

View full text Add to dashboard Cite

show abstract

“…Drama Pedagogy Trainings are always based on play and improvisation (Yeh and Li, 2008). Since Piaget (1952), authors have had confidence in and proved the importance of play for creativity (e.g., Kneller, 1965; Dansky and Silverman, 1973; Lieberman, 1977; Sutton-Smith, 1979; Christie and Johnsen, 1983; Berretta and Privette, 1990; Mellou, 1995; Garaigordobil and Berrueco, 2011; Hoffmann and Russ, 2012) with only a few studies failing to replicate these effects (e.g., Smith and Whitney, 1987).…”

Section: Dpt Model For Creative Thinkingmentioning

confidence: 99%

Fostering Children and Adolescents’ Creative Thinking in Education. Theoretical Model of Drama Pedagogy Training

Celume

Besançon

2019

Front. Psychol.

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Drama Pedagogy Training (DPT), as other drama-based pedagogies, has been related to several outcomes, including creativity enhancement. This enhancement is commonly proven through the measurement of different creative processes. In our review we systematize characteristics, activities and techniques of DPT that are assumed to be related to creativity in order to have a more comprehensive framework to identify the specific DPT elements that are involved in the enhancement of some of the creative processes of children and adolescents. To this end, we identified five creative processes in experimental studies using DPT: divergent thinking, fantasy and imagination, associative thinking, symbolization, and problem solving. These processes were cross referenced with DPT characteristics, activities, and techniques that were argued to be related to creativity enhancement. Our review will propose a model with two main categories and six elements as follows: (1) technical drama phases which emphasizes the role of narrative and embodiment through (a) corporal and vocal training and (b) main drama techniques (e.g., storytelling and improvisation and role-play), and (2) psycho-pedagogical framework which emphasizes the role of a dialogic space through (c) playfulness and a (d) collaborative, safe space. We also identified (e) feedback as an important element of DPT which belongs to both drama technical phases and psycho-pedagogical framework categories. Along with the model, we explain the creative outcomes associated to each of these elements as a means to attire the attention to drama-based pedagogies for the development of creativity in the educational setting.

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Understanding changes in eating behavior during the transition to university from a self-determination theory perspective: a systematic review

Maillet

Grouzet

2021

Journal of American College Health

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Leaving the nest: anticipatory guidance for the college-bound youth

Cited by 4 publications

References 37 publications

Development of immersive learning framework (ILF) in achieving the goals of higher education: measuring the impact using a pre–post design

Development of immersive learning framework (ILF) in achieving the goals of higher education: measuring the impact using a pre–post design

Fostering Children and Adolescents’ Creative Thinking in Education. Theoretical Model of Drama Pedagogy Training

Understanding changes in eating behavior during the transition to university from a self-determination theory perspective: a systematic review

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