Solution-focused approach in higher education: a scoping review

Seko, Yukari; Lau, Parky

doi:10.1080/07294360.2021.1920893

Cited by 6 publications

(4 citation statements)

References 30 publications

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“…There are a number of factors that may contribute to this. For example, positive, solution-oriented communication, such as that which is employed in an academic context and amongst post-secondary peers, is correlated with problem-focused coping styles in young people ( Seko and Lau, 2022 ). However, in one study, students who perceived an insufficient provision of solutions turned to problem-focused strategies to enact their own ( Kelly, 2017 ).…”

Section: Discussionmentioning

confidence: 99%

Climate anxiety, coping strategies and planning for the future in environmental degree students in the UK

Daeninck¹,

Kioupi²,

Vercammen³

2023

Front. Psychol.

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IntroductionThere is increasing recognition of the mental health burden of climate change and the effects on general well-being, even in those who have not (yet) experienced direct impacts. Climate anxiety, which is prominent among young people in particular, describes a state of heightened distress about the (future) effects of climate change. Despite evidence of a link between engagement in climate change issues and heightened climate anxiety, there is a dearth of knowledge on how this affects emerging professionals preparing for careers in the environmental sector. Furthermore, there is a paucity of literature regarding the extent to which young adults are coping with their thoughts and feelings about climate change, and the extent to which they consider climate change in making future plans.MethodsThe aim of this study was to understand the occurrence and personal management of climate anxiety in UK university students through an online questionnaire. This study was the first to investigate the association between climate anxiety, coping strategies and future planning in university students.Results and discussion:Environmental degree students (n = 249) reported greater levels of climate anxiety, more frequent employment of all three examined coping strategies and in particular considered climate change as a factor in their career plans, as compared to their non-environmental degree counterparts (n = 224). Problem-focused coping was the most commonly endorsed strategy, although the prior literature on coping suggests that this may not be sustainable for individually intractable problems. Highly climate-anxious students were more likely to consider climate change in all five decision-making domains, including family planning, long-term habitation, career, financial and travel decisions. This study has identified a need to communicate effective climate anxiety coping strategies to environmental practitioners, university students and educators. Additional research is required to validate the study findings and investigate what motivates students to incorporate climate change into future plans.

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Section: Discussionmentioning

confidence: 99%

Climate anxiety, coping strategies and planning for the future in environmental degree students in the UK

Daeninck¹,

Kioupi²,

Vercammen³

2023

Front. Psychol.

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“… 21 This approach has been used in clinical and postsecondary education settings to enhance learners’ engagement and self-efficacy, as well as to improve learner-educator collaboration. 22 Throughout the workshop, facilitators employed solution-focused techniques such as generative questions, positive and empowering language, amplifying successes, reframing problems to solutions, and highlighting strengths to create an open and welcoming learning environment ( Appendix A ).…”

Section: Methodsmentioning

confidence: 99%

Transitions Theatre: An Arts-Informed Interprofessional Education Workshop

Seko

Goberdhan

et al. 2022

MedEdPORTAL

Self Cite

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Introduction Transition from pediatric to adult care has significant implications for health outcomes in youth with special health care needs. To optimally support the transition, health care and social service providers must work collaboratively with youth and families in service planning, implementation, and evaluation. Based on interviews with 15 youth and their families, we developed an arts-informed interprofessional education activity titled Transitions Theatre using the method of readers’ theater. Methods Three educators with lived experience (one former pediatric rehabilitation client and two parents of youth with special health care needs) and three academic/clinical educators codesigned the transitions. We conducted four online workshops (14–20 participants each). Results A total of 67 people participated: 59 students from 11 health disciplines and seven postlicensure clinicians and one trainee from five disciplines (e.g., occupational therapy, life skills coaching, early childhood education). Twenty-six participants answered both pre- and postworkshop surveys and reported a positive shift in their understanding of client and family perspectives, their roles in transition support, and other providers’ roles in transition support. After the workshop, learners felt more confident with transition support and interprofessional collaboration. The perspectives of the educators with lived experience aligned with the theater scripts and enhanced learners’ empathetic engagement with the topic. Discussion The evidence-based teaching approach of readers’ theater and our coteaching model offered learners a unique opportunity to learn about the challenges clients and their families face at the time of transition to adulthood and identify their role in an interprofessional transition support.

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“…Increased endorsement of problem-focused coping may be attributed to a combination of factors. For example, positive, solution-oriented communication, such as that which is employed in an academic context and amongst post-secondary peers, is correlated with problemfocused coping styles in young people (Seko & Lau, 2022). University lecture content may play a role.…”

Section: Coping With Climate Anxietymentioning

confidence: 99%

Climate anxiety, coping strategies and planning for the future in environmental degree students in the UK

Vercammen¹,

Kioupi²,

Daeninck³

2023

Preprint

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Climate anxiety, which is prominent among young people in particular, describes a state of heightened distress about the (future) effects of climate change. Despite evidence of a link between engagement in climate change issues and heightened climate anxiety, there is a dearth of knowledge on how this affects emerging professionals preparing for careers in the environmental sector, how they are coping with their thoughts and feelings about climate change, and the extent to which this affects their future plans. The aim of this project was to understand the occurrence and personal management of climate anxiety in UK university students through an online questionnaire. We find that environmental degree students (n = 249) report greater levels of climate anxiety, more frequent employment of all three examined coping strategies and are more likely to factor climate change into their career plans, as compared to their non-environmental degree counterparts (n = 224). Problem-focused coping was the most commonly endorsed strategy, although the prior literature on coping suggests that this may not be sustainable for individually intractable problems. Highly climate-anxious students were more likely to consider climate change in all five decision-making domains, including family planning, long-term habitation, career, financial and travel decisions. This study has identified a need to communicate effective climate anxiety coping strategies to environmental practitioners, university students and educators. Additional research is required to validate the study findings and investigate what motivates students to incorporate climate change into future plans.

show abstract

Solution-focused approach in higher education: a scoping review

Cited by 6 publications

References 30 publications

Climate anxiety, coping strategies and planning for the future in environmental degree students in the UK

Climate anxiety, coping strategies and planning for the future in environmental degree students in the UK

Transitions Theatre: An Arts-Informed Interprofessional Education Workshop

Climate anxiety, coping strategies and planning for the future in environmental degree students in the UK

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