Search Results (159)

This study explores how Speech and Elocution Training (SET) activates language potential and fosters career-oriented development among higher vocational students through self-efficacy mechanisms. Through qualitative interviews with four vocational graduates who participated in SET 5 to 10 years ago, the research identifies three key findings. First, SET comprises curriculum content (e.g., workplace communication modules such as hosting, storytelling, and sales pitching) and classroom training using multimodal TED resources and Toastmasters International-simulated practices, which spark language potential through skill-focused, realistic exercises. Second, these pedagogies facilitate a progression where initial language potential evolves from nascent career interests into concrete job-seeking intentions and long-term career plans: completing workplace-related speech tasks boosts confidence in career choices, planning, and job competencies, enabling adaptability to professional challenges. Third, SET aligns with Bandura’s four self-efficacy determinants; these are successful experiences (including personalized and virtual skill acquisition and certified affirmation), vicarious experiences (via observation platforms and constructive peer modeling), verbal persuasion (direct instructional feedback and indirect emotional support), and the arousal of optimistic emotions (the cognitive reframing of challenges and direct desensitization to anxieties). These mechanisms collectively create a positive cycle that enhances self-efficacy, amplifies language potential, and clarifies career intentions. While highlighting SET’s efficacy, this study notes a small sample size limitation, urging future mixed-methods studies with diverse samples to validate these mechanisms across broader vocational contexts and refine understanding of language training’s role in fostering linguistic competence and career readiness. Full article

This paper explores the role of forgetting in the thought of the Korean Sŏn (Chan in Chin.; Zen in Jpn. 禪) master Chinul (知訥, 1158–1210), situating it within broader East Asian philosophical and Buddhist discourses. While the concept of forgetting has often been treated negatively in Western philosophy—as a cognitive failure or loss—this study draws on recent comparative scholarship, including Youru Wang’s reading of Zhuangzi, to show how forgetting can be reframed as a conscious spiritual and philosophical practice. In particular, this paper examines how Chinul integrates the practice of forgetting into a systematic Buddhist framework grounded in no-self (anātman), emptiness (śūnyatā), and the unity of samādhi and prajñā. In Straight Talk on the True Mind (Chinsim chiksŏl 眞心直說), Chinul outlines ten distinct methods for cultivating no-mind by offering interpretations of teachings from various East Asian Chan masters. Through a detailed analysis of Chinul’s Chinsim chiksŏl, this paper argues that forgetting—when understood as the deliberate letting go of discursive thought, deluded conceptualizations, and habitual dualisms—becomes a powerful method for revealing the true mind. Ultimately, Chinul’s philosophy of forgetting offers a unique account of cognitive transformation—one that challenges conventional epistemologies and calls for a reorientation of perception itself. Therefore, Chinul’s teachings on no-mind and forgetting offer a profound understanding of how deconstructing ingrained cognitive habits can lead to the emergence of enlightened awareness, providing valuable insights into the transformative processes at the heart of East Asian Sŏn Buddhist practice. Full article

Background/Objectives: Clinical debriefing is a learning tool that promotes reflection after critical incidents, improving patient safety and professional performance. TALK© is a debriefing technique designed to facilitate structured team self-reflection after any learning event in clinical settings. The aim of this study is to explore the experiences of fourth-year nursing students in clinical internships with clinical debriefing guided by the TALK© tool. Methods: A qualitative case study was conducted. Twenty-seven participants were recruited using purposeful sampling. The sample consisted of nursing students. Data were collected through in-depth interviews, focus groups, personal writings, and researcher field notes. An inductive thematic analysis process was applied. The data analysis was performed using ATLAS.ti 23 software, which facilitated the identification and organization of key themes and patterns within the qualitative data. Conclusions: Participants perceived TALK©-guided clinical debriefing as a valuable practice. Key factors influencing their experience included the reflexive process, the debriefing approach and technique, the timing and context, as well as its emotional sphere. Full article

Swearing, a highly emotive form of expression, has recently attracted growing interest from researchers. Yet, swearing is still largely unexamined as a form of self-talk among professional athletes, coaches, and casual exercisers. This study aims to fill that gap by creating and validating the Use of Swear Words in Sport and Exercise Questionnaire (USWSEQ), an innovative instrument intended to assess how often athletes, coaches, and recreational exercisers utilize common swear words. The questionnaire was administered to 513 participants and underwent exploratory (n = 333) and confirmatory (n = 180) factor analyses to evaluate its content structure, reliability, and validity. Results confirmed a robust two-factor model: (1) Self/Other Degradation, and (2) Situational Swearing. Notably, the study emphasizes the complexity involved in researching language, because swear words can be semantically ambiguous, pragmatically flexible, and deeply embedded in culture. These attributes present challenges for conventional psychometric methods and highlight the importance of function-based and context-aware frameworks. Full article

Cyberbullying can be prevalent across different life stages, with lasting traces on mental health across the lifespan. This study aims to (a) explore how cyberbullying is emotionally experienced across three distinct age groups and (b) analyze the influence of cyberbullying on mental health across the lifespan. This study included 883 participants divided into three age groups: 18–39, 40–59, and 60+. In-depth semi-structured interviews were conducted to gather participants’ experiences and perspectives. The data were then subjected to content analysis, which revealed a number of themes. The first objective revealed the following themes: For ages 18–39: (a) feeling ashamed or humiliated (92.4%), (b) withdrawing from friends and family, and (c) experiencing harassment as positive and difficulties with rules. For ages 40–59: (a) losing interest in hobbies (89.5%), (b) questioning about things they did or did not do, and (c) experiencing a sense of missing out. For ages 60+: (a) negative thoughts and self-talk (91.3%), (b) feeling judged negatively, and (c) feeling financially vulnerable. The second objective showed: For 18–39: (a) depressive symptoms (79.7%), (b) easy anger, and (c) suicidal behavior. For 40–59: (a) anxiety (93.2%), (b) low self-esteem, and (c) the use of substances. For 60+: (a) frustration (78.1%), (b) isolation, and (c) disturbances in sleep and eating patterns. This study highlights the significant psychological and emotional impact of cyberbullying across age groups, emphasizing the need for targeted interventions that address the unique challenges faced by individuals at different life stages. The findings underscore the importance of developing age-specific strategies to mitigate the effects of cyberbullying and to have perpetrators take responsibility for their reckless disregard for others, and ultimately, themselves. Full article

Swearing is a powerful and emotionally charged form of language that has recently gained increased scholarly attention. While commonly used for emotional release, its role in sport and exercise ‘self-talk’ remains understudied. Prior evidence suggests that swearing may aid in pain management, emotion regulation, and performance enhancement, yet research in athletic contexts has largely focused on conventional self-talk. To address this gap, the present study developed and validated the Reasons for Swearing in Sport and Exercise Questionnaire (RSSEQ), a novel tool assessing reasons motivating swearing among competitive athletes, coaches, and recreational exercisers. A total of 513 participants completed the RSSEQ. Exploratory (n = 333) and confirmatory (n = 180) factor analyses supported a three-factor structure: Stress and Emotional Catharsis, Mental Strength Enhancement, and Coping with Physical Discomfort and Pain. Males reported greater use of swearing for mental strength and pain-related coping, while no gender differences were observed for emotional catharsis. Athletes reported more swearing for emotional catharsis than did coaches, but no differences emerged in motivational or pain-related use. No significant differences were found between competitive and recreational athletes or between team and individual sport participants. These findings establish a foundation for future research on the psychological functions of swearing in sport and exercise, encouraging further exploration of its effectiveness and potential integration into mental training strategies, alongside more traditional self-talk approaches. Full article

This study analyzes the behavioral characteristics of interactions between an experienced Chinese teacher and students in an elementary Chinese classroom through a case analysis, aiming to provide insights for novice teachers. Using the Flanders Interaction Analysis System (FIAS), this research evaluated interaction patterns in a 45 min Chinese demonstration class involving eight students from European, American, and Southeast Asian countries. The results showed the following: (1) The teacher’s speech accounted for 44.72% of class time, and they mainly used direct language to guide students. (2) Students’ speech accounted for 41.27%, showing their active participation but limited autonomy in self-initiated talk and independent engagement. Improvements are needed in students’ ability to initiate more speech and engage independently without teacher prompts. (3) Classroom structure reflects “student-centered, teacher-led” principles through open questioning and peer interaction. This study proposes some practical recommendations, advocating for increasing opportunities for student-initiated discourse, implementing structured questioning techniques, and strengthening collaborative group work. These findings provide empirical insights into balancing teacher–student interaction dynamics in cross-cultural language classrooms. Full article

This article discusses the nature of self-talk, characterizing it as a psycholinguistic activity consisting of the performance of speech acts directed to oneself. More specifically, it examines negative speech acts as embedded in behavioral and emotional reasoning, the performance of which creates behavioral and emotional disturbances for the agent, such as anxiety, depression, guilt, and anger. This characterization has important implications for psychotherapy, namely, that helping clients to identify these speech acts and replacing them with ones that have antidotal properties can be therapeutic. According to Logic-Based Therapy (LBT), a popular form of philosophical counseling, cardinal or key self-destructive speech acts can be counteracted by uplifting philosophical speech acts when the latter resonate with clients. This means that philosophical psychotherapies, such as LBT, can potentially have significant therapeutic value. Based on this premise, this article introduces and discusses an AI-generated “Toolbox” of philosophical antidotes created by the Institute for Logic-Based Therapy and Consultation in the United States to help clients find suitable, resonant philosophical antidotes to their self-destructive speech acts. Full article

Background: Binge eating disorder (BED) is the most common eating disorder. It is strongly associated with obesity and presents a barrier to effective weight management. This study examined clients’ and Guides’ experiences of a guided self-help (GSH) intervention for adults with binge eating and obesity, delivered prior to weight management. Methods: Participants were recruited through a behavioural weight management programme and were offered GSH prior to starting. Nine clients with binge eating and four Guides who supported clients were interviewed about their experiences of receiving or facilitating GSH, using an adapted version of the Client Change Interview (CCI)—a semi-structured schedule reflecting on helpful/unhelpful aspects and of the intervention and attributions of change. Interviews were transcribed and analysed using reflexive thematic analysis. Results: Themes were organized under 3 main headings. First, GSH offered something new for both parties and was positively received. Clients were unlikely to have had the space to talk about binge eating before and Guides were positive about offering one-to-one support. Second, participants spoke about a range of positive changes to binge eating and how clients felt about themselves and their social relationships. Third, there was agreement on the importance of clients’ relationship with their Guide, the intervention materials, and a helpful mindset as factors facilitating change. Barriers were some aspects of the intervention and the complexity of clients’ lives. Conclusions: Offering GSH targeting binge eating prior to weight management was well received. Some tailoring of the approach is recommended, specifically in terms of training for Guides to help in early client engagement. Further research should determine whether the opportunity of GSH for those with binge eating improves the acceptability and effectiveness of later-offered weight management, and the best sequencing of interventions. Full article

This article explores the question, ‘What is distinctive about doing theology as an evangelical?’ It takes an autoethnographic approach, recounting how this practical theologian has wrestled with how evangelical conviction should shape the stance for practicing theology. This article will work with the findings of the writer’s own empirical studies to develop an argument for how two stances create a distinctively evangelical practice of interpretation. First, the stance of biblicism is explored in terms of how it functions for evangelicals carrying out theological reflection. Second, the article discusses how evangelicals practice theology as though divine revelation is on-going, as Andrew Root writes, ‘Jesus still does stuff’ (2014). This leads to a stance of expectancy that God is still at work in the world and ‘talks back’. This article concludes that the implication of the stances means that practicing theology entails hermeneutics and research which decentralize the self. Full article

Staff attitudes towards the sexuality of adults with mild intellectual and developmental disabilities may influence how the sexuality of service users is dealt with. The present study aimed to examine these attitudes in a Spanish context. A total of 102 staff members from service facilities for adults with intellectual and developmental disabilities, including direct-care and professional staff, responded to an online version of the Attitudes Towards the Sexuality of Individuals with Intellectual Disabilities Scale. In general, the participants demonstrated an understanding that adults with intellectual and developmental disabilities have sexuality. They reported favourable attitudes towards some self- and other-oriented sexual behaviours and sex education. Intermediate scores and variability on some items revealed concerns about these adults’ ability to control their sexual urges, perceptions of sexual abuse, pornography use, and contraception. Some differences appeared in relation to socio-demographic variables, experience and job position. Although generally favourable, differences in dispositional attitudes, such as talking about sexuality, were related to years of experience in the field. Professional staff reported greater acceptance of some sexual behaviours compared to direct-care staff. These findings are relevant to understanding variability in staff perceptions. The need for support to respond to service users’ sexuality, especially among direct-care professionals, is discussed. Full article

This research responds to the increasing call to hone Student Teachers’ (ST) skill of selective attention or professional noticing as an essential early step toward developing noticing in the classroom environment. Furthering the line of research on teacher noticing via videos, this study aims to identify the distinguishing features of STs’ noticing in a Corpus Linguistics approach and enhance our understanding of STs’ habitual ways of thinking, doing, and feeling in using videos to reflect collaboratively. Participants were 40 final-year STs majoring in English Language Education and five tutors from the same university. During their 8 weeks of professional practicum, STs recorded their classes and reflected on their practice using the Self-Evaluation of Teacher Talk through Video Enhanced Observation (SETTVEO) tag set and as part of online professional learning communities. A 200,000-word Corpus of Dialogic Reflection (CoDR) was constructed and analysed using the #LancsBox 6.0 tool. Findings highlight novice teachers’ unconsciousness or problematisation of their personal agency, haste in proposing alternative practices, and cognitive or emotional dissonance when they analyse their own videos in group settings. This study has implications for the guidance needed in technology-enhanced dialogic reflection. It suggests how teacher educators could tailor their support to the reflective and professional needs of novice teachers for a more productive, transformative reflection and teacher-learning experience. Full article

This study investigates the impact of human-like machines (HLMs) on the user experience (UX) of young adults during voice interactions between drivers and autonomous vehicles. A mixed-method approach was employed to evaluate three voice agents with varying levels of anthropomorphism: a machine voice without humanized speech strategies (Agent A), a human voice without humanized speech strategies (Agent B), and a human voice with humanized speech strategies (Agent C). A total of 30 participants were invited to interact with the agents in a simulated driving scenario. Quantitative measures were employed to assess intimacy, trust, intention to use, perceived safety, and perceived anthropomorphism based on a 7-point Likert scale, while qualitative interviews were conducted to gain deeper insights. The results demonstrate that increased anthropomorphism enhances perceived anthropomorphism (from 2.77 for Agent A to 5.01 for Agent C) and intimacy (from 2.47 for Agent A to 4.52 for Agent C) but does not significantly affect trust or perceived safety. The intention to use was higher for Agents A and C (4.56 and 4.43, respectively) in comparison to Agent B (3.88). This suggests that there is a complex relationship between voice characteristics and UX dimensions. The findings of this study highlight the importance of balancing emotional engagement and functional efficiency in the design of voice agents for autonomous vehicles. Full article

The purpose of this conceptual and explorative study is to document the advantages of health-promoting self-leadership practice. Professional certification programs are criticized due to a lack of practice among participants, involvement, and short duration. This study is based on self-leadership practices over several weeks of two executive MBA student classes from spring 2020 and 2021. A preliminary theoretical framework is developed suggesting that health-promoting self-leadership, which includes three orientations, has an impact on self-efficacy, mental fitness, and performance. Two different self-leadership classes with managers from the public and private sectors went through a self-development process as a semester project. The content analyses of 112 student reports unfolded students’ self-development processes and results identified in diaries, notes, tables, training schedules, and reflections. The findings, based on two different samples and aggregated data, support the theoretical framework. Moreover, the processes of self-development and self-leadership seem to be advantageous for almost all managers. The health-promoting self-leadership practice improved managers’ mental and physical fitness, energy balance, self-efficacy beliefs, and performance. These outcomes were achieved through physical activity, self-talk, meditative exercises, reward systems, visualizing, diet programs, and routines. The findings underscore the importance of self-development processes amongst managers, and that health-promoting self-leadership courses should last over several weeks. Full article

Relatively little attention has been given to mixed anxiety and depression in autistic youth, particularly how this differs between males and females. This study investigated sex-based differences in the prevalence and correlates of mixed anxiety and depression in a sample of 51 autistic males (M age = 10.16 yr, SD = 2.81 yr, and range = 6 yr to 17 yr) and 51 autistic females (M age = − 10.07 yr, SD = 2.76 yr, and range = 6 yr to 17 yr), matched for age, IQ, and autism severity. Self-reports on generalised anxiety disorder and major depressive disorder, morning salivary cortisol, ADOS-2 scores, and WASI-II full-scale scores were collected from these autistic youth, and data on the ASD-related symptoms of these youth were collected from their parents. The data were analysed for total anxiety–depression score levels, for the underlying components of this scale, and for the individual items used in the scale. The results indicate no significant sex differences for the prevalence of mixed anxiety and depression total scores or the underlying components of anxiety and depression or for the individual items of the mixed anxiety–depression scale. There were sex differences in the significant correlates of mixed anxiety and depression: morning cortisol and ASD-related difficulties in social interaction for females, and ASD-related behaviour for males. Males’ feelings of being restless or edgy were correlated with their social interaction and repetitive and restricted behaviour. Females’ difficulties in social interaction were correlated with their concerns about their abilities and their sleeping problems. Females’ sleeping problems, their tendency to talk about dying, and feeling worthless, were correlated with their morning cortisol. These findings suggest that, while mixed anxiety and depression is experienced similarly by autistic males and females at the global, component, and individual item levels, specific aspects of the symptomatology of mixed anxiety and depression are differently associated with aspects of their ASD-related symptomatology and their levels of chronic physiological stress for males and females. Full article