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Multiply body-modified individuals are a hard-to-reach population, not due to their lack of visibility, but due to their distrust of academic researchers. As a result, social entrée and participant trust is crucial. This is achieved through snowball sampling within existing social networks, while also giving participants agency over their data, and subsequent coding. The goal then in working with these populations is to reverse the traditional power dynamic between researcher and researched, and to instead allow participants as much power in the process as possible through co-constructed research. In the case outlined, this was achieved through active listening in the interview, then having participants review their transcripts where they could delete sections they later decided against, and participate in the coding structure and analysis.

Museology, discipline that along with museography deals with museums, has studied for years traditional museums dedicated to special and defined historical collections of material heritage as the only one which is officially recognized. This article shows how maps are more than just a cartographic representation because they express the idea of the site, summarize the world vision of those who live there and, at the same time, identify the territory symbols and the natural boundaries in which the community recognizes itself. In this sense, building a community map represents a democratic reflection for the active learning of history and for the education of heritage and citizenship in school contexts. In particular, through didactic practices, the mapping process puts into play the relationships between different generations, which carry experiences, memories and values that are completely dissimilar, but are still able to dialogue through the proposal of practices based on empathy, loyalty, acceptance, active listening, solidarity and cooperation.

Purpose: A strong interpersonal relationship after stroke is important for the prevention of depression in survivors and family caregivers. This study aimed to test the feasibility of quality of relationship intervention for stroke dyads called Hand in Hand (HiH). Methods: Sixteen dyads were randomized into either the HiH group ( n = 8) or information, support, and referral (ISR) control group ( n = 8). HiH dyads received up to eight sessions, with topics prioritized according to a 17-item screening tool. ISR dyads received up to eight sessions that included information, active listening, and referrals. Feasibility, acceptability, and outcomes data were collected for both groups. Results: The HiH and ISR groups were feasible and acceptable. Caregivers in both groups, as well as survivors in the ISR group, experienced improvements in depressive symptoms and other select outcomes. Conclusions: Findings suggest that HiH is feasible to implement with stroke dyads and that it merits further refinement and testing.

ABSTRACTIn order to engage mothers who are victims of domestic abuse, the child welfare worker needs to be challenged to develop an intentional practice response that includes knowledge and skill concerning the complexities of domestic violence, as well as the process of change. Developing a supportive relationship, understanding the stages of change (SOC) and engaging mothers as leaders in the change process are essential to successful child protection outcomes. Within the context of the SOC model, this practice‐based paper focuses on the importance of engaging mothers who are victims of domestic violence in conversations about their own unique dilemmas, challenges and barriers regarding change. Through the inclusion of engagement strategies such as signs of safety, active listening and cost/benefit analysis, in concert with the SOC theory, the child welfare worker would be equipped with an approach to successfully assist mothers through their change journey, ultimately keeping children safe.

Hearing-impaired (HI) individuals are shown to perform worse in auditory emotion recognition taskscompared to normal hearing individuals. It is still unclear if this is due to processing at low auditory levels or to categorisation of emotions that are involved in an experimental task(1). An index of emotion recognition can be observed in pupil dilations, which have recently been shown to dilate more for emotionally meaningful speech in comparison to emotionally neutral speech(2). We fitted 8 older HI participants, who had moderate to severe sloping high-frequency hearing loss, with frequency loweringenabled hearing aids for an acclimatisation period of 3-6 weeks. We recorded their pupil dilations in response to emotional speech with and without frequency lowering, during a passive-listening condition, both before and after the acclimatisation period.We also recorded their pupil dilations during an active-listening condition, which included a behavioural emotion identification task, after the acclimatisation period. We present here insights into the pupillary correlates of vocal emotion recognition inthe HI population and the impact of frequency lowering and the cognitive involvement elicited by the experimental situation on pupil dilation and emotion recognition capabilities in this population. (This project has received funding from the European Union's H2020 research and innovation programme under the Marie Skłodowska-Curie grant agreement No 675324)

The article deals with the use of active learning technologies in the training the military specialists. It is revealed that technologies of active training allow to realize the goals of competent education by means of constructing a single socio-cultural environment. Active learning is considered as a way of implementing the content of training, where cadets are involved in the process of learning a foreign language and motivated to search the solutions of communicative or informative tasks independently. It is determined that active learning technologies envisage the unification of the learning process and the possibility of its further application in the typical conditions, they are aimed at the effectiveness, development of the personality of the cadet in the process of learning, have a well-founded goal at the project stage, provide for the optimal organization of the educational material. Active learning technologies are aimed at the development of various types of speech activity - reading, speaking, listening, writing. Different role and business games, conversations, discussions, conferences are used to improve the efficiency of foreign language learning. It has been determined that conferences as active learning technology require a long preparing work, provide a differentiated approach to language training of cadets, and provide an opportunity to combine cadets with different professional vocabulary. Innovative active learning technologies include individual and group presentations. It is shown that their effectiveness is related to the motivation to improve knowledge of a foreign language in order to represent better professional achievements. Active learning technologies require a special teacher training, which should take into consideration the personal characteristics of each cadet. It is proved that the use of these technologies in the process of studying a foreign language promotes the motivation of cadets, teaches to evaluate oneself and others objectively, helps to understand the concepts of military terminology, promotes better understanding in the group, helps to eliminate communicative barriers, reveal the personal and professional potential of cadets.Key words: cadet, technology, active training, foreign language, military defense, presentation, videoconference, project. ; У статті йдеться про застосування технологій активного навчання у процесі підготовки фахівців військової галузі. З'ясовано, що технології активного навчання дозволяють реалізувати цілі компетентнісної освіти за допомогою конструювання єдиного соціокультурного середовища. Визначено, що технології активного навчання передбачають уніфікацію процесу навчання і можливість застосування її в подальшому в типових умовах, вони спрямовані на результативність, розвиток особистості курсанта в процесі навчання, мають обґрунтовану мету вже на етапі проекту, передбачають оптимальну організацію навчального матеріалу. Визначено, що конференції як технологія активного навчання вимагають тривалої підготовчої роботи, передбачають диференційований підхід до мовної підготовки курсантів, дають можливість об'єднувати курсантів з різним словниковим складом фахового спрямування. Доведено, що використання означених технологій у процесі вивчення іноземної мови сприяє підвищенню мотивації курсантів, вчить об'єктивно оцінювати себе та інших, допомагає усвідомлено засвоювати військову термінологію, сприяє кращому порозумінню в групі, допомагає зняти комунікативні бар'єри, розкрити особистісний та професійний потенціал курсантів.Ключові слова: курсант, технологія, активне навчання, іноземна мова, військовий ЗВО, презентація, відеоконференція, проект. В статье говорится о применении технологий активного обучения в процессе подготовки специалистов военной отрасли. Выяснено, что технологии активного обучения позволяют реализовать цели компетентностного образования с помощью конструирования единой социокультурной среды. Определено, что технологии активного обучения предусматривают унификацию процесса обучения и возможности применения их в дальнейшем в типичных условиях, они направлены на результативность, развитие личности курсанта в процессе обучения, имеют обоснованную цель уже на этапе проекта, предусматривают оптимальную организацию учебного материала. Определено, что конференции как технология активного обучения требуют длительной подготовительной работы, предусматривают дифференцированный подход к языковой подготовке курсантов, дают возможность объединять курсантов с различным словарным составом профессионального направления. Доказано, что использование указанных технологий в процессе изучения иностранного языка способствует повышению мотивации курсантов, учит объективно оценивать себя и других, помогает осознанно усваивать военную терминологию, способствует лучшему взаимопониманию в группе, помогает снять коммуникативные барьеры, раскрыть личностный и профессиональный потенциал курсантов.Ключевые слова: курсант, технология, активное обучение, иностранный язык, военный ВНЗ, презентация, видеоконференция, проект. The article deals with the use of active learning technologies in the training the military specialists. It is revealed that technologies of active training allow to realize the goals of competent education by means of constructing a single socio-cultural environment. Active learning is considered as a way of implementing the content of training, where cadets are involved in the process of learning a foreign language and motivated to search the solutions of communicative or informative tasks independently. It is determined that active learning technologies envisage the unification of the learning process and the possibility of its further application in the typical conditions, they are aimed at the effectiveness, development of the personality of the cadet in the process of learning, have a well-founded goal at the project stage, provide for the optimal organization of the educational material. Active learning technologies are aimed at the development of various types of speech activity - reading, speaking, listening, writing. Different role and business games, conversations, discussions, conferences are used to improve the efficiency of foreign language learning. It has been determined that conferences as active learning technology require a long preparing work, provide a differentiated approach to language training of cadets, and provide an opportunity to combine cadets with different professional vocabulary. Innovative active learning technologies include individual and group presentations. It is shown that their effectiveness is related to the motivation to improve knowledge of a foreign language in order to represent better professional achievements. Active learning technologies require a special teacher training, which should take into consideration the personal characteristics of each cadet. It is proved that the use of these technologies in the process of studying a foreign language promotes the motivation of cadets, teaches to evaluate oneself and others objectively, helps to understand the concepts of military terminology, promotes better understanding in the group, helps to eliminate communicative barriers, reveal the personal and professional potential of cadets.Key words: cadet, technology, active training, foreign language, military defense, presentation, videoconference, project.

This work is situated in the field of childhood studies, which conceives the child as an active subject in society and who is, among other factors, marked by its generational position in front of other generations. In this opportunity, we reflect about how Brazilian kids who live in the urban space and in a very specific adversity context (the streets) are perceived. The objective was to understand how adults perceive those children in homeless situation, and how do they face the duty of childhood protection once it is applied to those specific children. In order to do this, we present the results of two qualitative researches, separately developed by the authors, in three different cities in Brazil, from Northeastern and Southeastern, counting on a total number of 77 adults. They participated through individual and group interviews. The registers of the fieldwork were analyzed and generated categories which deal with the question of who carries the responsibility over children in homeless situation, as well as the protection of marginalized childhood. Based on the empirical work from two researches, we realized that the adults make a differentiation between children who have the streets as their home and those who don't. The participants elected the State as the major responsible for the children in homeless situation. For this marginalized childhood, part of the adults elected governmental institutions as the sole responsible for providing any kind of treatment to the children in homeless situation, which not necessarily means a measure of protection. "Accountability" and "punishment" were much more often mentioned by the adults than "protection". As a conclusion, we saw that the adults have not felt invited to protect marginalized childhood, since they primarily thought about their own protection and even went to a state of neglect towards those children. The acknowledgement of the "pickpockets" was given only by negative means, since the child in homeless situation was seen for some as an evil who acts deliberately, so that this was the only moment when those children were regarded in an active manner. ; publishedVersion ; Published by Universidade do Estado do Rio de Janeiro under a CC BY-NC 4.0 license (https://creativecommons.org/licenses/by-nc/4.0/)

Cover -- Half Title -- Title Page -- Copyright Page -- Dedication -- Table of Contents -- Series Editors' Foreword -- Preface -- Acknowledgments -- 1 What is Relational Interviewing? -- Methodological Underpinnings -- Practical Elements -- Active Listening -- Acquiring New Lexicons -- Learning through Missteps -- Treating People with Dignity and Respect -- Comparison to Other Approaches -- Suitable Projects -- 2 Building Working Relationships -- The Limits of Rapport -- The Promise and Pitfalls of Positionality -- Structural Power and Privilege -- Individual Attributes and Background -- Social and Theoretical Vantage Points -- Insiders v. Outsiders -- Elites v. Non-Elites -- The Importance of Paying Attention and Respect -- Minimizing Harm through Meaningful Protections -- Becoming Mindful of Local Norms and Hierarchies -- Respecting Participants' Knowledge and Boundaries -- Learning from Relationships That Do Not Work -- Working with Research Assistants and Interpreters -- 3 Selecting, Finding, and Approaching Interviewees -- Selecting Instead of Sampling -- Working through Interlocutors -- Funnel Method and Other Strategies of Access -- Navigating Dangers and Risks -- Treating Mistakes as Gifts -- Learning from Interviews That Do Not Happen -- 4 Strategies for Conducting Interviews -- Interview Locations and Timing -- Greetings, Introductions, and Permissions -- Listening With or Without a Recorder -- Questions and Prompts -- Ways to Start an Interview -- Ways to Probe Meanings and Logics -- Ways Out of Impasses or Dead-Ends -- Talking to More Than One Person at a Time -- 5 I Have My Data-Now What? -- Interpretivist and Positivist Approaches to Analysis -- Looking for Patterns -- Making Sense of Different Kinds of Truths -- Decoding Causal Logics -- Analyzing Positionality and Ethics -- 6 The Ethos of Relational Interviewing

The format for formal international negotiations on environment and development sometimes prevents negotiators from truly listening to each other and adapt pre-existing positions to realize constructive conflict resolution. In this paper we present and analyse "Multi-Actor Dialogue Seminars" (MADS) as an approach to contribute to transformative social learning and conflict resolution, and the contribution to tangible and intangible outcomes in formal negotiations. Unlike negotiations, the objective of MADS is not to agree on a text, but to identify areas of agreement and disagreement, build trust and understanding and identify policy options that are tailored to different cultural-political and value systems. As a case study we use the breakdown of the negotiations at the formal Convention on Biological Diversity (CBD) Conference in 2010 regarding "innovative financial mechanisms," and subsequent two international Quito Dialogues using the MADS approach. Through a composite of methods this article reveals the effects of the Quito Dialogues on formal CBD negotiations. The Quito Dialogues contributed to bringing actors out of their deadlock and thereby paving the way for constructive results in the formal CBD negotiations, evident by references in CBD Decisions adopted by 196 CBD Parties. We discuss key design and implementation factors which were decisive for these effects including the importance of a bridging organization, trust building, exploration of both convergences and divergences, involvement of participants with diverse and conflicting views early in the planning, promotion of active listening and addressing diverse knowledge systems and power asymmetries.

This position paper offers a pedagogical frame to empower professional work in residential child care. Jobs in this demanding field are characterized by daily relationships with children of different ages, needs, and cultural backgrounds. There is a need for effective communication and interaction with them, their families, co-workers, other professionals, and care agencies, as well as with the larger community. This complexity brings uncertainty and the necessity of thinking and acting in a sensitive way in order to open possibilities for systemic transformation at the micro, meso, and macro levels. In this framework, we focus on reflexivity as a meta-competence — a set of specific postures, competences, and attitudes that characterize expert professional action. A thorough literature review on reflexivity in social work and child protection is aimed at clarifying the meanings, uses, and features of this concept. We claim that systemic reflexivity can be used as a framework, a methodology, and a set of tools to empower professional work by enhancing emotional, cognitive, and epistemic self-awareness, systemic wisdom, abduction, and active listening. To help workers and teams develop these five competences, a self-directed learning module is currently being designed, based on systemic and narrative perspectives, and transformative learning theory.

Abstract. Background: The life time risk of suicide among patients with long term psychosis is 5-15%. Suicide prevention in this group is a major clinical challenge. Aims: To capture specific characteristics of suicidal communication and critical events preceding suicide in patients with psychosis. Methods: Medical records were examined and a life event inventory applied to a one-year cohort of 21 cases of suicide in the clinical group in Stockholm county. Results: In most cases direct or indirect verbal communication of suicidal thoughts were documented before the suicide. Three months preceeding death, 20 of the 21 subjects had described one or more negative critical experiences, typically physical illness, loss of contact with an important other, loss of "home", and intolerable side effects of medication. In most cases the suicide appeared to be the culmination of prolonged suffering and suicidal deliberations. Conclusions: Suicide prevention among patients with psychosis requires sensitivity, active listening, and responsiveness on the part of the care person to the patient's explicit suicidal communication and perceptions of care-related or other incidents or interactions, even when conveyed in an odd manner or with little emotion. To prevent suicide, attentive and long-term planning in collaboration with the patient is essential.

As society grows increasingly diverse, it is critical that youth development professionals are equipped with cultural core competencies. This descriptive study gauged the perceived level of cultural competence among 4-H Youth Development professionals from a Southern state in the United States. Based on the 4-H Professional Research, Knowledge, and Competency (PRKC) Model (Stone & Rennekamp, 2004), youth development professionals rated their cultural competence (equity, access, and opportunity) in eight core competency areas. Based on a five-point Likert scale ranging from 0 = No knowledge to 4 = Expert, youth development professionals evaluated their cultural competence ranging from 0.66 to 4.00. According to an interpretive scale, most youth development professionals rated their competence as intermediate. Participants reported the skills of active listening and an open attitude as areas in which they felt most competent. Areas of least competence were community outreach policies and procedures. No significant relationships existed between the demographic variables of gender, degree earned, and field of study when compared to perceived cultural competence. The findings will be used to detect deficiencies and create opportunities for professional training and development experiences in supporting the cultural competence and growth of youth professionals.

Abstract

Honor Your Volunteers' 'Psychological Contracts'


Volunteers Raising Funds


Don't Underestimate the Fundraising Potential Of Your Auxiliary


Keys to Success


Are Groups Worth It?


Connecting Staff, Volunteers


Promote Volunteer and Staff Partnerships


Targeted Recruitment


Invite the Self‐Employed to Join Your Ranks


Young Volunteer Involvement


Tips for Engaging, Managing Youth


Finding Young Volunteers


Overcome the Perfectionist Syndrome


Look for the Inspiration Behind Each Assignment


Active Listening Tips


Seven Ways to Cater To Senior Volunteers


Working With Fellow Employees


What You Should Do to Involve Paid Staff


Volunteer Expectations


Are Minimum Commitment Requirements for Volunteers Wise?


Top Recognition


Make Your Volunteer of the Year Program Shine


Tracking Procedures


Increase Volunteer Activity and Accountability With OurVolts


Volunteer Communications


Improve Your Newsletter's Readership


Volunteer Recognition


Make Recognition More Memorable — Get Personal


Training Techniques


Use Modeling to Train Volunteers


Adaptable Models


Why Not Launch a Work Week Program?


Give Your Volunteers Reasons to Stick Around


Distribute Meeting Minutes To Those Who Can't Attend


Never Stop Learning


Make Orientation Attendance Your Priority


Be Accountable


Take Full Responsibility for Assignments


Be an Example to Others


Don't Overreact When Things Go Wrong

Abstract

Clarify New Tasks Before Assigning Them


Win‐win Volunteer Opportunities


Practices That Engage Job Seekers as Volunteers


Ready‐made Applications


Work With the Media To Tell Your Story


Communicate Volunteer Expectations


Volunteer Guidelines for College Students Offer Direction


Specialized Volunteer Training


Volunteer Training Addresses Language Challenges


Mentoring Programs


Reliable Online Resources Spur Recruitment Drive


Volunteer Recognition


Award Banquet Timeline Keeps Planning on Track


Recognize Baby Boomer Volunteers in Special Ways


Build Skills, Advance Career With Professional Certification


Engaging Volunteers


Emphasize Key Concepts With a Word Cloud


Specialized Training


Prepare Volunteers for Emotional Turmoil


Benefits of Internships


Develop an Enriching Internship Program


Five Keys to Successful Internship Management


Promote Events on a Limited Budget With Volunteers' Help


Refresh Your Volunteer Program With New Incentives


Building Loyalty Among Volunteers


Short‐term Steps Build Long‐term Relationships


Buck the Trend, Divide the Work


Creative Volunteer Events


Looking for a New Team‐building Activity? Try a Song


One Group's Experience With Music‐based Team Activity


Places to Distribute Recruitment Brochures


Don't Underestimate Young Volunteers' Potential


Communicating With Volunteers


Volunteer PSAs Offer Inspiration


Good Customer Service


The Cost of Being Rude


Remind Yourself of Deadlines


Elements of Active Listening