Contact and Creativity: The Gestalt Cycle in Context

Wheeler, Gordon

doi:10.1007/978-3-7091-6023-7_14

Cited by 9 publications

(3 citation statements)

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“…However, as highlighted during the Joint Action on Mental Health and Well Being: Driving Mental Health at Work Conference held in Berlin in 2014, though policy is drawn following professional research and interventions, respecting ethical evidence-based practice, implementation is not straightforward. Given their central role as culture carriers, academics and research leaders are meant to become the first to lead change and then to engage in the kind of intersubjective dialogue, which is essential to support students' self-development [11]. If change was to begin with the academic and research leaders, this would focus on self-knowledge, awareness of the field and the interaction between the two [12].…”

Section: Literature Reviewmentioning

confidence: 99%

“…Three questions are asked by the three subfunctions of the self: Leaders' awareness of the need for change develops in the interaction between their personality functions and the organizational field. It is through the interaction between its subfunctions that the self decides that change is needed and that this change needs to evolve and commit [11,33]. This occurs during the accommodation phase of the transition process.…”

Section: Underlying Processesmentioning

confidence: 99%

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The Role of Appreciative Inquiry to Supporting Students’ Healthy Transition into the Post-Graduate World: A Case Study at the University of Malta

Gonzi

Camilleri

2021

Sustainability

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The purpose of this study is to explore ways to integrate student self-development into preparation for a post-graduate internship. The research problem to be investigated is the identified gap in the lack of support for student wellbeing and self-esteem alongside academic development prior to entering the professional sphere. The Faculty for the Built Environment within the University of Malta conducted this as a pilot study in collaboration with the Counselling Services Unit to support students in finding ways to improve their work/study balance. The methodology used was an appreciative inquiry through workshops and focus groups over two academic years. The main findings suggest that students requested time management and resilience techniques to strengthen their study–work–life balance and develop an improved work ethic once university life is complete. Students who felt valued throughout the study period appreciated their ideas and self-identity more than others. Results were presented to the faculty staff who suggested an action–response approach to transition management. Conclusions indicated that the strength of the approach undertaken served to manage students’ transition from academic life to career entry, conduct a gap analysis to identify issues between students and staff, and facilitate a discussion of values and ethics in preparation for post-graduation career performance.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Underlying Processesmentioning

confidence: 99%