هدفت الدراسة إلى اشتقاق أهداف تعليم العلوم في التعليم العام وفق المنظور الإسلامي باستخدام التحليل الكيفي للوثائق من المصادر الآتية: (الآيات الكونية في القرآن الكريم، مقاصد الشريعة، التراكم المعرفي الإنساني، واقع المجتمع واحتياجاته "زمانا ومكانا". وتمت عملية الاستنباط من المصادر السابقة للخروج بأهداف تعليم العلوم في التعليم العام وفق المنظور الإسلامي، حيث بلغت (59) هدفا، ومن ثم تم تصنيفها إلى (20) مجالا من مجالات أهداف تعليم العلوم في التعليم العام وفق المنظور الإسلامي. وعليه فينبغي إعادة النظر في مناهج العلوم وأهدافها بما يتسق وما تم التوصل إليه في البحث.
{"title":"أهداف تدريس العلوم الطبيعية في مراحل التعليم العام من منظور إسلامي","authors":"D. Al-Hidabi, Raja Aljaji","doi":"10.31436/ijes.v8i2.338","DOIUrl":"https://doi.org/10.31436/ijes.v8i2.338","url":null,"abstract":"هدفت الدراسة إلى اشتقاق أهداف تعليم العلوم في التعليم العام وفق المنظور الإسلامي باستخدام التحليل الكيفي للوثائق من المصادر الآتية: (الآيات الكونية في القرآن الكريم، مقاصد الشريعة، التراكم المعرفي الإنساني، واقع المجتمع واحتياجاته \"زمانا ومكانا\". وتمت عملية الاستنباط من المصادر السابقة للخروج بأهداف تعليم العلوم في التعليم العام وفق المنظور الإسلامي، حيث بلغت (59) هدفا، ومن ثم تم تصنيفها إلى (20) مجالا من مجالات أهداف تعليم العلوم في التعليم العام وفق المنظور الإسلامي. وعليه فينبغي إعادة النظر في مناهج العلوم وأهدافها بما يتسق وما تم التوصل إليه في البحث.","PeriodicalId":45480,"journal":{"name":"International Journal of Embedded Systems","volume":"1 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69712928","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
هدفت الدراسة إلى التعرف على مستوى القيادة التحويلية لمديري مدارس التعليم الأساسي بمحافظة مسندم في سلطنة عمان من وجهة نظر المعلمين والمعلمات. تكوَّن مجتمع الدراسة من جميع المعلمين والمعلمات في مدارس التعليم الأساسي للصفوف (5-12) في المحافظة، والبالغ عددهم (256) معلمًا ومعلمةً. اختيرت منهم عينة عشوائية طبقية تكونت من (154) معلماً ومعلمة. تم استخدام المنهج الوصفي المسحي وجمع البيانات من خلال استبانة مكونة من 47 فقرة ، وتحليلها باستخدام الإحصاء الوصفي والإحصاء الاستدلالي. أظهرت نتائج التحليل بأن مستوى القيادة التحويلية لدى مديري مدارس التعليم الأساسي للصفوف (5-12) مرتفع بشكل عام ؛ وكذل عدم وجود فروق ذات دلالة إحصائية في متوسطات إجابات أفراد عينة الدراسة على القيادة التحويلية لدى مديري مدارس التعليم الأســـــــــــاسي للصفوف (5-12) بمحافظة مسندم تُعزى لمتغيرات النوع الاجتماعي، المؤهل العلمي، سنوات الخبرة عند مستوى دلالة (0.05 a≤). أكَّدت الدراسة على أهمية استمرار جهود وزارة التربية والتعليم بسلطنة عمان في تدريب مدراء المدارس على القيادة التحويلية؛ والاستفادة منهم في تطوير زملائهم الأقل خبرة في ممارسة القيادة التحويلية. وأوصت الدراسة بإعداد أبحاث من النوع الكيفي للحصول على بيانات أكثر عمقا.
{"title":"مستوى ممارسة مديري مدارس التعليم الأساسي القيادةَ التحويلي ة بمحافظة مسندم في سلطنة عما ن","authors":"Nabila Abdullah Ali Alshehhi, Kamal J I Badrasawi","doi":"10.31436/ijes.v8i2.330","DOIUrl":"https://doi.org/10.31436/ijes.v8i2.330","url":null,"abstract":"هدفت الدراسة إلى التعرف على مستوى القيادة التحويلية لمديري مدارس التعليم الأساسي بمحافظة مسندم في سلطنة عمان من وجهة نظر المعلمين والمعلمات. تكوَّن مجتمع الدراسة من جميع المعلمين والمعلمات في مدارس التعليم الأساسي للصفوف (5-12) في المحافظة، والبالغ عددهم (256) معلمًا ومعلمةً. اختيرت منهم عينة عشوائية طبقية تكونت من (154) معلماً ومعلمة. تم استخدام المنهج الوصفي المسحي وجمع البيانات من خلال استبانة مكونة من 47 فقرة ، وتحليلها باستخدام الإحصاء الوصفي والإحصاء الاستدلالي. أظهرت نتائج التحليل بأن مستوى القيادة التحويلية لدى مديري مدارس التعليم الأساسي للصفوف (5-12) مرتفع بشكل عام ؛ وكذل عدم وجود فروق ذات دلالة إحصائية في متوسطات إجابات أفراد عينة الدراسة على القيادة التحويلية لدى مديري مدارس التعليم الأســـــــــــاسي للصفوف (5-12) بمحافظة مسندم تُعزى لمتغيرات النوع الاجتماعي، المؤهل العلمي، سنوات الخبرة عند مستوى دلالة (0.05 a≤). أكَّدت الدراسة على أهمية استمرار جهود وزارة التربية والتعليم بسلطنة عمان في تدريب مدراء المدارس على القيادة التحويلية؛ والاستفادة منهم في تطوير زملائهم الأقل خبرة في ممارسة القيادة التحويلية. وأوصت الدراسة بإعداد أبحاث من النوع الكيفي للحصول على بيانات أكثر عمقا.","PeriodicalId":45480,"journal":{"name":"International Journal of Embedded Systems","volume":"1 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69712858","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abdul Aziz Abdullah Mohammed ALmazruii, Ali Mohammed Ibrahim, Rashid Saif Almehrizi, Abdul Qawi Salem Alzubaidi
سعى هذا البحث إلى تقنين مقياس ميداس MIDAS للذكاءات المتعددة للمراهقين من تأليف برانتون شيرر(1996) واستخراج المعايير لدرجاته. تألفت عينة الدراسة من 700 طالبٍ وطالبة (321 ذكور و379 إناث) من طلبة الصف الحادي عشر بمحافظة شمال الباطنة في سلطنة عمان. واستخدم مع البحث كلا من اختبار المصفوفات المتتابعة لرافن على 120 طالبٍ وطالبة واختبار الذكاء اللغوي على 103 من الطلاب وذلك لحساب الصدق التلازمي للمقياس. تم تحليل البيانات باستخدام برنامج SPSS، وبرنامج الليزرال LISREL8.14. وقد أشارت النتائج إلى تمتع المقياس بالصدق البنائي، والصدق التلازمي مع اختبار رافن، ومع اختبار الذكاء اللغوي. وأشارت نتائج التحليل العاملي التوكيدي أن مقياس ميداس حقق مؤشرات حسن المطابقة المقبولة. وأظهر المقياس معاملات ثبات عالية بطريقة ألفا كرونباخ، وطريقة إعادة التطبيق. كما تم حساب الرتب المئينية وذلك لإشتقاق معايير للدرجات الخام. وفي ضوء نتائج البحث يمكن استخدام مقياس ميداس في التوجيه المهني، والإستفادة من معايير الدراسة في التعرف على مستوى الذكاءات المتعددة لدى كل طالب، والعمل على تنمية هذه الذكاءات من خلال استخدام أساليب وأنشطة تدريس مناسبة.
{"title":"تقنيين مقياس ميداس للذكاءات المتعددة لطلاب الصف الحادي عشر في محافظة شمالي الباطنة بسلطنة عمان","authors":"Abdul Aziz Abdullah Mohammed ALmazruii, Ali Mohammed Ibrahim, Rashid Saif Almehrizi, Abdul Qawi Salem Alzubaidi","doi":"10.31436/ijes.v8i2.333","DOIUrl":"https://doi.org/10.31436/ijes.v8i2.333","url":null,"abstract":"سعى هذا البحث إلى تقنين مقياس ميداس MIDAS للذكاءات المتعددة للمراهقين من تأليف برانتون شيرر(1996) واستخراج المعايير لدرجاته. تألفت عينة الدراسة من 700 طالبٍ وطالبة (321 ذكور و379 إناث) من طلبة الصف الحادي عشر بمحافظة شمال الباطنة في سلطنة عمان. واستخدم مع البحث كلا من اختبار المصفوفات المتتابعة لرافن على 120 طالبٍ وطالبة واختبار الذكاء اللغوي على 103 من الطلاب وذلك لحساب الصدق التلازمي للمقياس. تم تحليل البيانات باستخدام برنامج SPSS، وبرنامج الليزرال LISREL8.14. وقد أشارت النتائج إلى تمتع المقياس بالصدق البنائي، والصدق التلازمي مع اختبار رافن، ومع اختبار الذكاء اللغوي. وأشارت نتائج التحليل العاملي التوكيدي أن مقياس ميداس حقق مؤشرات حسن المطابقة المقبولة. وأظهر المقياس معاملات ثبات عالية بطريقة ألفا كرونباخ، وطريقة إعادة التطبيق. كما تم حساب الرتب المئينية وذلك لإشتقاق معايير للدرجات الخام. وفي ضوء نتائج البحث يمكن استخدام مقياس ميداس في التوجيه المهني، والإستفادة من معايير الدراسة في التعرف على مستوى الذكاءات المتعددة لدى كل طالب، والعمل على تنمية هذه الذكاءات من خلال استخدام أساليب وأنشطة تدريس مناسبة.","PeriodicalId":45480,"journal":{"name":"International Journal of Embedded Systems","volume":"1 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69712911","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The literature on educational achievement has shown consistently that boys are underachieving. They are disengaged with learning, and their dropout rates in schools are higher than those for girls. Although the problem of underachievement and disengagement with learning is largely associated with boys, not all boys are underachieving or disengaged with learning, and not all girls are achieving and engaged with learning. There is also strong evidence to suggest that differences within gender are more significant than the difference between gender. Recent research findings have shown that educational performance is highly influenced by socio-demographic factors such as school location, race or ethnicity, socio-economic status, and parents’ education. Given that reading is a critical literacy skill for academic achievement and English is an important second language in Malaysia, this study sought to identify groups of Malaysian lower secondary students who are at risk of underachieving in English reading skill. A sample of 944 Malaysian ESL Form 1, 2 and 3 students, randomly selected from national-type schools, participated in the study. A test of English reading skill, consisting of 60 multiple-choice items was used. The Rasch Model analysis as well as selected descriptive statistics were used to answer the research questions. The results showed that students’ performance in English reading differed from one group to another, implying that gender did not exclusively influence student performance. Based on the findings, more sound and informed decisions on students’ performance in English reading skill and the most effective teaching methods can be made. Qualitative investigation of the factors behind high or low performance among these groups of students is also needed to further understand the influence of these factors on achievement and underachievement .
{"title":"Reading Skill among Malaysian ESL Lower Secondary Students: Which Girls and Which Boys are Achieving and Underachieving?","authors":"Kamal J I Badrasawi, N. Kassim","doi":"10.31436/ijes.v8i2.329","DOIUrl":"https://doi.org/10.31436/ijes.v8i2.329","url":null,"abstract":"The literature on educational achievement has shown consistently that boys are underachieving. They are disengaged with learning, and their dropout rates in schools are higher than those for girls. Although the problem of underachievement and disengagement with learning is largely associated with boys, not all boys are underachieving or disengaged with learning, and not all girls are achieving and engaged with learning. There is also strong evidence to suggest that differences within gender are more significant than the difference between gender. Recent research findings have shown that educational performance is highly influenced by socio-demographic factors such as school location, race or ethnicity, socio-economic status, and parents’ education. Given that reading is a critical literacy skill for academic achievement and English is an important second language in Malaysia, this study sought to identify groups of Malaysian lower secondary students who are at risk of underachieving in English reading skill. A sample of 944 Malaysian ESL Form 1, 2 and 3 students, randomly selected from national-type schools, participated in the study. A test of English reading skill, consisting of 60 multiple-choice items was used. The Rasch Model analysis as well as selected descriptive statistics were used to answer the research questions. The results showed that students’ performance in English reading differed from one group to another, implying that gender did not exclusively influence student performance. Based on the findings, more sound and informed decisions on students’ performance in English reading skill and the most effective teaching methods can be made. Qualitative investigation of the factors behind high or low performance among these groups of students is also needed to further understand the influence of these factors on achievement and underachievement .","PeriodicalId":45480,"journal":{"name":"International Journal of Embedded Systems","volume":"8 1","pages":"88-111"},"PeriodicalIF":1.2,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42624891","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Nur Sakinah Ahmad Nasaruddin, Rosemaliza Mohd Kamalludeen
This study explored the process of how Malay primary ESL learners build English vocabulary using multimedia technology. With this purpose, students’ choices of multimedia technology tools and the reasons behind the choices were investigated. The qualitative approach was employed in this study by conducting semi-structured interviews with three Malay primary school students aged 12 years old from a public school in Kuala Lumpur. The findings revealed that the students chose three main types of multimedia tools namely audio, audio-visual, and video games. The participants revealed three reasons behind their preferences of the multimedia tools which are acquisition of additional information, presence of visuals, and convenience. It was also found that the process of vocabulary-building using the preferred multimedia tools can be organised into four stages namely (i) first encounter, (ii) cognitive dissonance, (iii) establishing equilibrium, and (iv) remembering. The findings suggest English teachers to include multimedia tools in the teaching of vocabulary because it facilitates the process of vocabulary building among students as the words are learned in context and enhanced with visuals.
{"title":"A Case Study of How Malay ESL Learners Build Vocabulary Using Multimedia Technology","authors":"Nur Sakinah Ahmad Nasaruddin, Rosemaliza Mohd Kamalludeen","doi":"10.31436/ijes.v8i2.288","DOIUrl":"https://doi.org/10.31436/ijes.v8i2.288","url":null,"abstract":"This study explored the process of how Malay primary ESL learners build English vocabulary using multimedia technology. With this purpose, students’ choices of multimedia technology tools and the reasons behind the choices were investigated. The qualitative approach was employed in this study by conducting semi-structured interviews with three Malay primary school students aged 12 years old from a public school in Kuala Lumpur. The findings revealed that the students chose three main types of multimedia tools namely audio, audio-visual, and video games. The participants revealed three reasons behind their preferences of the multimedia tools which are acquisition of additional information, presence of visuals, and convenience. It was also found that the process of vocabulary-building using the preferred multimedia tools can be organised into four stages namely (i) first encounter, (ii) cognitive dissonance, (iii) establishing equilibrium, and (iv) remembering. The findings suggest English teachers to include multimedia tools in the teaching of vocabulary because it facilitates the process of vocabulary building among students as the words are learned in context and enhanced with visuals.","PeriodicalId":45480,"journal":{"name":"International Journal of Embedded Systems","volume":"1 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69713303","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"An Alternative and Preferred Future of Education","authors":"N. Kassim","doi":"10.31436/ijes.v8i2.341","DOIUrl":"https://doi.org/10.31436/ijes.v8i2.341","url":null,"abstract":"","PeriodicalId":45480,"journal":{"name":"International Journal of Embedded Systems","volume":"8 1","pages":"1-2"},"PeriodicalIF":1.2,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47203989","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-09DOI: 10.1108/ijes-07-2019-0032
Akbar Adhiutama, Rony Darmawan, Shimaditya Nuraeni, N. F. Pambudi, N. Mulyono
PurposeThe lack of studies about the relevance of disaster awareness factors and disaster evacuation as a part of disaster responses especially for fire cases in an academic environment in Indonesia has triggered this study to explore the disaster awareness factors and evacuation experiment without emergency alarm for case study students in the classroom. The relevance of disaster awareness factors in transforming into practical action and decision in a disaster evacuation need to be examined to study the relevance of both phases in disaster.Design/methodology/approachThis research conducted a quantitative approach by studying questionnaires from 162 respondents collectively divided into five groups to examine the student disaster awareness factors randomly from those groups. The qualitative approach was implemented through the evacuation experiments that were conducted twice to analyze the disaster evacuation performance. The analysis for the relevance is conducted by comparing the result of the questionnaire study and the evacuation experiment.FindingsAccording to the questionnaire study, generally, the students are highly confident with their hazard knowledge in disaster awareness except that half of them are doubtful about appropriate steps in a disaster. The experiment without explosive sound showed that they have slower responses in the critical moment of evacuation. The response in the experiments showed relevance with several disaster awareness factorsResearch limitations/implicationsThis study has explored the relevance of disaster awareness factors with disaster response in a campus building. In the part of reducing risk during fire disaster, this research shows the importance of social interaction and hazard knowledge during the disaster.Practical implicationsThe improvement of disaster evacuation procedures and training in a campus building is mandatory to reduce disaster risk based on the relevance of disaster awareness factors and disaster response in this study.Originality/valueThis study measures the relevance of disaster awareness factors performance of the students by comparing it to their actions and decisions in an experimental setting of fire building. The disaster awareness factor performance was measured by a questionnaire survey while the experiments were deployed to observe the performance of their actions and decisions during evacuation as part of the disaster response phase.
{"title":"Relevance of disaster awareness factors and evacuation experiment without emergency alarm: fire case study","authors":"Akbar Adhiutama, Rony Darmawan, Shimaditya Nuraeni, N. F. Pambudi, N. Mulyono","doi":"10.1108/ijes-07-2019-0032","DOIUrl":"https://doi.org/10.1108/ijes-07-2019-0032","url":null,"abstract":"PurposeThe lack of studies about the relevance of disaster awareness factors and disaster evacuation as a part of disaster responses especially for fire cases in an academic environment in Indonesia has triggered this study to explore the disaster awareness factors and evacuation experiment without emergency alarm for case study students in the classroom. The relevance of disaster awareness factors in transforming into practical action and decision in a disaster evacuation need to be examined to study the relevance of both phases in disaster.Design/methodology/approachThis research conducted a quantitative approach by studying questionnaires from 162 respondents collectively divided into five groups to examine the student disaster awareness factors randomly from those groups. The qualitative approach was implemented through the evacuation experiments that were conducted twice to analyze the disaster evacuation performance. The analysis for the relevance is conducted by comparing the result of the questionnaire study and the evacuation experiment.FindingsAccording to the questionnaire study, generally, the students are highly confident with their hazard knowledge in disaster awareness except that half of them are doubtful about appropriate steps in a disaster. The experiment without explosive sound showed that they have slower responses in the critical moment of evacuation. The response in the experiments showed relevance with several disaster awareness factorsResearch limitations/implicationsThis study has explored the relevance of disaster awareness factors with disaster response in a campus building. In the part of reducing risk during fire disaster, this research shows the importance of social interaction and hazard knowledge during the disaster.Practical implicationsThe improvement of disaster evacuation procedures and training in a campus building is mandatory to reduce disaster risk based on the relevance of disaster awareness factors and disaster response in this study.Originality/valueThis study measures the relevance of disaster awareness factors performance of the students by comparing it to their actions and decisions in an experimental setting of fire building. The disaster awareness factor performance was measured by a questionnaire survey while the experiments were deployed to observe the performance of their actions and decisions during evacuation as part of the disaster response phase.","PeriodicalId":45480,"journal":{"name":"International Journal of Embedded Systems","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2020-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44019980","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-08DOI: 10.1108/ijes-10-2019-0055
L. Blaney, D. Wilde, R. Hill
PurposeThe purpose of this paper is to present a theory of psychological resilience in volunteer firefighters.Design/methodology/approachUsing a constructivist grounded theory (CGT) approach, the qualitative study engaged a purposive sample of eight firefighters in Canada, conducted in-depth interviews and analysed the data using comparative methods.FindingsThe results provided unique insights into resilience in firefighters and revealing resilience as multidimensional, complex, dynamic and contextual. Six core concepts interrelate to construct resilience: relationships, personal resources, meaning-making, leadership, culture and knowledge.Practical implicationsThe findings of this research offer a framework for practical integration of resilience theory into workplace health policy and practice. The theory was co-created with firefighters hence is contextually sound to this population, but applicable to other emergency and health services.Originality/valueVolunteer firefighters are under-represented in the literature, despite facing intermittent and frequently intense work-related stressors; this research begins to address the gap in the literature. As well, previous resilience theories have noted relationships between some components, but there is little evidence linking categories; this theory more patently represents the complex nature of resilience in volunteer firefighters.
{"title":"Transcending adversity: resilience in volunteer firefighters","authors":"L. Blaney, D. Wilde, R. Hill","doi":"10.1108/ijes-10-2019-0055","DOIUrl":"https://doi.org/10.1108/ijes-10-2019-0055","url":null,"abstract":"PurposeThe purpose of this paper is to present a theory of psychological resilience in volunteer firefighters.Design/methodology/approachUsing a constructivist grounded theory (CGT) approach, the qualitative study engaged a purposive sample of eight firefighters in Canada, conducted in-depth interviews and analysed the data using comparative methods.FindingsThe results provided unique insights into resilience in firefighters and revealing resilience as multidimensional, complex, dynamic and contextual. Six core concepts interrelate to construct resilience: relationships, personal resources, meaning-making, leadership, culture and knowledge.Practical implicationsThe findings of this research offer a framework for practical integration of resilience theory into workplace health policy and practice. The theory was co-created with firefighters hence is contextually sound to this population, but applicable to other emergency and health services.Originality/valueVolunteer firefighters are under-represented in the literature, despite facing intermittent and frequently intense work-related stressors; this research begins to address the gap in the literature. As well, previous resilience theories have noted relationships between some components, but there is little evidence linking categories; this theory more patently represents the complex nature of resilience in volunteer firefighters.","PeriodicalId":45480,"journal":{"name":"International Journal of Embedded Systems","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2020-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41488974","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-08DOI: 10.1108/ijes-07-2020-0035
Ana Cristina Oliveira, F. Teixeira, Félix Neto, Â. Maia
PurposeBeing a first responder involves facing a wide variety of stressful situations that could affect health and well-being. Peer support appears as a beneficial strategy to deal with work-related stress. Despite this support approach have been implemented in a variety of contexts, these interventions must to be adapted to specific needs. In this sense, the aim of this study was to explore, from a first responders' perspective, what they think about peer support and how it can be put into practiceDesign/methodology/approachThe authors interviewed in-depth 14 first responders of Portuguese Red Cross branches from the north of Portugal. Data was analyzed according to Thematic Analysis procedures.FindingsThe authors found two main themes: (1) a valuable, sustainable and ongoing support and (2) overcome barriers and rooted resistances. Participants highlighted the importance of peer support along the Red Cross path, and as daily routine. Moreover, they considered that peers should have some personal characteristics, skills and training in order to provide support to colleagues more effectively. Additionally, they made suggestions to overcome some anticipated barriers.Practical implicationsBy considering mental health and well-being of workers, a priority and by being developed based on international recommendations and professionals testimonies, peer support appears as a valuable tool possible to be implemented and able to tailor the emergency branches' needs.Originality/valueThis is the first qualitative study about the first responder's perceptions of peer support.
{"title":"Peer support in prehospital emergency: the first responders' point of view","authors":"Ana Cristina Oliveira, F. Teixeira, Félix Neto, Â. Maia","doi":"10.1108/ijes-07-2020-0035","DOIUrl":"https://doi.org/10.1108/ijes-07-2020-0035","url":null,"abstract":"PurposeBeing a first responder involves facing a wide variety of stressful situations that could affect health and well-being. Peer support appears as a beneficial strategy to deal with work-related stress. Despite this support approach have been implemented in a variety of contexts, these interventions must to be adapted to specific needs. In this sense, the aim of this study was to explore, from a first responders' perspective, what they think about peer support and how it can be put into practiceDesign/methodology/approachThe authors interviewed in-depth 14 first responders of Portuguese Red Cross branches from the north of Portugal. Data was analyzed according to Thematic Analysis procedures.FindingsThe authors found two main themes: (1) a valuable, sustainable and ongoing support and (2) overcome barriers and rooted resistances. Participants highlighted the importance of peer support along the Red Cross path, and as daily routine. Moreover, they considered that peers should have some personal characteristics, skills and training in order to provide support to colleagues more effectively. Additionally, they made suggestions to overcome some anticipated barriers.Practical implicationsBy considering mental health and well-being of workers, a priority and by being developed based on international recommendations and professionals testimonies, peer support appears as a valuable tool possible to be implemented and able to tailor the emergency branches' needs.Originality/valueThis is the first qualitative study about the first responder's perceptions of peer support.","PeriodicalId":45480,"journal":{"name":"International Journal of Embedded Systems","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2020-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47208291","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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