“‘Now’ means nothing” Carlo Rovelli, “The Order of Time” p. 40 “ Timeless is this world we are making, tenseless its language ” Yiyun Li , “Where reasons end” p. 12 “ Such a ‘past’ is so little past that it ... is active in the present; it is present and atemporal at once ” Dominique Scarfone , “The Unpast” p. 155 ABSTRACT I suggest that the “here-and-now” leans on an illusion of past-present-future and obscures the multiple temporalities of many patients. I review considerations of time in psychoanalysis and Scarfone’s “unpast,” wherein the repressed is untouched by time and is continually repeated in a time that does not pass. The residue of trauma, neglect, and absence are unrepresented and find expression in the “untelling” of repetitions and enactments where there is no past where trauma can be located and mourned and no present from which to view the past. When the untelling of group enactments tell their story, new temporalities emerge and the unpast is transformed. The untelling becomes a lived narrative in group and the past becomes instantiated. Trauma and neglect can be mourned and new realities grow. I argue that this does not depend on patients using words and can be disrupted by doing so. A vignette illustrates these concepts.
Creating Indigenized academic spaces is important for supporting the next generation of Indigenous STEM scholars. Examples of transferable components of Indigenous research frameworks that can support the creation of inclusive STEM educational environments for diverse cohorts of Indigenous and non-Indigenous students, faculty, professionals, and community members include multilogicality, relationality, and authentic engagement. However, navigating ethical guidelines for sustaining trusting relationships over long-term endeavors between Indigenous and STEM communities will be more readily achievable when Indigenous leaders are positioned across STEM disciplines to better align the academic community’s educational and research goals with the priorities of Indigenous communities.
Real-time visual biofeedback (vBF) of body sway is known to enhance postural control by reducing center of pressure (COP) displacement. However, the mechanisms underlying its influence remain unclear, particularly regarding implicit processing. The objective of this study was to examine whether vBF is utilized implicitly by exposing 40 young adults to both real-time (accurate) and erroneous (delayed) COP feedback without explicitly explaining its purpose. Participants were simply instructed to stand as still as possible. After the experiment, 15 out of 40 participants spontaneously recognized the feedback’s nature. Results indicated that both aware and unaware participants exhibited improved postural control under accurate vBF (i.e., reduced COP variability, smaller COP area, increased COP irregularity, and greater reliance on higher sway frequencies). In contrast, erroneous vBF induced minimal changes. While these findings highlight a possible implicit integration of the visual feedback, the results also underscore the need for future research to investigate this phenomenon with more refined methods, as classifying participants into aware and unaware groups presents certain challenges.
Health professions education (HPE) should help students to competently self-regulate their learning, preparing them for future challenges. This study explored the perspectives of expert self-regulated learning (SRL) researchers and practitioners on the practical integration of SRL theories into teaching. An exploratory qualitative research study was conducted involving semi-structured interviews with acknowledged research leaders in the field of SRL and/or experienced professionals dedicated to teaching SRL strategies for complex skills in different disciplines. The data were analyzed using an iterative thematic approach guided by a six-step framework. Fifteen interviews were conducted with experts from six countries representing diverse contexts, cultures, and disciplines. We identified five themes related to translating theory to practice for teaching SRL in HPE: theoretical issues, cultural aspects, stakeholders’ participation, teaching complexity, assessment, and feedback. This study presents a useful starting point for teaching SRL. The experts suggest a supportive learning environment with the guidance of competent teachers by using general and task-specific teaching and learning strategies, as well as sufficient sources and cycles of feedback, all tailored to the culture and context. These findings call for a shift in faculty development programs to foster teachers to support second-order scaffolding in HPE.