Enhancing Reference to the Self in the Professional-General Dimension

Enhancing reference to the self in the professional-general dimension was based on integrating all awareness dimensions as a tool for professional development. The participants' personal and professional development was characterised by developing a positive attitude towards their work, promoting an inclusive approach. Upon graduation of the education programme, all 11 original participants expressed an overall professional empowerment. Seven out of the 11 participants' perception had been a positive approach based on "fun" rather than an approach stemming from "fear".

… […]…I had an idea… I saw a picture that I am photographing them, all kinds of things associated with the lesson, with every photo. Every participant is writing the sentences she has taught her friends… and she is walking with something real!! which is also a record that she is a teacher!…[…]… this means turning it into leverage for learning. Simply great! Then we can organise an exhibition… simply fantastic! Instead of fear… of a test and dictation! What wonderful organic learning! …[…]… (Miri / interview Appendix 22M / page 25 line 814).

…[…]…the main innovations, compared to other courses which I have attended, are that here I was both a group member and a tutor, beyond the theoretical expansion of the topics emerging in the group…[…]… it was for the group members as well as for the tutor... materials facilitating the comprehension of the process of every individual in the group and of the group as a whole and of the tools we are using…[…]…(Yafa / interview Appendix 22Y / page 1 line 6).

…[…]… I developed a perception of positive reality of looking at a glass half full, or to learn to focus on what exists and not on what is missing, lacking…[…]… (Eve / diary Appendix 22E / page 12 line 384).

Seven out of the 11 original participants expressed a sense of higher professional confidence for tutoring, such as a greater ability to accept challenges, the wish to learn, and increased self-confidence.

…[…]…in 'Lovecircles' I underwent an initial process before undergoing a very significant process which is very helpful for me both as a person and as a tutor…, looking now at people, allowing them to bring themselves and accept that everything they bring is all right!... accept every objection …[…]… (Yafa / interview Appendix 22Y / page 4 line 109).

…[…]… generally speaking, the creations were something very very new which I have never experienced before. We, the tutors sat down and had the opportunity to paint how we felt at the end of the workshop…[…]… (Yafa / interview Appendix 22Y / page 4 line 131).

…[…]…to be in the place of a tutor gave me a sense of greater confidence and an immediate and very supportive feedback (Yafa / interview Appendix 22Y / page 6 line 189).

The overall empowerment seemed to be the result of learning a variety of work tools and of working on all parts of consciousness. These approaches focused mainly on individuals as a whole personality, a bi-directional activity between individuals and society, and nurturing capabilities. The key word in this model is respect for the individual to develop a professional identity. Conversely, other models lack reference to additional teaching skills, responsibility, self-efficacy, or investing time in the individual as compared to attainments. This entails difficulties for and burden on teachers.

…[…]…here because we have experienced so many holistic things, This is something that I have never experienced anywhere else, integrating all the senses and layers of the body. …[…]… (Yafa / interview Appendix 22Y / page 5 line 158).

…[…]… take one thing from the experiences about which you want to work! Not froma

Instead, all 11 of the original participants developed a positive attitude towards their work.

…[…]…I developed more patience, this is one of the outcomes! The ability to see the light in things…[…]… (Shanny / interview Appendix 22S / page 14 line 453).

…[…]…Is this encounter very meaningful in the continuum? Will the second part affect me more than the first part? …[…]… (Shanny / interview Appendix15S / page 14 line 459).

…[…]…the effect of my worldview. Now after my exposure to contents and messages in the programme, there is obviously an impact at various levels in various fields…[…]… (Eve / interview Appendix 22E / page 12 line 373).

…[…]…what I am saying about the diversity…[…]… the good, the bad and the ugly…[…]… the parts in me, everything!…[…]… allowing them to live together! Nurturing each other, like the symbol of the yin and yang…[…]… (Taya / interview Appendix 22T / page 23 line 723).

…[…]…another thing from my point of view as tutor is the deep understanding that not only the group undergoes a process but also the tutor… Consequently, a significant and powerful process is possible for both the group and the tutor…[…]… (Yafa / interview Appendix 22Y / page 1 line 10).

Embracing the positive attitude towards teaching consisted of the ability to identify challenges regarding pupils with special educational needs (SEN) and working with them. The participants' professional empowerment through the tutor’s attention seemed to be the key to their development of a positive attitude towards teaching. Developing such an attitude seemed to help the participants to adopt the containment approach, which integrates a variety of tools for successful inclusion of children with SEN in mainstream education (Sailor, 1991; Ainscow, 1999; UNESCO, 2008; Arnesen et al., 2009).

The findings show that all 11 original participants in the 'Lovecircles' education programme became aware of holistic dimensions– body and soul emotions, cognition, and awareness.

…[…]… the background, the investment, the multi-coloured experience, movement, directed imagination, music, were all very strong for me! These are tools with which I work. Today I can't work differently! I have taken the things and I do it …[…]… (Taya / interview Appendix 22T / page 21 line 676).

…[…]… The 'Lovecircles' education programme allows its participants to obtain new perspectives about themselves and the people with whom they communicate (parents, children, staff members). I believe this is the first time since college (where I studied a little drama and group dynamics) that I trained myself in the field of pure emotional tools…[…]… (Eve / diary Appendix 22E / page 12 line 391).

…[…]…every time reminds me of the gap between Taya the professional and Taya the mother… I keep telling myself that I am trying to bring these things close together…[…]…(Taya / photo T-4 / Appendix 22T / page 20 line 647).

The integration of cognitive-theoretical and emotional aspects based on art processes in the group during the programme, enabled participants to focus on the development of the 'whole person'.

…[…]… the process was through all the senses, was much fuller …[…]… (Yafa / interview Appendix 22Y / page line 153). 5

…[…]…I gained tools for building activities from an entirely different point of view of workshops. … they were proven a complete success in the field… I think that my perception of group tutoring has completely changed…[…]…developed more

patience…[…]… (Shanny / interview Appendix 22S / page 18 line 575).

…[…]… that is, if I could use these techniques in teaching… I would tell my pupils: "here are the notes; everyone will choose the note matching their mood!" And we start the lesson by: How are you today? I am fine! And then we talk during a lesson the subject of which is body and face parts… What an unfathomable source of expression!! …[…]… (Miri / interview Appendix 22M / page 26 line 826).