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1 – 10 of over 1000This chapter opens with the current thinking about sensory processing difficulties acknowledging the works, opposing stand points of the Sensory Integration Community, Ayres and…
Abstract
This chapter opens with the current thinking about sensory processing difficulties acknowledging the works, opposing stand points of the Sensory Integration Community, Ayres and APA and discussing implications for current assessment, treatment options and provision.
An experiential perspective is then presented from Graves’ work as an occupational therapist in CAMHS, from identification of commonly recognised presentations which can indicate sensory processing difficulties which include: ASD, ADHD, ‘fussy eater’, ‘emotional dysregulation’ and ‘meltdowns’ to detailing how these difficulties can be assessed and formulated with use of the sensory profile. Then the authors provide the practical examples of how to screen for these difficulties, explain them to young people, parents and schools and manage them through esnsory activities and environmental adaptations. The contributions from Howl’s experiences by working in the African Caribbean Community Initiative and as a specialist psychological wellbeing ractitioner improve access to psychological therapies for the ‘hard to reach’ population, consideration has been given to adapting these resources with the intention of them being more acceptable and accessible for use in work within BAME communities.
The chapter concludes with questions about the future implications for service provisions for people with sensory processing difficulties and how raised awareness of these difficulties might impact on other evidence-based diagnoses and treatments such as cognitive behaviour therapy (drawing on the authors recent learning on the CYP IAPT CBT course) for anxiety presentations.
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Chapter 3 examines the attributes of an external stimulus, which the brain collects and models to construct a sensation. An important aspect of this process is the sensory…
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Chapter 3 examines the attributes of an external stimulus, which the brain collects and models to construct a sensation. An important aspect of this process is the sensory system's filtering capacity, which removes extraneous and irrelevant information from the modeled information. The response mechanisms of all five senses are discussed to establish the practice of viewing the discipline (psychophysics) from multiple perspectives (senses). The differences in multiple perspectives on the same data is compiled into a model of the attributes to which the brain attends to engage with a sensation.
Chapter 6 synthesizes the psychophysics of sensation into a plausible model for the design and configuration of the learning engagement dimension of a learning system. In…
Abstract
Chapter 6 synthesizes the psychophysics of sensation into a plausible model for the design and configuration of the learning engagement dimension of a learning system. In sensation, the task is to collect and review stochastic information collected from an external stimulus. In learning systems design, the task is the opposite: to design learning objects and activities that communicate the intended learning to the learner effectively and efficiently. The sensation systems focus their attention on the structure of the stimulus. Likewise, a psychophysical learning system emphasizes the interconnections within categories of content to configure the learning experiences. The curriculum embeds this information into a learning plan.
Larissa Becker and Eduardo Rech
Customer experience is increasingly recognized as a source of competitive advantage. Customer experience refers to customers' responses and reactions to cues within touchpoints…
Abstract
Customer experience is increasingly recognized as a source of competitive advantage. Customer experience refers to customers' responses and reactions to cues within touchpoints along customer journeys. Nowadays, customers often interact with online touchpoints – such as social media, websites, or e-commerce – in their customer journeys. Given that customer experience is multidimensional, this chapter addresses the following question: How can sensorial experiences be triggered in online touchpoints? Based on a review of the literature on customer experience and sensory marketing, four challenges in triggering sensorial experiences in online touchpoints are identified: (1) limited sensorial cues, (2) lack of thematic congruence between online and offline touchpoints, (3) sensory overload, and (4) lesser control over sensorial cues. Then, two routes through which organizations can trigger sensorial experiences in online touchpoints are proposed: (1) directly influencing sensations through sensory-enabling technologies, and (2) indirectly influencing sensorial perceptions through the use of sensory and nonsensory cues. The chapter closes with a presentation of a model that describes the process of triggering sensorial experiences in online touchpoints as well as a checklist of relevant questions for practitioners who wish to do so.
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Chapter 8 synthesizes the research findings from the processes of sensory cognition into the design and configuration of the learning environment. The focus of cognition changes…
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Chapter 8 synthesizes the research findings from the processes of sensory cognition into the design and configuration of the learning environment. The focus of cognition changes perspective and focus from the attributes of an external stimulus to the internal processes of integration with prior learning and internalization into a new cognition of the individual, which is labeled as the individual's learning ecology. These processes provide a plausible model for the design of the learning environment dimension, which internalizes the learning into transformational and ultimately lifelong learning. The processes of sensory cognition provide a viable and practical model to engineer learning cognition in the same way the brain does with sensory cognition. Like sensory cognition, learning cognition is the result of the structure of the learning environment.
Yosra Boughattas and Erno T. Tornikoski
This chapter focusses on how qualitative research can capture the lived experiences of entrepreneurial individuals by exploring their subjective experiences. Traditional methods…
Abstract
This chapter focusses on how qualitative research can capture the lived experiences of entrepreneurial individuals by exploring their subjective experiences. Traditional methods of data collection involve listening to what entrepreneurial individuals say and observing their actions, although particular attention to their feelings is often absent. To achieve data congruence and to gain a deeper understanding of their lived experiences, it is crucial to also take into consideration how they feel. This chapter will recount a confessional tale recorded during a recent field study in entrepreneurship that will shed light on the pivotal role that a researcher’s sensory processing sensitivity (SPS) trait can play during qualitative data collection in helping researchers becoming mindful of the feelings of entrepreneurial individuals, even when those feelings are not directly expressed by them. The introduction of the researcher’s SPS trait in promoting data congruence during qualitative data collection will be this chapter’s principal contribution.
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Chapter 4 presents the research into the attributes of a stimulus, which the brain uses to construct a perception of the external stimulus. The processes used in all five senses…
Abstract
Chapter 4 presents the research into the attributes of a stimulus, which the brain uses to construct a perception of the external stimulus. The processes used in all five senses are examined and compiled into a collective model of the processes the perceptual system uses to discriminate and understand an external stimulus. While there are many commonalities across the senses, the structure of the discipline (energy) each system processes yields unique insights into the processes of the total system.