IU Indianapolis ScholarWorks :: Browsing by Subject "Phenomenology"

Browsing by Subject "Phenomenology"

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Adolescent/Young Adult Perspectives of a Therapeutic Music Video Intervention to Improve Resilience During Hematopoietic Stem Cell Transplant for Cancer
(Oxford Academic, 2020-02) Haase, Joan E.; Robb, Sheri L.; Burns, Debra S.; Stegenga, Kristin; Cherven, Brooke; Hendricks-Ferguson, Verna; Roll, Lona; Docherty, Sharron L.; Phillips, Celeste; School of Nursing
This empirical phenomenology study reports adolescents/young adults (AYA) experiences of the therapeutic music video (TMV) intervention arm of a randomized controlled clinical trial (Children's Oncology Group; COG-ANUR0631; R01 NR008583) during hospitalization for a hematopoietic stem cell transplant. A purposive subsample of 14 AYA were interviewed using a broad open-ended data-generating question about their TMV intervention experiences. At the end of each interview, we also asked AYA for suggestions on how to improve the TMV. Analysis of the narrative data resulted in four theme categories: (a) An Interwoven Experience of the Transplant and TMV Intervention; (b) TMV as a Guided Opportunity for Reflection, Self-Expression, and Meaning-Making; (c) Telling My Story: The Work of Deriving Meaning; and (d) A Way to Overcome the Bad Side of Cancer. AYA suggestions for improving the TMV are also summarized. Findings provide insight into ways the TMV supports AYA efforts to overcome distress and challenges by providing opportunities to reflect on what is meaningful, connect with others, and explore/identify personal strengths. Findings also inform our understanding about how the TMV may have functioned (i.e., mechanisms of action) to bring about significant change in AYA self-reported outcomes (i.e., positive coping, social support, and family function) for this trial.
Alzheimer's Disease Narratives and the Myth of Human Being
(2012-12-11) Rieske, Tegan Echo; Schultz, Jane E.; Johnson, Karen Ramsay; Tilley, John J.
The ‘loss of self’ trope is a pervasive shorthand for the prototypical process of Alzheimer's disease (AD) in the popular imagination. Turned into an effect of disease, the disappearance of the self accommodates a biomedical story of progressive deterioration and the further medicalization of AD, a process which has been storied as an organic pathology affecting the brain or, more recently, a matter of genetic calamity. This biomedical discourse of AD provides a generic framework for the disease and is reproduced in its illness narratives. The disappearance of self is a mythic element in AD narratives; it necessarily assumes the existence of a singular and coherent entity which, from the outside, can be counted as both belonging to and representing an individual person. The loss of self, as the rhetorical locus of AD narrative, limits the privatization of the experience and reinscribes cultural storylines---storylines about what it means to be a human person. The loss of self as it occurs in AD narratives functions most effectively in reasserting the presence of the human self, in contrast to an anonymous, inhuman nonself; as AD discourse details a loss of self, it necessarily follows that the thing which is lost (the self) always already existed. The private, narrative self of individual experience thus functions as proxy to a collective human identity predicated upon exceptionalism: an escape from nature and the conditions of the corporeal environment.
Dual Degree Programs in Social Work and Divinity: Graduates' Experiences of Journey Companions
(2010-07-21T19:40:41Z) Muehlhausen, Beth L.; Adamek, Margaret E.; Byers, Katharine V.; Caucci, Frank; Sloan, Rebecca S.
There is a growing trend for graduate schools of social work to offer students the option of receiving dual degrees, which gives students the ability to obtain a Master of Social Work (MSW) along with a second graduate degree in less time than it would take to complete each degree individually. As of 2005, there were approximately 30 different types of degrees that could be combined with graduate studies in social work--one of which is a Master of Divinity (M.Div.). Very little is known about the effectiveness of such programs and the experiences of graduates completing them. The aim of this study was to describe the lived experiences of persons receiving an MSW and an M.Div. from dual degree programs. The National Association of Social Workers (NASW) includes religious and spiritual beliefs in its definition of culturally competent practice within the code of ethics. Dual degree graduates are trained to engage in culturally competent practice by virtue of being extensively trained in the cultural context of the church through their M.Div. degree and extensively trained in the context of social work service delivery though their MSW degree. Dual degree programs in social work and divinity are quite timely given that 96% of Americans say they believe in God or a universal spirit. Phenomenology seeks to understand a particular phenomenon from the point of view of those who have experienced it. With this in mind, this study reports the findings resulting from interviews conducted with 16 graduates regarding their experiences while in a dual degree program. One of the key phenomenological patterns that emerged in all the interviews conducted was that dual degree graduates want “journey companions,” i.e. persons who share their worldview.
Embryology in medical education: a mixed methods study and phenomenology of faculty and first year medical students
(2016-06) Cassidy, Keely Marie; O'Loughlin, Valerie Dean; Brokaw, James; Flinders, David; Husmann, Polly; Kearns, Katherine
The anatomical sciences are experiencing a notable decrease in the time and resources devoted to embryology in North American medical education. With more changes assured, it is necessary to investigate the current trends in curriculum, pedagogy, and related experiences of embryology teachers and learners. To address these concerns, the researcher developed two online mixed methods surveys: one for current anatomy and embryology faculty and another for first year medical students. The faculty survey was followed by interviews with volunteers from that cohort. The researcher used a grounded theory methodology to analyze the qualitative components of the surveys, and descriptive statistics to analyze the quantitative components of the surveys. Both the faculty and student surveys illuminated the vast differences between the explicit, implicit, and null curricular components found in the numerous medical education programs represented. A combined grounded theory methodology and phenomenological approach was used to analyze the interviews with faculty. This generated a lived experience narrative of the phenomenon of teaching embryological content to medical students in the modern world, which led to a better understanding of the needs and challenges that face this subject matter and those who teach it. In this fluid era of medical education reform and integration, the perceptions and experiences of anatomy and embryology faculty and first year medical students are invaluable to assessing the curriculum and pedagogy of this foundational anatomical science and formulating evidence-based recommendations for the future.
Emergence of Language Related to Self-experience and Agency in Autobiographical Narratives of Individuals With Schizophrenia
(Oxford University Press, 2023) Chan, Chi C.; Norel, Raquel; Agurto, Carla; Lysaker, Paul H.; Myers, Evan J.; Hazlett, Erin A.; Corcoran, Cheryl M.; Minor, Kyle S.; Cecchi, Guillermo A.; Psychology, School of Science
Background and hypothesis: Disturbances in self-experience are a central feature of schizophrenia and its study can enhance phenomenological understanding and inform mechanisms underlying clinical symptoms. Self-experience involves the sense of self-presence, of being the subject of one's own experiences and agent of one's own actions, and of being distinct from others. Self-experience is traditionally assessed by manual rating of interviews; however, natural language processing (NLP) offers automated approach that can augment manual ratings by rapid and reliable analysis of text. Study design: We elicited autobiographical narratives from 167 patients with schizophrenia or schizoaffective disorder (SZ) and 90 healthy controls (HC), amounting to 490 000 words and 26 000 sentences. We used NLP techniques to examine transcripts for language related to self-experience, machine learning to validate group differences in language, and canonical correlation analysis to examine the relationship between language and symptoms. Study results: Topics related to self-experience and agency emerged as significantly more expressed in SZ than HC (P < 10-13) and were decoupled from similarly emerging features such as emotional tone, semantic coherence, and concepts related to burden. Further validation on hold-out data showed that a classifier trained on these features achieved patient-control discrimination with AUC = 0.80 (P < 10-5). Canonical correlation analysis revealed significant relationships between self-experience and agency language features and clinical symptoms. Conclusions: Notably, the self-experience and agency topics emerged without any explicit probing by the interviewer and can be algorithmically detected even though they involve higher-order metacognitive processes. These findings illustrate the utility of NLP methods to examine phenomenological aspects of schizophrenia.
Examining the Legal Consciousness of Residence Life Staff
(Association of College and University Housing Officers - International, 2018) Nguyễn, David Hòa Khoa; Collier, Joan; Watts, Angela; Cartwright, Camille; King-Kostelac, Amelia; School of Education
Understanding the law has become an integral part of the work of higher education professionals, especially residence life staff. For decades, courts have contributed an increasingly important role in shaping the litigious nature of society at large and within higher education (Greenleaf, 1982). Barr and Associates (1988) noted the increasingly major influence of the law on campus life. Even in the mid-1990s, Gehring and Penney (1995) highlighted the critical need to understand legal issues for those professionals entering the field of higher education and student affairs. Since Olivas (2013) found that higher education law is a rapidly changing area in the field, knowledge of the law is critical to anyone in a professional position in higher education. [Discussion questions developed by Amelia King-Kostelac.]
Experiences of caregiving with Alzheimer's disease in the LGBT community
(BMC, 2023-05-15) Candrian, Carey; Burke, Emily S.; Kline, Danielle; Torke, Alexia M.; Medicine, School of Medicine
Background: The goal of this paper is to develop a more thorough understanding of the experiences of LGBT older adults living with dementia and their caregivers. Methods: A phenomenological approach using in-depth interviews with current or former caregivers of LGBT persons living with Alzheimer's disease (AD) was conducted. Results: Participants ranged in age from 44-77 years old; 74% were lesbian, 16% gay, 5% straight, and 5% unknown. Five themes were identified from the analysis: Caregiver tension and isolation; financial stress & security; lack of social support & connection; engineering grief support, and entrapment of past and present stigma and discrimination. Conclusions: Discrimination related to LGBT status was an important theme over the participants' lives and occurred for several during dementia care. While other themes were similar to prior AD studies, LGBT status affected these other aspects of the caregiving experience. Findings can inform future programs that better meet needs of LGBT people and those who care for them.
Experiencing Narrative Pedagogy: Conversations with Nurse Educators
(2013-04-01) Stoltzfus, Ruth A.; Swenson, Melinda M.; Sims, Sharon L.; Ironside, Pamela M.; Smith, Joshua
The increasingly complex nature of health care requires nursing graduates, upon completion of their formal education, to be fully capable of providing safe and competent patient care. Accrediting bodies for schools of nursing have challenged nursing education to develop and implement innovative, research-based pedagogies that engage students in learning. Narrative Pedagogy is an innovative approach to teaching and learning developed by Nancy Diekelmann after many years of researching nursing education using Heideggerian hermeneutic phenomenology. As a new paradigm for teachers and students gathering in learning, Narrative Pedagogy is understood to be both a strategy and a philosophy of teaching. Narrative Pedagogy as a strategy provides an approach using the interpretation of clinical stories to better understand the experience of the patient, the nurse, and the family. Narrative Pedagogy as a philosophy of teaching offers Diekelmann’s Concernful Practices as a way of comportment for teachers and students as they gather in learning and teachers as they incline toward teaching narratively. This hermeneutic phenomenological study examined the experience of Nurse Educators with Narrative Pedagogy. Findings include overarching Pattern: Narrative Pedagogy as Bridge. Two themes are: 1) Students and teachers gathering in learning, and 2) Inclining toward teaching with Narrative Pedagogy. Positive teaching experiences and positive learning experiences with Narrative Pedagogy will advance the science of nursing education by adding to the body of knowledge of alternative pedagogies.
Exploring BSW educators' experiences of working with under-prepared students
(2015-04-20) Richardson, Robert F., II; Lay, Kathy; Adamek, Margaret E.; Vernon, Robert; McGuire, Lisa E.; Merrill, Henry S.
Little is known about the perspectives of social work educators who work with under-prepared students in baccalaureate social work (BSW) programs. Educators across fields believe that students are increasingly under-prepared to be successful in higher education, and social work programs face greater numbers of under-prepared students seeking BSW degrees. Although an increasing amount of research offers strategies for matriculating, retaining, and teaching under-prepared students, these strategies are often presented without the contextual experiences faced by the educators who work with under-prepared students on a day-to-day basis. The following research seeks to begin to fill that gap. The researcher interviewed 11 participants and used Interpretive Phenomenological Analysis (IPA) to uncover the essential experiential elements of working with under-prepared BSW students and to reveal the meaning that social work educators create within these experiences. Analysis resulted in four overlapping themes including understanding under-preparation as social injustice, questioning what it means to be a social work educator, recalling compelling moments, and demonstrating care in and out of the classroom. These results suggest that social work programs and educators can more explicitly recognize how working with under-prepared students mirrors traditional social work practice, and discuss how this mirrored process might affect both educators and students. Based on these results, the meaning of advancing social justice for under-prepared students, the conflicting roles that educators often adopt with under-prepared students, and the influence of external forces on educators' work all deserve further research.
Exploring the cultural experiences of family case managers : an interpretative phenomenological analysis
(2014-02-25) Horton, Janell M.; McGuire, Lisa E.; Thigpen, Jeffry W.; Sullenberger, Sabrina Williamson; Wood, Elizabeth J.
This study explored the lived experiences of family case managers who routinely work with families who are culturally different from themselves. The purpose was to understand and interpret the meaning of culture and cultural difference as it relates to the engagement process with families. The research also sought to understand whether cultural insensitivity or bias may contribute to the overrepresentation of children of color in the child welfare system. The author conducted 10 in-depth, semi-structured interviews with graduates of a large, research-intensive Midwestern university’s Title-IV-E Social Work Program, who also were employed as family case managers in public child welfare. Interviews were transcribed and analyzed using Interpretative Phenomenological Analysis and the analytic process of the hermeneutic circle. Results suggest the concept of culture is a complex term that encompasses many characteristics and a number of dimensions. In addition, four themes were identified as underlying the engagement process with culturally different families. These themes routinely overlapped, and family case managers often had to attend to each of the thematic areas simultaneously. At nearly every step in the engagement process, family case managers modulated their interactions in order to find balance and stability in their relationship with the family. Finally, poverty was revealed to be the most salient cultural difference in working with families involved in the child welfare system. These results have important implications for social work education, child welfare practice, and research on the overrepresentation of children of color in the child welfare system.

Browsing by Subject "Phenomenology"

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