Browsing by Subject "interpretative phenomenological analysis"

Now showing 1 - 2 of 2
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    Social Comparisons, Social Support, and Self-Perceptions in Group Exercise for People With Parkinson's Disease
    (Taylor & Francis, 2017) Sheehy, Tammy L.; McDonough, Meghan H.; Zauber, S. Elizabeth; Department of Neurology, School of Medicine
    People with Parkinson's disease (PD) may experience declining function and limited interaction with others with PD. Group exercise provides opportunities for physical accomplishment and social support, as well as potential social challenges. We used interpretative phenomenological analysis to examine experiences of social comparison, social support, and self-perceptions of 20 people with PD in group exercise. Participants experienced (a) reticence evolving to inspiration, (b) anxiety relief through camaraderie and breaking taboos, and (c) maintaining athletic identity through participating and helping others. Practical implications include facilitating a safe space and support to alleviate anxiety and sustain participation.
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    Transitioning to online teaching: A phenomenological analysis of social work educator perspectives
    (Taylor & Francis, 2021-01-06) McCarthy, Katherine M.; Glassburn, Susan L.; Dennis, Sheila R.
    Online education in social work has been proliferating and is now ubiquitous due to COVID-19. To optimize instructor pedagogical wisdom and ensure student benefit, critical reflection is needed on the transition to online education. Prior to the pandemic, 17 social work educators were interviewed about their perspectives on the transition from teaching on-the-ground classes to online. This interpretative phenomenological study identified three themes that influenced the educator’s experience: personal qualities, pedagogical beliefs, and macro and institutional factors. It is this unique mix of each participants’ pedagogical beliefs, personal qualities, and macro or institutional factors which influenced the individual educator’s experience of satisfaction. Each educator’s perspective of online teaching is arrived at through calculations of costs and benefits as they balance their own and their students’ needs within the demands and supports of their respective institutions. These perspectives can be characterized by one of four standpoints: mutual benefit, compromised learning, instructor reservations, and incompatibility. Implications include enhancing social work educators’ critical reflexivity while navigating the evolving technological context and providing administrators with points of intervention to support instructors and develop online delivery modes.