What is a story?

2016 ◽  
Author(s):  
Giovanni Stanghellini
Keyword(s):  
Reciprocal Exchange ◽  
Personal Experiences ◽  
Theoretical Assumptions ◽  
Values And Beliefs

This chapter argues that care is the occasion to start a shared project of reciprocal understanding between patient and clinician, and this project implies taking each other’s values into account. Coexistence, rather than consensus, is the framework within which this encounter is posited. This practice entails supporting the patient in making explicit her personal horizon of meaning (values and beliefs, i.e. ‘culture’), within which her narrative is set, and encouraging the clinician in making explicit to the patient his own set of theoretical assumptions, personal experiences, values, and beliefs explicit. This promotes a reciprocal exchange of perspectives with his patient, as well as the co-construction of a new meaningful narrative that includes and, if possible, integrates contributions from both the original perspectives. The clinician tolerates diversity and potential conflicts of values and beliefs, and facilitates coexistence when it is not possible to establish consensus.

scholarly journals Processo decisório: análise fílmica com base no filme Treze dias que abalaram o mundo

Revista Foco ◽  
2019 ◽  
Vol 12 (1) ◽  
pp. 45
Author(s):  
Fabrício Simplício Maia ◽  
Daiane Messer ◽  
Eduarda Paiz ◽  
Simone Seganfredo
Keyword(s):  
Decision Making ◽  
Data Collection ◽  
Literature Review ◽  
Secondary Data ◽  
Decision Making Process ◽  
Film Analysis ◽  
Metaphorical Language ◽  
Personal Experiences ◽  
Theoretical Assumptions

O presente estudo tem como objetivo realizar uma análise do filme “Treze dias que abalaram o mundo” em contraponto com os pressupostos teóricos do tema processo decisórios, demonstrando como a análise fílmica aliada à teoria traz a lume a aprendizagem e discussão. Através de seu método de linguagem metafórica, a análise fílmica condiciona um olhar analítico a medida em que determinadas partes do filme são correlacionadas a teorias existentes, além de produzir uma linguagem interpretativa. O estudo caracteriza-se como qualitativo, assumindo perfil descritivo e bibliográfico. Para obter os resultados, realizou-se uma revisão da literatura, permitindo a coleta de dados secundários e que deram suporte à realização do estudo. A etapa correspondente à análise fílmica permitiu uma comparação entre as etapas do processo decisório e sua aplicação percebida no filme 13 Dias que Abalaram o Mundo. Por fim, foi possível identificar, no decorrer do processo decisório do filme, a existência de conflitos e também como as experiências pessoais influenciam na tomada de decisão e na aplicação da estratégia estabelecida. The present paper aims to analyze the movie "Thirteen Days" against the theoretical assumptions of decision-making, showcasing how the film analysis jointed to the theory spotlights the learning and the discussions. Through the metaphorical language method, the film analysis sets up an analytical view to the extent in which relations are established between film parts and existing theories, and an interpretative language. The research is classified as qualitative, assuming a descriptive and bibliographic profile. To obtain the results, a literature review was conducted, allowing for secondary data collection supporting the execution of the research. The step corresponding to the film analysis allowed a comparison between the phases of decision-making and their perceived application in the film Thirteen Days. Finally, it was possible to identify, along the decision-making process in the film, the existence of conflicts, and how personal experiences influence the decision-making and the established strategy's application.

Playful Learning Experiences

2013 ◽  
pp. 177-192
Author(s):  
Konstantin Mitgutsch
Keyword(s):  
Qualitative Study ◽  
Transformative Learning ◽  
Computer Games ◽  
Learning Experiences ◽  
Meaningful Learning ◽  
Digital Games ◽  
Future Research ◽  
Learning Patterns ◽  
Theoretical Assumptions ◽  
Values And Beliefs

Players use digital games as playgrounds for their interests, passions, values, and beliefs. Computer games entertain us, please our needs, challenge our abilities, make us engage with other players, and confront us with novel experiences. Today, video games foster learning, but how players connect their learning through playing games to their biographies is a question yet unanswered. This paper outlines basic theoretical assumptions on playful learning experiences and empirical insights into meaningful learning patterns. On this basis it presents the central results of an innovative qualitative study on playful learning biographies undertaken in 2010, and thereby aims to provide a reflected understanding of how today’s generation experiences deep and meaningful learning in their playful biographies. Furthermore, this paper examines the question on how games foster transformative learning and discusses consequences for educational settings and future research.

scholarly journals Surviving Domestic Violence in an Indian-Australian Household: An Autoethnography of Resilience

2018 ◽  
Author(s):  
Amarpreet Abraham
Keyword(s):  
Domestic Violence ◽  
Social Values ◽  
Australian Woman ◽  
Social Spaces ◽  
Cultural Backgrounds ◽  
Indian Culture ◽  
Woman Teacher ◽  
Domestically Violent ◽  
Personal Experiences ◽  
Values And Beliefs

This study explores how my personal experiences with domestic violence in my family have shaped my identity and my current self as an Indian-Australian woman, teacher, and researcher. Domestic violence touches many children and their families and affects their sense of identity and belonging as individuals and in their social spaces. An autoethnographical method is used to investigate my experiences within a domestically violent family and how it has shaped my identity as an Indian-Australian woman. The study reveals various themes including three themes that were noted to be the most significant: patriarchy in Indian culture, resilience, identity and belonging. The study reveals my ongoing struggle in a domestically violent household, feeling torn between protecting my mother and protecting myself. It offers insights into how cultural backgrounds, social frameworks and social values and beliefs may influence others and their development as a person.

SOCIO-PSYCHOLOGICAL ASPECTS THE MOTIVATION PROCESS IN THE ORGANIZATION. MOTIVATION APPROACHES TOOLS TO STIMULATE STAFF

2019 ◽  
pp. 220-230
Author(s):  
Sonia Stefanova
Keyword(s):  
Employee Motivation ◽  
The Body ◽  
Psychological Aspects ◽  
Complex Nature ◽  
Theoretical Assumptions ◽  
Internal States ◽  
Values And Beliefs ◽  
Complex Relationships ◽  
The Individual ◽  
Motivational Approaches

The focus of this report is on the socio-psychological aspects of the motivation process within an organization, as well as on motivational approaches and tools for staff incentives. Because motivation deals with the questions "why" of behavior, it refers to the internal states of the body that lead to provocation, perseverance, energy provision, and direction of behavior. In this sense, first of all, in understanding the level of employee motivation, it is important to know the basic theoretical assumptions related to motivation and some aspects related to human behavior, as well as the values and beliefs that mediate behavior (i.e., the constructs that sit on the path between need and satisfaction). Knowledge of staff motivation helps the manager to navigate its complex nature, to trace the way and the reasons for its occurrence or absence, as well as to understand its strong points. Consideration of motivation, as a relatively distinct system, would allow to identify and relatively accurately evaluate its elements, to trace the relationships between them, and finally to learn the manager to recognize and manage the complex relationships between the overall behavior of the individual and his or her parts.

Playful Learning Experiences

2011 ◽  
Vol 3 (3) ◽  
pp. 54-68 ◽  
Author(s):  
Konstantin Mitgutsch
Keyword(s):  
Qualitative Study ◽  
Transformative Learning ◽  
Computer Games ◽  
Learning Experiences ◽  
Meaningful Learning ◽  
Digital Games ◽  
Future Research ◽  
Learning Patterns ◽  
Theoretical Assumptions ◽  
Values And Beliefs

Players use digital games as playgrounds for their interests, passions, values, and beliefs. Computer games entertain us, please our needs, challenge our abilities, make us engage with other players, and confront us with novel experiences. Today, video games foster learning, but how players connect their learning through playing games to their biographies is a question yet unanswered. This paper outlines basic theoretical assumptions on playful learning experiences and empirical insights into meaningful learning patterns. On this basis it presents the central results of an innovative qualitative study on playful learning biographies undertaken in 2010, and thereby aims to provide a reflected understanding of how today’s generation experiences deep and meaningful learning in their playful biographies. Furthermore, this paper examines the question on how games foster transformative learning and discusses consequences for educational settings and future research.

Twitter Usage Using Common Reference to Tinnitus

2020 ◽  
Vol 29 (2) ◽  
pp. 206-217
Author(s):  
Jianyuan Ni ◽  
Monica L. Bellon-Harn ◽  
Jiang Zhang ◽  
Yueqing Li ◽  
Vinaya Manchaiah
Keyword(s):  
Nonprofit Organizations ◽  
Temporal Trends ◽  
Temporal Analysis ◽  
Cross Sectional ◽  
For Profit ◽  
Common Reference ◽  
Personal Experiences ◽  
Twitter Users ◽  
Sectional Analysis ◽  
Share Information

Objective The objective of the study was to examine specific patterns of Twitter usage using common reference to tinnitus. Method The study used cross-sectional analysis of data generated from Twitter data. Twitter content, language, reach, users, accounts, temporal trends, and social networks were examined. Results Around 70,000 tweets were identified and analyzed from May to October 2018. Of the 100 most active Twitter accounts, organizations owned 52%, individuals owned 44%, and 4% of the accounts were unknown. Commercial/for-profit and nonprofit organizations were the most common organization account owners (i.e., 26% and 16%, respectively). Seven unique tweets were identified with a reach of over 400 Twitter users. The greatest reach exceeded 2,000 users. Temporal analysis identified retweet outliers (> 200 retweets per hour) that corresponded to a widely publicized event involving the response of a Twitter user to another user's joke. Content analysis indicated that Twitter is a platform that primarily functions to advocate, share personal experiences, or share information about management of tinnitus rather than to provide social support and build relationships. Conclusions Twitter accounts owned by organizations outnumbered individual accounts, and commercial/for-profit user accounts were the most frequently active organization account type. Analyses of social media use can be helpful in discovering issues of interest to the tinnitus community as well as determining which users and organizations are dominating social network conversations.

Fostering the Literacy of indigenous Elementary School-Age Children

2008 ◽  
Vol 15 (1) ◽  
pp. 5-11 ◽  
Author(s):  
Diane Frome Loeb ◽  
Kathy Redbird
Keyword(s):  
Native American ◽  
Indigenous People ◽  
Culturally Sensitive ◽  
Literacy Skills ◽  
School Age Children ◽  
School Age ◽  
Reading Curriculum ◽  
Authentic Materials ◽  
Elementary School Age ◽  
Values And Beliefs

Abstract Purpose: In this article, we describe the existing literacy research with school-age children who are indigenous. The lack of data for this group of children requires speech-language pathologists (SLPs) to use expert opinion from indigenous and non-indigenous people to develop culturally sensitive methods for fostering literacy skills. Method: We describe two available curricula developed by indigenous people that are available, which use authentic materials and embed indigenous stories into the learning environment: The Indian Reading Series and the Northwest Native American Reading Curriculum. We also discuss the importance of using cooperative learning, multisensory instruction, and increased holistic emphasis to create a more culturally sensitive implementation of services. We provide an example of a literacy-based language facilitation that was developed for an indigenous tribe in Kansas. Conclusion: SLPs can provide services to indigenous children that foster literacy skills through storytelling using authentic materials as well as activities and methods that are consistent with the client's values and beliefs.

What Does a Doctoral Degree in Rehabilitation Counseling Bring to Speech-Language Pathology Programs?

2012 ◽  
Vol 15 (2) ◽  
pp. 63-69
Author(s):  
Joseph P. Agan
Keyword(s):  
Rehabilitation Counseling ◽  
Doctoral Degree ◽  
Interdisciplinary Studies ◽  
Master's Level ◽  
Speech Language Pathology ◽  
Research And Teaching ◽  
Personal Experiences ◽  
Language Pathology ◽  
Interdisciplinary Study ◽  
The Impact

In this paper, I will describe the potential contributions of interdisciplinary studies combining speech-language pathology and rehabilitation counseling in the preparation of future speech-language pathologists (SLPs). I will provide a brief introduction to the field of rehabilitation counseling and consider it from an SLP’s perspective. Next, I will describe some of my own personal experiences as they pertain to the intersecting cultures of work and disability and how these experiences influenced my practice as a master’s level SLP eventually leading to my decision to pursue a doctoral degree in rehabilitation counseling. I will describe the impact of this line of interdisciplinary study on my research and teaching. Finally, I will present some arguments about why concepts relevant to rehabilitation counseling are important to the mindset of SLPs.

Behavioral and emotional differences between children of divorce and children from intact families: Clinical significance and mediating processes *This study is part of a dissertation () supported from the German research community.

2002 ◽  
Vol 61 (1) ◽  
pp. 5-14 ◽  
Author(s):  
Andreas Schick
Keyword(s):  
Self Esteem ◽  
Research Community ◽  
Children Of Divorce ◽  
Group Differences ◽  
Significant Group ◽  
Intact Families ◽  
Divorce Adjustment ◽  
Theoretical Assumptions ◽  
German Research ◽  
Clinically Significant

The following study is based on a sample of 241 9-13-year-old children (66 children from divorced parents, 175 children from non divorced parents). They were examined for differences regarding anxiety, self-esteem, different areas of competence, and degree of behavior problems. With a focus on the children’s experiences, the clinically significant differences were examined. Clinically significant differences, revealing more negative outcomes for the children of divorce, were only found for social anxiety and unstable performance. The frequency of clinical significant differences was independent of the length of time the parents had been separated. The perceived destructiveness of conflict between the parents one of four facets of interparental conflict in this study functioned as a central mediator of the statistically significant group differences. The children’s perception of the father’s social support was a less reliable indicator of variance. Further studies should try to make underlying theoretical assumptions about the effects of divorce more explicit, to distinguish clearly between mediating variables, and to investigate them with respect to specific divorce adjustment indicators.

Stakeholder Perspectives on the Stigma of Suicide Attempt Survivors

Crisis ◽  
2017 ◽  
Vol 38 (2) ◽  
pp. 73-81 ◽  
Author(s):  
Lindsay L. Sheehan ◽  
Patrick W. Corrigan ◽  
Maya A. Al-Khouja ◽  
Keyword(s):  
Suicide Attempt ◽  
Health Professionals ◽  
Attempted Suicide ◽  
Community Based Participatory Research ◽  
Public Stigma ◽  
Suicide Method ◽  
Community Based ◽  
Stakeholder Perspectives ◽  
Personal Experiences ◽  
Prejudice And Discrimination

Abstract. Background: Past scholarly efforts to describe and measure the stigma surrounding suicide have largely viewed suicide stigma from the perspective of the general public. Aims: In the spirit of community-based participatory research (CBPR), the current study brought together a diverse stakeholder team to qualitatively investigate the suicide stigma as experienced by those most intimately affected by suicide. Method: Seven focus groups (n = 62) were conducted with suicide attempt survivors, family members of those who died by suicide, and suicide loss therapists. Results: Themes were derived for stereotypes (n = 30), prejudice (n = 3), and discrimination (n = 4). People who attempted suicide were seen as attention-seeking, selfish, incompetent, emotionally weak, and immoral. Participants described personal experiences of prejudice and discrimination, including those with health professionals. Conclusion: Participants experienced public stigma, self-stigma, and label avoidance. Analyses reveal that the stigma of suicide shares similarities with stereotypes of mental illness, but also includes some important differences. Attempt survivors may be subject to double stigma, which impedes recovery and access to care.

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