Phenomenological exploration of an individual's lived experience 21 years following head injury enabled understanding of self and opportunity for personal growth

2007 ◽  
Vol 54 (2) ◽  
pp. 157-158
Author(s):  
Kaelene Mistretta ◽  
Kate D?Cruz
Keyword(s):  
Head Injury ◽  
Lived Experience ◽  
Personal Growth ◽  
Phenomenological Exploration

Brutally Revealing: Voices Rising Out of San Quentin State Prison

Public Voices ◽  
2016 ◽  
Vol 12 (2) ◽  
pp. 88
Author(s):  
Diane Ketelle
Keyword(s):  
Lived Experience ◽  
Personal Growth ◽  
Writing Workshop ◽  
Personal Narratives ◽  
State Prison ◽  
Prison Life

This manuscript recounts the writing of inmates in a writing workshop project taught by the author at San Quentin State Prison. Through the process of writing personal narratives the inmates came to render new meaning from their lived experience. The process of writing bypassed rigid defenses developed in prison, and inmates were able to write and share without being left vulnerable. Writing, in this way, helped inmates who participated to escape the monotony and boredom of prison life and provided opportunity for reflection and personal growth.

Transformative Life Experience as a Glimpse Into Potentiality

2020 ◽  
pp. 002216782093748
Author(s):  
Pninit Russo-Netzer ◽  
Jonathan Davidov
Keyword(s):  
Data Analysis ◽  
Lived Experience ◽  
Conceptual Model ◽  
Life Experience ◽  
Hermeneutic Phenomenology ◽  
Common Features ◽  
Theoretical View ◽  
Depth Interviews ◽  
Phenomenological Exploration

Many clients cope with the consequences of transformative life experience (TLE) in psychotherapy. TLE often involves a radical, profound reorganization of or change in one’s life because of resulting formative, life-changing choices. Yet the essence of the mechanism people use to process and make sense of a TLE is unclear. This study is a phenomenological exploration of such experiences that aims to offer a heuristic theoretical view of how such change is constructed and played out. Data were collected through in-depth interviews with 120 adults who had coped with the consequences of a TLE. Data analysis was guided by a hermeneutic phenomenology paradigm that postulates that people account for their experience within the four existentials of temporality, spatiality, corporality (embodiment), and relationality. Those lifeworld existentials were utilized as a framework and lens through which to organize the data. This procedure was followed by a hermeneutical interpretation to identify common features of lived experience along all four domains of analysis with the purpose of constructing a conceptual model that illustrates the essence of change during TLE. Implications are considered for utilizing theoretical and applied insights from the model.

Parent Well-Being Through Community Youth Sport: An Autoethnography of “Sideline” Participation

2020 ◽  
Vol 34 (4) ◽  
pp. 329-340 ◽  
Author(s):  
Katie E. Misener
Keyword(s):  
Lived Experience ◽  
Personal Growth ◽  
Interpersonal Relations ◽  
Youth Sport ◽  
Well Being ◽  
Service Research ◽  
Traditional Role ◽  
Community Sport ◽  
Design Attributes

Parents are central stakeholders within the youth sport context, yet their own health and well-being can be compromised due to the extensive commitment required to support their child’s sport development. Against a backdrop of transformative sport service research and eudaimonic well-being, the study presents an autoethnography of my experience as a parent attempting to subvert the traditional role of parent–spectator by engaging in “sideline” physical activity simultaneous to my child’s sport. A secondary purpose is to identify the program and facility design attributes within the community sport environment that facilitate or inhibit the well-being of parents via simultaneous participation. This study highlights how the lines between researcher and subject can be blurred to challenge taken-for-granted assumptions and strengthen well-being through mastery, autonomy, personal growth, interpersonal relations, and self-acceptance. Through lived experience and personal voice, I hope that my story will open new possibilities for transformative practices within community sport.

scholarly journals Older Adult Cohousing Communities: The Lived Experience

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 109-110
Author(s):  
Sherry Cummings ◽  
Nancy Kropf
Keyword(s):  
Lived Experience ◽  
Baby Boomers ◽  
Older Adult ◽  
Interpersonal Relationships ◽  
Personal Growth ◽  
Full Range ◽  
Aging In Place ◽  
Leading Edge ◽  
Structured Interview ◽  
Inductive Method

Abstract “We’re on the leading edge of the baby boomers so we don’t do anything like anybody has ever done before and that includes aging.” (Tammy, SS). This quote embodies the perspective of older adults engaged in a new housing phenomenon – older adult cohousing communities (OACCs). OACCs are designed, managed, governed and maintained by the older residents themselves. Seventeen such communities currently exist, and more are being developed by active baby boomers who are searching for more meaningful, relational and eco-friendly options for aging-in-place. The older adult cohousing movement in the U.S., which began in 2005, is small but growing quickly. However, a dearth of literature exists on this phenomenon. This qualitative study examined older adult cohousers’ lived experiences. The study employed an existential-phenomenological research method. Maximum variation purposive sampling was employed. Twelve communities were identified that represented the full range of geographic environments, structures, missions, cost and size. Interviews were conducted individually or in focus groups. In all, 73 older adult cohousers participated in the study. The Gerotranscendence Theory of Aging was used to guide the development of the structured interview questions and to organize data analysis and interpretation. Digital recordings were transcribed, and an inductive method was used to allow codes and themes to arise from the data itself. Patton’s (1990) criteria for judging themes was employed. This poster will clarify the nature, principles and structure of OACCs. Themes that emerged from the study - benefits, challenges, aging-in-place, interpersonal relationships and personal growth - will be described .

scholarly journals INVESTIGATING EXPERIENCE OF MOTHERS SINGING TO THEIR INFANTS: IN SEARCH OF MEANINGS

2018 ◽  
Vol 23 ◽  
Author(s):  
Elizabeth Brown Vallim Brisola ◽  
Vera Engler Cury
Keyword(s):  
Lived Experience ◽  
Personal Growth ◽  
Phenomenological Study ◽  
Personal Values ◽  
Scientific Data ◽  
Structural Elements ◽  
Body Of Knowledge ◽  
Different Cultures

Singing to infants has been a part of mothers’ lives across the ages and in different cultures. The study of mothers singing to infants tends to focus on how and why songs facilitate mother-infant communication, identifying its effects and benefits for mother and infant. Little is known, however, about the mothers’ subjective lived experience of singing. The present phenomenological study aims to contribute to this body of knowledge through a psychological comprehension, in search of meanings, through a Humanistic lens. Thirteen individual dialogical encounters were conducted with Brazilian and American fist-time mothers with infants up to 18 months old. Comprehensive narratives based on those individual encounters were written and analyzed by the researcher, and a synthesis narrative was built revealing the structural elements of the experience of singing for mothers. The significant elements that emerged were: singing as a specific way of communicating with the child, allowing the establishment of an emotional bond, a way for the mothers to better know their infant, a means of recognizing themselves in the condition of being mothers, an interesting form of sharing personal values and family customs, and a creative form of expressing themselves. All these meanings enable the development of the mothers’ potential personal growth. This article also presents a brief discussion of these results in the context of contemporary psychological scientific data and suggests further research paths.

scholarly journals Lived Experience of Clinical Nursing Instructors' Role in Clinical Practicum

2019 ◽  
Vol 25 (4) ◽  
pp. 484-495
Author(s):  
Sarah Lim ◽  
Soomin Hong ◽  
Sanghee Kim ◽  
Sookyung Kim ◽  
Yielin Kim
Keyword(s):  
Nursing Education ◽  
Lived Experience ◽  
Personal Growth ◽  
Daily Practice ◽  
Personal Knowledge ◽  
Clinical Practicum ◽  
Distinctive Features ◽  
Clinical Nursing ◽  
Clinical Nursing Instructors

Purpose: The purpose of this study was to explore the role of clinical nursing instructors' lived experience in clinical practicum. Methods: Data were collected from 11 clinical nursing instructors by in-depth interviews. The data were analyzed using content analysis of Downe-Wamboldt (1992). Results: Four themes and twelve subthemes were extracted. 1) Recognizing and conducting the roles of clinical nursing instructor: 'Helping and providing support for successful clinical practicum', 'Coordinating clinical activities in daily practice', 'Providing mentoring as an elder in life'; 2) Participating in improving integrative nursing competency: 'Helping to improve cognitive competency', 'Helping to improve functional competency', 'Contributing to form desirable professionalism', 'Helping to deliberate the nature of nursing'; 3) Experiencing difficulties in performing the role of clinical nursing instructor: 'Facing with difficulty from institutional limits', 'Recognizing difficulty from lack of personal knowledge and experience'; 4) Experiencing value of clinical nursing instructor and accomplishing personal growth: 'Making efforts to widen personal knowledge and experience', 'Developing one's own educational competency', 'Making a chance to reflect oneself'. Conclusion: Despite the distinctive features of clinical nursing instructors, little is known of the characteristics. The results of this study could be used as a reference to improve the quality of clinical nursing education.

Community college minority female administrators as mentors of minority female students

2018 ◽  
Vol 7 (1) ◽  
pp. 87-106
Author(s):  
Maureen Fonts
Keyword(s):  
Community College ◽  
Community Colleges ◽  
Lived Experience ◽  
Personal Growth ◽  
Phenomenological Approach ◽  
Female Students ◽  
Content Type ◽  
Female Administrators ◽  
Mentoring Practices ◽  
Qualitative Phenomenological

Purpose Minority female students are increasingly faced with issues such as financial instability, work-family imbalance, and few growth opportunities in their careers. Within the context of community colleges, the presence of minority female administrators may serve as a venue for the empowerment and attainment of academic and professional goals for minority female students through administrators’ mentoring practices. The purpose of this paper is to explore the lived experience of community college minority female administrators in their role as informal mentors to community college minority female students. Design/methodology/approach The author used a qualitative phenomenological approach to explore community college minority female administrators’ experiences as mentors of female minority students. Mullen’s (2009) alternative mentoring model guided the study as well as a feminist lens. The purposive sample included six minority female administrators from two Florida community colleges, with individual interviews based on 18 open-ended questions. Data were analyzed with Atlas.ti™ qualitative software. Findings The findings uncovered four common themes and seven subthemes regarding the experience of informal mentoring as a minority female administrator: facilitating empowerment with two subthemes – modeling and coaching; administrator-student relationship with three subthemes – encouragement, life experiences, and past mentors; personal growth; and formalized mentoring with two subthemes – create a support system and access to information. Research limitations/implications In any study, phenomenological or otherwise, the researcher’s biases may cloud the data analysis process, and the researcher may code the data incorrectly or leave out crucial information during the transcription of the interview. It was essential for the author to understand the concept of epochè to bracket the author’s own experiences as a minority female (Bloomberg and Volpe, 2012). The purposeful sample was small and only focused on one region in the US, and the study’s findings may not be transferable to other contexts. Originality/value Minority female administrators’ experiences mentoring minority female students have not been comprehensively explored in the scholarly realm; hence, their mentoring journey is unknown. The study sought to shatter that silence and create a dialogue that will hopefully continue in the field of mentoring.

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