The lived experience of surviving from the Islamic State attack and capture in Iraq and Syria: An arts-based qualitative study with Yazidi young women

2022 ◽  
pp. 002076402110689
Author(s):  
Deldar Morad Abdulah ◽  
Bayar Mohammed Omar Abdulla ◽  
Pranee Liamputtong

Background: In August 2014, the Islamic State in Iraq and Syria (ISIS) attacked the Sinjar district and destroyed several villages and towns and killed several individuals. Aim: In this study, the Yazidi young women who survived the ISIS attack were encouraged to express their lived experiences through paintings following participation in a 6-month art-based intervention program. Methods: A total of 13 Yazidi Kurdish females aged 18 to 25 years (Mean: 21.7 years) were invited to participate in an art-based (drawing and painting) course for 6 months in 2018. They were invited to draw or paint images that portrayed their lived experiences of attack and capture by the ISIS. Qualitative research situated within feminist methodology was used with the young women in this study. The interviews were analyzed using the descriptive content analysis method. Results: The paintings and narratives of the participants were constructed into three main themes: fear and traumatic experiences; feeling of hopelessness; and freedom and hope. During the attack and capture, due to the escape, rape, and horrific treatments by the ISIS fighters, the young women were traumatized severely. They were sold as a sex slave by the ISIS fighters. The participants still had severe anxiety and psychological challenges after being free from the capture. However, despite their traumatic experiences and feeling of hopelessness, most of them were hoping for freedom and a better future. Conclusions: This study showed that the Yazidi young females still experienced psychological challenges burdens even 3 years after the traumatic day. However, the participants showed their resilience through feeling hopeful for freedom and a better future.

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Forough Mortazavi ◽  
Fatemeh Ghardashi

Abstract Background With the onset of the COVID-19 epidemic, pregnancy and childbirth for women are taking place in unusual circumstances. We explored the lived experiences of pregnant women during the COVID-19 pandemic to better understand their experience of pregnancy so that better support could be provided. Methods We used a descriptive phenomenological approach to understand the lived experience of pregnant women in COVID-19 pandemic. We collected data using a purposive sampling method through in-depth interviews in cyberspace with a semi-structured questionnaire. We used Colaizzi’s seven-step content analysis method to analyze the research data with the help of MAXQDA software version 2020. Results We conducted this descriptive phenomenology study on 19 pregnant women in a period between the 10th to the 20th of May, 2020. The participating women were already pregnant when the first signs of the epidemic appeared in the country and at the time of the interview. We acquired four themes including disruption of the tranquility and regular routines of daily life, new challenges caused by the epidemic, resilience and strength in facing the crisis, and adaptation with new conditions. Conclusions The pregnant women were under intense stress during the COVID-19 outbreak. The general mobilization the health system is necessary for alleviating pregnant women’s difficulties in situations like the COVID-19 epidemic. Virtual training classes and virtual counseling may enhance the peace and tranquility of pregnant women.


1970 ◽  
Vol 2 (3) ◽  
pp. 198-202
Author(s):  
D Ghartimagar ◽  
A Ghosh ◽  
OP Talwar ◽  
R Narasimhan

Background: Breast cancers rarely occur in young women but are known to have more aggressive behaviors and poorer outcome. We here compare the significance of breast carcinoma in female below the age of 35 to the age over 35 whose specimens were submitted to Manipal teaching hospital, Pokhara. Materials and Methods: All cases of mastectomy with carcinoma from January 2000 to September 2011 were included in the study. Clinical and histopathological datas of all cases were reviewed and collated. Results: A total of 148 mastectomy specimens were received, among which, 23 cases (16%) were below 35 years; whereas 125 cases (84%) were above 35 years of age. In both groups, Stage II was the commonest stage but stage III was much more common in older group (33% versus 9%) and stage I was more common in younger age group (39% versus 27%). Bloom Richardson grading showed that in the older age group, grade 1 is the commonest grade (50%) while in the younger group; grade 3 is the commonest (39%). Patients were followed for a varying period of 6 months to 5 years. Two cases (2% of followed up cases) in older group and 3 cases (15% of followed up cases) in the younger group showed recurrence. Conclusion: Breast carcinoma in the patients younger than 35 years though presented at an early stage has higher grade tumor and poorer outcome. DOI: http://dx.doi.org/10.3126/jpn.v2i3.6021 JPN 2012; 2(3): 198-202


Author(s):  
Russell M. Harris ◽  
Russell A. Bors

We collected personal documents from various participants on the topic of "a personal experience in which you observed or experienced psychopathology." The protocols were "topical autobiographical" personal documents, which we analyzed using the procedures set forth by van Kaam, to describe—rather than attempting to explain—lived experiences. Subsequently, 15 protocols obtained from an undergraduate class in psychopathology at the University of Regina were analyzed. We feel that both the methodology used and our findings reveal a new way of viewing psychopathology, showing the inadequacy of reducing psychopathology to diagnostic labels. We found that the fullness of the pathological experience can only be understood through elucidating experienced interpersonal dynamics. Consequently, both an essential and a situational quality is evidenced, revealing the inadequacy of theories in which either the existence of psychopathology or its subjective character are denied.


2019 ◽  
pp. 088626051988468
Author(s):  
Maxine Davis ◽  
Bruno Fernandez ◽  
Melissa Jonson-Reid ◽  
Stavroula Kyriakakis

Involvement in treatment for intimate partner violence and abuse (IPV/A) perpetration is often limited to those who are arrested and convicted of domestic violence offenses. Consequently, the majority of research into partner abuse intervention programs (PAIPs; also known as batterer intervention programs [BIPs]) has utilized data from court-mandated participants despite the existence of voluntary programs. Therefore, little is known about the experiences of voluntary and non-court-mandated BIP/PAIP participants. Using an interpretive phenomenological analysis, this study sought to understand how participants perceived their lived experience in seeking help from a voluntary BIP/PAIP serving Latino men. Men volunteering for this study participated in semi-structured in-depth interviews ( N = 16). The findings reveal that the decision to engage in a BIP/PAIP voluntarily is process laden. Participants described the process as involving a breakdown in the health of their intimate relationship, reaching tipping points at which avoiding help was no longer an option, and locating specific information on where to seek treatment. The findings also reveal that once involved, most participants anticipated and desired to engage in the program long term. This study illuminates the many factors that may contribute to decision-making when men who have acted abusively seek help. Strategies for increasing voluntary BIP/PAIP participation may involve enhancing marketing of services or information for accessing services, and personal relationship building between facilitators and potential participants.


2020 ◽  
Vol 9 (2) ◽  
pp. 334 ◽  
Author(s):  
Hyoun S. Kim ◽  
David C. Hodgins ◽  
Benjamin Kim ◽  
T. Cameron Wild

Using a transdiagnostic perspective, the present research examined the prominent indicators of substance (alcohol, cocaine, marijuana, tobacco) and behavioral (gambling, video games, sex, shopping, work, eating) addictions nominated by people with lived experiences. Specifically, we aimed to explore whether the perceived most important indicators nominated were consistent across the 10 addictions or differed based on the specific addiction. Additionally, we explored gender differences in the perceived most important indicators across addictive behaviors. A large online sample of adults recruited from a Canadian province (n = 3503) were asked to describe the most important signs or symptoms of problems with these substances and behaviors. Open-ended responses were analyzed among a subsample of 2603 respondents (n = 1562 in the past year) who disclosed that they had personally experienced a problem with at least one addiction listed above. Content analyses revealed that dependence (e.g., craving, impairments in control) and patterns of use (e.g., frequency) were the most commonly perceived indicators for both substance and behavioral addictions, accounting for over half of all the qualitative responses. Differences were also found between substance and behavioral addictions regarding the proportion of the most important signs nominated. Consistent with the syndrome model of addiction, unique indicators were also found for specific addictive behaviors, with the greatest proportion of unique indicators found for eating. Supplemental analyses found that perceived indicators across addictions were generally gender invariant. Results provide some support for a transdiagnostic conceptualization of substance and behavioral addictions. Implications for the study, prevention, and treatment of addictions are discussed.


2010 ◽  
Vol 1 (1) ◽  
pp. 58-65
Author(s):  
Lis Engel ◽  
Rikke Schou Jeppesen

Abstract This article is about language and lived experiences and analysis of movement of dance within Physical Education studies in Denmark with a special focus on how the language of movement and dance can be related to lived body and movement experience. The issue of the challenges and possibilities of expressing movement experience and analysis in words is discussed at the general level and exemplified in the context of a dance educational event where the movement theory of Rudolf Laban is applied. A central question arising out of this example of working with language and lived experience of movement is: What influence does language have on our way of understanding and communicating a dance experience? The article proposes that a bodily anchored lived language – through an ethic-aesthetic phenomenological approach – may supplement, expand and broaden a given professional terminology in order to articulate, communicate and unfold the experiential dimensions of dance.


Author(s):  
Janet L. Miller

Maxine Greene, internationally renowned educator, never regarded her work as situated within the field of curriculum studies per se. Rather, she consistently spoke of herself as an existential phenomenological philosopher of education working across multidisciplinary perspectives. Simultaneously, however, Greene persistently and passionately argued for all conceptions and enactments of curriculum as necessarily engaging with literature and the arts. She regarded these as vital in addressing the complexities of “curriculum” conceptualized as lived experience. Specifically, Greene regarded the arts and imaginative literature as able to enliven curriculum as lived experience, as aspects of persons’ expansive and inclusive learnings. Such learnings, for Greene, included the taking of necessary actions toward the creating of just and humane living and learning contexts for all. In particular, Greene supported her contentions via her theorizing of “social imagination” and its accompanying requisite, “wide-awakeness.” Specifically, Greene refused curriculum conceived as totally “external” to persons who daily attempt to make sense of their life worlds. In rejecting any notion of curriculum as predetermined, decontextualized subject-matter content that could be simply and easily delivered by teachers and ingested by students, she consistently threaded examples from imaginative literature as well as from all manner of the visual and performing arts throughout her voluminous scholarship. She did so in support of her pleas for versions of curriculum that involve conscious acts of choosing to work in order not only to grasp “what is,” but also to envision persons, situations, and contexts as if they could be otherwise. Greene thus unfailingly contended that literature and the arts offer multiplicities of perspectives and contexts that could invite and even move individuals to engage in these active interpretations and constructions of meanings. Greene firmly believed that these interpretations and constructions not only involve persons’ lived experiences, but also can serve to prompt questions and the taking of actions to rectify contexts, circumstances, and conditions of those whose lived lives are constrained, muted, debased, or refused. In support of such contentions, Greene pointed out that persons’ necessarily dynamic engagements with interpreting works of art involved constant questionings. Such interrogations, she argued, could enable breaking with habitual assumptions and biases that dull willingness to imagine differently, to look at the world and its deleterious circumstances as able to be enacted otherwise. Greene’s ultimate rationale for such commitments hinged on her conviction that literature and the arts can serve to not only represent what “is” but also what “might be.” As such, then, literature and the arts as lived experiences of curriculum, writ large, too can impel desires to take action to repair myriad insufficiencies and injustices that saturate too many persons’ daily lives. To augment those chosen positionings, Greene drew extensively from both her personal and academic background and interests in philosophy, history, the arts, literature, and literary criticism. Indeed, Greene’s overarching challenge to educators, throughout her prolonged and eminent career, was to think of curriculum as requiring that persons “do philosophy,” to think philosophically about what they are doing. Greene’s challenges to “do philosophy” in ways that acknowledge contingencies, complexities, and differences—especially as these multiplicities are proliferated via sustained participation with myriad versions of literature and the arts—have influenced generations of educators, students, teaching artists, curriculum theorists, teacher educators, and artists around the world.


2018 ◽  
Vol 46 (1) ◽  
pp. 2-11
Author(s):  
Maria Cristina Murano ◽  
Jenny Slatman ◽  
Kristin Zeiler

This article examines how people who are shorter than average make sense of their lived experience of embodiment. It offers a sociophenomenological analysis of 10 semistructured interviews conducted in the Netherlands, focusing on if, how, and why height matters to them. It draws theoretically on phenomenological discussions of lived and objective space, intercorporeality and norms about bodies. The analysis shows that height as a lived phenomenon (1) is active engagement in space, (2) coshapes habituated ways of behaving and (3) is shaped by gendered norms and beliefs about height. Based on this analysis, the article challenges what we label as the ‘problem-oriented approach’ to discussions about growth hormone treatment for children with idiopathic short stature. In this approach, possible psychosocial disadvantages or problems of short stature and quantifiable height become central to the ethical evaluation of growth hormone treatment at the expense of first-hand lived experiences of short stature and height as a lived phenomenon. Based on our sociophenomenological analysis, this paper argues that the rationale for giving growth hormone treatment should combine medical and psychological assessments with investigations of lived experiences of the child. Such an approach would allow considerations not only of possible risks or disadvantages of short stature but also of the actual ways in which the child makes sense of her or his height.


2021 ◽  
Author(s):  
Kaitlyn McGuirk

By definition “fitspiration” (fit + inspiration) is any message designed to inspire or motivate individuals to achieve their fitness objectives. These messages are usually accompanied by an image of a very fit person performing a physical activity. Fitspiration messages seem to be everywhere with more than 12 million results on Instagram alone. This Master of Professional Communication Major Research Paper (MRP) explores the “fitspiration” phenomenon on the social media platform Instagram by examining 50 images tagged with “#fitspiration” during March and April 2017. Informed and analyzed through multiple methods including content analysis, visual social semiotics theory, discourse analysis and social comparison theory, this report seeks to answer the research questions: (1) What are the characteristics of “fitspiration” images on Instagram that are aimed at young women? (2) What messages do these media images convey? (3) What are the implications of these messages on young women? The results of this study suggest that the “thin-ideal” that is embedded in western culture still dominates social media and the “fitspiration” community, which continues to negatively impact young women’s self-esteem and body image. However, based on the findings there is a shift to the “strong is the new skinny” mentality where the captions and comments of each image are overwhelmingly positive in nature with little to no existence of destructive discourses. In an attempt to lessen the effects of such idealized and unrealistic portrayals of female bodies on young women there must be this continued presence of constructive messages and conversations on social media, coupled with education and social media literacy for young females.


Author(s):  
Zoe Kalenderidis

Disability is a human phenomenon experienced not by a small minority but a large percentage of our global population.  Disability is encountered by people of all ethnicities, religions, genders (and non-conforming), sexualities, socio-economic backgrounds, and ages.  Recent music therapy literature has advocated for a diverse workforce and others describe the value in music therapists adopting an intersectional lens, which considers the interconnectedness of social and political identities. However, there is limited dialogue featuring lived experiences of music therapists of underrepresented identities, such as disability.  This research sought to canvass the experiences of Australian Registered Music Therapists who identify as having a disability and to explore how their disability may impact or inform their practice.  One Australian Registered Music Therapist (RMT) who identified as disabled was interviewed.  The student-researcher engaged with arts-based research through music composition to allow an embodied analysis and to present results in an accessible format.  Several themes were revealed, including; hidden disability, disclosure of disability, alliance, positive transference, visibility, and identity.  These findings demonstrate the importance of lived experiences in the music therapy community and calls to amplify diverse voices of those with disabilities and other intersecting identities within our profession. Acknowledging the work of disabled music therapists may further challenge ableist attitudes in our society and provide options to participants who might prefer to work with therapists who have relevant lived experience.


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