Human Territoriality in P2P Accommodation: An Examination of Guest Experience

2020 ◽  
pp. 004728752096458
Author(s):  
Yuan Wang ◽  
Xiang (Robert) Li
Keyword(s):  
Lived Experiences ◽  
Phenomenological Approach ◽  
Peer To Peer ◽  
Fresh Perspective ◽  
Interpretative Phenomenological Approach ◽  
Territorial Behaviors

Peer-to-peer (P2P) accommodation concerns economic transactions that involve people’s private territory. To provide a fresh perspective on P2P accommodation, this article emphasizes the territorial complexity in such accommodation and proposes to understand guest experience through the lens of human territoriality. Following an interpretative phenomenological approach, this article examined the lived experiences of Airbnb guests. Results suggest that P2P accommodation guests could possess two territorial senses simultaneously: a sense of being in their own territory and of being in others’ territory. Themes related to hosts’ territorial behaviors and guests’ reactions to host territoriality were also identified. Findings of this article highlight the relevance of human territoriality in P2P accommodation and provide novel insights for guest experience research.

An investigation into the experiences of school counsellors working with adolescents

2021 ◽  
pp. 1-15
Author(s):  
Cathy G. Bettman ◽  
Alexander Digiacomo
Keyword(s):  
Thematic Analysis ◽  
Lived Experiences ◽  
School Context ◽  
Phenomenological Approach ◽  
Health Needs ◽  
School Staff ◽  
Mental Health Needs ◽  
School Counsellors ◽  
Semistructured Interviews ◽  
Insight Into

Abstract Currently, Australia’s school counsellors are increasingly being called upon to respond to adolescent mental health needs. Through semistructured interviews with seven school counsellors working with adolescents, this qualitative study aimed to capture the lived experiences of this group of practitioners. By adopting a phenomenological approach and using thematic analysis, this study provides insight into their profession: the current ambiguity surrounding their role; the opportunities and obstacles they face; as well as the often-present tension between stakeholders including parents, other school staff and external agencies. The findings of this study indicate that school counsellors are challenged by the need to be advocates not only for their students but also for themselves and their roles within the school context.

The Dance of Words

2010 ◽  
Vol 1 (1) ◽  
pp. 58-65
Author(s):  
Lis Engel ◽  
Rikke Schou Jeppesen
Keyword(s):  
Physical Education ◽  
Lived Experience ◽  
Lived Experiences ◽  
Phenomenological Approach ◽  
General Level ◽  
Special Focus ◽  
Lived Body ◽  
Central Question ◽  
Movement Experience ◽  
Movement Theory

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.

Being an adult child of an elderly person living in a nursing home: a phenomenological approach to the Turkish case

2018 ◽  
Vol 19 (2) ◽  
pp. 117-125 ◽  
Author(s):  
Pelin Önder Erol ◽  
Elif Gün
Keyword(s):  
Nursing Home ◽  
Adult Children ◽  
Lived Experiences ◽  
Filial Piety ◽  
Elderly Person ◽  
Adult Child ◽  
Phenomenological Approach ◽  
Content Type ◽  
Elderly Parents ◽  
Wide Range

Purpose A long-established cultural norm of filial piety may cause ambivalent feelings for adult children who are considered the primary caregivers for their elderly parents in Turkish culture, and whose parents have been placed into nursing homes. The purpose of this paper is to provide an insight to the lived experiences of adult children of elderly people living in a nursing home in Turkey. Design/methodology/approach Drawing upon dramaturgical theory and phenomenological methodology, the authors conducted interviews with ten adult children whose elderly parents had been admitted to a nursing home in Izmir, Turkey. Multi-stage purposeful random sampling was used as the sampling scheme. Thematic analysis was performed to interpret the data. Findings Three themes emerged from the data: adult children’s coping strategies, the ways in which the adult children rationalize their decisions, and the ways in which the adult children manage the placement process. The interviews revealed that the adult children often feel like social outcasts and experience a wide range of difficulties, including social pressures, their own inner dilemmas, and negotiations with their elderly parents. Originality/value An exploration for the lived experiences of adult children relating to the nursing home placement of their elderly parents contributes an insight about the well-established cultural norms that produce feelings of ambivalence.

scholarly journals ‘I thought it would be a very clearly defined role and actually it wasn’t’: a qualitative study of transition training for pharmacists moving into general practice settings in Wales

BMJ Open ◽  
2021 ◽  
Vol 11 (10) ◽  
pp. e051684
Author(s):  
Sophie Bartlett ◽  
Alison Bullock ◽  
Kate Spittle
Keyword(s):  
General Practice ◽  
Phase 1 ◽  
Qualitative Evaluation ◽  
Phenomenological Approach ◽  
Training Programme ◽  
Learning Needs ◽  
Telephone Interviews ◽  
Need Support ◽  
Interpretative Phenomenological Approach ◽  
Transition Training

ObjectivePharmacists are increasingly contributing to the skill mix of general practice surgeries to help alleviate pressures faced by UK doctors working in primary care. However, they need support in overcoming barriers to their integration. The purpose of this work was to evaluate a programme designed to support pharmacists’ transition to working in general practice settings. We explored the learning needs of pharmacists’, the barriers and enablers to their integration and provide recommendations based on our results.InterventionA qualitative evaluation of a 1-year transition programme in Wales starting in September 2018 to support pharmacists’ transition to working in general practice settings.Design and settingWe employed an interpretative phenomenological approach involving 10 pharmacists across Wales enrolled on the transition to general practice training programme, and their tutors. Data were collected across two sequential phases: in phase 1 telephone interviews were held with pharmacists midway through their training; in phase 2, focus groups were conducted with both pharmacists and tutors towards the end of the programme.ResultsPharmacists enter general practice settings with a variety of prior experience. The programme provided a framework that pharmacists found helpful to map their experience to but the programme needed to be flexible to individual learning needs. The tutor role was typically regarded as the most valuable component, but interaction with the wider general practice team was critical to ease the transition. Pharmacists encountered a lack of clarity about their role which impeded their integration into the workplace team.ConclusionsA formal programme with a designated tutor can support pharmacists’ transition into general practice settings. The programme’s competency framework facilitated reciprocal understanding of the pharmacist’s role in the team, helped to manage expectations and enhanced collaborative practice. Recommendations to facilitate pharmacist integration into general practice settings are provided.

scholarly journals Learning from the Experiences of Collegiate Athletes Living through a Season- or Career-Ending Injury

2021 ◽  
Vol 7 (1) ◽  
Author(s):  
Matt A Moore ◽  
Sasa Vann ◽  
Allison Blake
Keyword(s):  
Posttraumatic Growth ◽  
Lived Experiences ◽  
Strong Support ◽  
Collegiate Athletes ◽  
Well Being ◽  
Phenomenological Approach ◽  
Coping Mechanisms ◽  
Division I ◽  
Growth Responses ◽  
Post Injury

An athlete’s identity is often related to the goals of their team and their ability to achieve excellence in sport. A threat to an athlete’s identity is a season- or career-ending injury. Athletes can respond to season- or career-ending injuries in ways detrimental to their psychosocial well-being (Ivarsson, Tranaeus, Johnson, & Stenling 2017). This study built upon existing knowledge by seeking to better understand the lived experiences of Division I collegiate athletes who experienced a season- or career-ending injury. There is a need for ongoing recommendations for helping athletes process their injuries. Researchers used a descriptive phenomenological approach. Researchers interviewed ten college athletes who experienced a season- or career-ending injury. Themes included: (1) physical and emotional stress, (2) resistance to resiliency, (3) importance of relationships with others, and (4) appreciation and cultivation for new possibilities outside of sport. This research provided insight for behavioral health professionals on injury response. This included the need for Posttraumatic Growth responses such as (1) building strong support pre- and post-injury, (2) recognizing healthy coping mechanisms, (3) cultivating new identities for athletes, (4) helping an athlete with identity loss, (5) helping athletes recognize new possibilities post-injury, and (6) helping an athlete maintain an appreciation for life.

scholarly journals Adolescent girls’ voices on their need for sexuality education: A cry for mutual sexual emancipation

2019 ◽  
Vol 75 (1) ◽  
Author(s):  
Ronél Koch ◽  
Hannelie Yates ◽  
Ansie E. Kitching
Keyword(s):  
Adolescent Girls ◽  
Lived Experiences ◽  
Sexuality Education ◽  
Sexual And Reproductive Health ◽  
Research Study ◽  
Phenomenological Approach ◽  
Adolescent Sexuality ◽  
Western Cape ◽  
Need For Support ◽  
Interpretative Research

‘Teachers expect parents to teach you. Parents expect teachers to teach you. So actually you learn nothing and nobody wants to talk about it’. This quote from this research study is an adolescent girls’ cry for liberation from the silence related to sexuality because of the general reluctance of adults to talk to them about it. Given the growing concerns raised about the sexual and reproductive health of adolescents in South Africa, the aim of this study was to conduct research with adolescent girls as subjects in order for girls’ voices to enhance adult researchers’ understanding of children’s need for support and guidance in the context of sexuality education. The purposively selected sample included 75 participants from three diverse high schools in the Western Cape. The research was conducted using a phenomenological approach that values the lived experiences of participants as significant in contributing to the knowledge on adolescent sexuality. A qualitative interpretative research design was applied to collect the data. This article argues that adults cannot help adolescents in their sexual emancipation – to be free – if they themselves are not free. If they were free, they would have been able and willing to engage with adolescents in every aspect, which includes their sexuality. Including adolescent girls as partners in transforming sexuality education is presented as a core principle for the sexual emancipation of both adolescent girls and adults.

scholarly journals Postgraduate work-based learning: a qualitative study

2019 ◽  
Vol 9 (4) ◽  
pp. 637-649
Author(s):  
Victoria Stewart ◽  
Matthew Campbell ◽  
Sara S. McMillan ◽  
Amanda J. Wheeler
Keyword(s):  
Qualitative Study ◽  
Lived Experience ◽  
Professional Practice ◽  
Phenomenological Approach ◽  
Learning Opportunities ◽  
Limited Attention ◽  
Content Type ◽  
Postgraduate Students ◽  
Interpretative Phenomenological Approach ◽  
The Impact

Purpose The purpose of this paper is to explore the experiences of students and teachers who had participated in a postgraduate work-based praxis course within a Master of mental health practice qualification. Design/methodology/approach This qualitative study used an interpretative phenomenological approach to understand the lived experience of students and course convenors participating in a work-based praxis course. Seven students and two convenors were recruited. Interview and reflective portfolio data were analysed thematically. Findings The main themes identified were the importance of planning, the value of partnerships, the significance of learning in the workplace and how the facilitation of work-based learning differs from coursework. Originality/value Work-based learning within postgraduate coursework qualifications can support higher-level learning, knowledge and skills has received limited attention in the literature. This study supported the value of providing postgraduate students with work-based learning opportunities, resulting in the application of new or advanced skills, within their existing work roles. This study is important, because it provides insights into the student experience of postgraduate work-based learning and the impact of this learning on professional practice.

scholarly journals Analyzing How Discursive Practices Affect Physicians’ Decision-Making Processes: A Phenomenological-Based Qualitative Study in Critical Care Contexts

2017 ◽  
Vol 54 ◽  
pp. 004695801773196
Author(s):  
Luigina Mortari ◽  
Roberta Silva
Keyword(s):  
Decision Making ◽  
Lived Experiences ◽  
Phenomenological Approach ◽  
Discursive Practices ◽  
Health Care Practices ◽  
Common Framework ◽  
Decision Making Processes ◽  
Care Practices ◽  
Icu Physicians ◽  
Insight Into

An intensive care unit (ICU) is a demanding environment, defined by significant complexity, in which physicians must make decisions in situations characterized by high levels of uncertainty. This study used a phenomenological approach to investigate the decision-making (DM) processes among ICU physicians’ team with the aim of understanding what happens when ICU physicians must reach a decision about the infectious status of a patient. The focus was put on the identification of how the discursive practices influence physicians’ DM processes and on how different ICU environments make different discursive profiles emerge, particularly when a key issue is at the center of the physicians’ discussion. A naturalistic approach used in this study is particularly suitable for investigating health care practices because it can best illuminate the essential meaning of the “lived experiences” of the participants. The findings revealed a common framework of elements that provide insight into DM processes in ICUs and how these are affected by discursive practices.

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