scholarly journals Parents’ Lived Experiences With the COVID-19 Pandemic

2020 ◽  
pp. 106648072096919
Author(s):  
Jo Lauren Weaver ◽  
Jacqueline M. Swank
Keyword(s):  
Lived Experiences ◽  
Educational Experience ◽  
Roles And Responsibilities ◽  
Meaningful Experiences ◽  
Parents Experiences

The COVID-19 pandemic has affected people across the globe. We explored 11 parents’ experiences with the pandemic and identified eight themes: (a) educational experience, (b) navigating roles and responsibilities, (c) recognizing privilege, (d) routine, (e) monitoring and communication about COVID, (f) vacillating emotions, (g) connection, and (h) meaningful experiences. We discuss the themes and implications for counseling.

scholarly journals GENDER DIFFERENCES IN MEANINGFUL LIVED EXPERIENCES RECALLED BY CENTENARIANS

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S307-S308
Author(s):  
Jyoti Bhatta ◽  
Alex J Bishop ◽  
Nadia Firdauysa ◽  
Tanya Finchum
Keyword(s):  
Lived Experiences ◽  
Descriptive Analysis ◽  
Human Longevity ◽  
Mapping Technique ◽  
Memory Recall ◽  
Life Project ◽  
Mini Mental Status Examination ◽  
Meaningful Experiences ◽  
Retrospective Examination ◽  
Good Proportion

Abstract The purpose of the investigation was to conduct a retrospective examination of meaningful live experiences reported by centenarians. Data for this study originated from N=111 centenarians (n = 43 men; n = 68 women) who participated in the Oklahoma 100-Year Life Project. Applying a hierarchical convoy mapping technique commonly used in social network evaluations, IBM/SPSS 23.0 was used to conduct a descriptive analysis of N = 654 recalled lived experiences. The Mini-Mental Status Examination-SF (MMSE-SF; M = 12.55; SD = 1.55) was used to screen all participants for cognitive orientation prior to participation to ensure capacity to consent and intact memory recall. Centenarian participants recalled a total of M = 6.90; SD= 2.61 lived experiences. Centenarian men recognized a significantly greater average number of meaningful experiences (F = (1, 653) = 30.53, p < .01) compared to centenarian women (M = 4.06 vs. M = 3.43). A good proportion of centenarians (40.50%) acknowledged meaningful events as occurring during young-adulthood. However, the timing of such events occurred significantly earlier (F = (1, 357) = 7.37, p < .01) on average for men compared to women (M = 27.60 yrs. vs. M = 34.11; 1.53). Further analysis revealed that over half of lived experiences considered meaningful among centenarians proportionally fit into three domain types: Family-oriented (19.5%); Work/employment related (18.7%); and Marriage (13.7%). Results have implications relative to understanding how variation in meaningful lived experiences among centenarians. Further evidence of a gendered life course in human longevity will be highlighted.

scholarly journals Phenomenological Study of Bukidnon State University Graduate Student Scholars

2020 ◽  
Vol 2 (3) ◽  
pp. 373-411
Author(s):  
Lolita A. Dulay ◽  
Elvira Sumbalan
Keyword(s):  
Graduate Student ◽  
Lived Experiences ◽  
Phenomenological Study ◽  
Learning Experience ◽  
Work And Family ◽  
Graduate Degree ◽  
State University ◽  
Related Factors ◽  
Colaizzi's Method ◽  
Meaningful Experiences

This study explored the lived experiences of the Bukidnon State University Graduate student scholars in the Mindanao Regions during the School Year 2014-2020. The study delved into the scholars’ experiences in the six related factors, namely: students, BukSU faculty, BukSU administration, DepEd administration, work, and family. A phenomenological qualitative research design was employed. Twelve graduate student scholars were the participants of the study. The triangulation approach employing interviews, focus group discussions, and document review in the gathering of data assured the validity of the findings. Participants’ narratives on their lived experiences underwent transcriptions and analysis using Colaizzi’s method (1978). There were six (6) themes that surfaced-out from the lived experiences of the graduate student scholars, namely: Challenging yet, fulfilling Student-Learning Experiences; Satisfying Learning Experience with Well-rounded graduate faculty; Heart-warming learning experience with the BukSU Administration; Impressive support from the DepEd Administration; Pressured learning experience; and encouraging support system.  A model showcasing the meaningful experiences of the graduate scholars and the attributes of how these scholars succeed in the pursuit of a graduate degree came out from these emerging themes.

scholarly journals Try It, You Might Like It: On Teaching Rhetorical Theory and Criticism

2019 ◽  
Vol 2 ◽  
pp. 48-52
Author(s):  
Deanna Sellnow
Keyword(s):  
Lived Experiences ◽  
Interpersonal Skills ◽  
Public Speaking ◽  
Educational Experience ◽  
Positive Change ◽  
Rhetorical Theory ◽  
Theory And Criticism

Students rarely question the relevance of most communication courses. For example, most students realize that courses focused on improving public speaking and interpersonal skills will benefit them personally and professionally after graduation. Convincing them that a rhetorical theory and criticism course is equally empowering can be a bit more challenging. This essay explores one approach for teaching rhetorical theory and criticism as uniquely relevant in the educational experience of communication students. By applying various rhetorical perspectives to artifacts that resonate with students’ actual lived experiences, students become empowered advocates for positive change.

Contending and Adapting Every Day

2011 ◽  
Vol 17 (4) ◽  
pp. 441-462 ◽  
Author(s):  
Øyfrid Larsen Moen ◽  
Marie Louise Hall-Lord ◽  
Birgitta Hedelin
Keyword(s):  
Lived Experiences ◽  
Research Method ◽  
Qualitative Interviews ◽  
Phenomenological Approach ◽  
Childhood Disorders ◽  
Adhd Diagnosis ◽  
Hyperactivity Disorder ◽  
The Family ◽  
Colaizzi's Method ◽  
Parents Experiences

Attention deficit hyperactivity disorder (ADHD) is one of the most common childhood disorders, and little attention has been paid to the parents and their experiences. The aim of this study was to gain a deeper understanding of the Norwegian parents’ lived experiences of having a child with an ADHD diagnosis. A descriptive design using phenomenological approach was chosen as the research method. Individual qualitative interviews with nine parents, who were members of the ADHD Association, were conducted. The interviews were analyzed according to Colaizzi’s method. The essential structure of the parents’ experiences was Contending and Adapting Every Day—Windsurfing in unpredictable waters which was embedded in the interrelated main themes: Maintaining the Self and Parenthood, and Interacting With the Surrounding World. Being the parent of a child with ADHD is a demanding situation. Nurses need to address the needs of these parents and focus on the family unit.

scholarly journals No Margin for Error: A Study of Two Women Balancing Motherhood and Ph.D. Studies

2015 ◽  
Author(s):  
Robin Grenier ◽  
Morag Burke
Keyword(s):  
Higher Education ◽  
Graduate Students ◽  
Education Policy ◽  
Graduate School ◽  
Higher Education Policy ◽  
Lived Experiences ◽  
Multiple Roles ◽  
Dynamic Nature ◽  
Roles And Responsibilities ◽  
Conceptual Maps

This cogenerative ethnography explored the lived experiences of two graduate students balancing Ph.D. studies and motherhood through McClusky’s (1963) Theory of Margi n. Specifically, we asked ourselves: What impact does pregnancy have on personal and academic selves and how are multiple roles and responsibilities managed? Through an analysis of dialogues, artifacts, conceptual maps, and narratives, examples of internal and external lo ad revealed the dynamic nature of the female experiences in graduate school. Excerpts from the data showed how roles, relationships, and experiences are characterized and how similar or different those example s were, given individual context. Implications of this research for students, faculty, and higher education policy are explored.

Emergency care to ‘persons with confused behavior’: Lived experiences of, and collaboration between, police and members of a mobile crisis team – A hermeneutic-phenomenological study

2021 ◽  
pp. 002076402199460
Author(s):  
Thea H Daggenvoorde ◽  
Miranda van Eerden ◽  
Silvio CGH van den Heuvel ◽  
Harm J Gijsman ◽  
Hester Vermeulen ◽  
...  
Keyword(s):  
Emergency Care ◽  
Police Officers ◽  
Lived Experiences ◽  
Phenomenological Study ◽  
Health Care Facilities ◽  
Roles And Responsibilities ◽  
Hermeneutic Phenomenological ◽  
Mobile Crisis ◽  
Hermeneutic Phenomenological Study

Background: Police officers and members of a mobile crisis team (MCT) are the two actors who respond to nuisance in Dutch society related to ‘persons with confused behavior’ and serious violent incidents. Their collaboration creates tension and dissatisfaction about roles and responsibilities. Aim: To explore the lived experiences of, and collaboration between, police officers and members of a MCT. Methods: A hermeneutic-phenomenological study with unstructured in-depth interviews of eight police officers and eight members of a MCT. Findings: The main findings in this study are that in the emergency care of ‘persons with confused behavior’ two very different professions are forced to work together, and that this collaboration is quite challenging. It becomes clear that different visions and expectations cause frustration in the collaboration. Police want the participation of the MCT as soon as possible after they are called in. The MCT wants to be easily accessible for police and can identify the great diversity of problems adequately but cannot solve all problems. There are shortcomings in adequate follow-up care provided by other health-care facilities. Conclusion: It turns out that it is extremely important for police officers that members of the MCT explain to them why a crisis assessment has a certain outcome. The exposed frictions and stagnation in the collaboration should be discussed openly as part of the process in order to acknowledge this and resolve it together. A recently started project called ‘street triage’, in which the police and MCT work together as one team and give a joint response, seems to remove a lot of the friction and stagnation. Further studies are needed to explore the effects of street triage by testing the validity of the hypothesis that street triage can close the gap between the two professions.

Pastors

2019 ◽  
pp. 78-132
Author(s):  
Katie Ann-Marie Bugyis
Keyword(s):  
Lived Experiences ◽  
The Other ◽  
Special Consideration ◽  
Roles And Responsibilities ◽  
Gain Access

Chapter 2 serves as a companion piece to its predecessor. It examines the pastoral and liturgical roles and responsibilities assumed by abbesses and prioresses, underscoring the authority they exercised in and outside of their communities. Identifying the nuns known to have held these offices and detailing how they fulfilled them set the stage for the following three chapters because abbesses and prioresses were most often charged with reading the gospel liturgically, hearing confessions, and leading their consorors in offering intercessory prayers. This chapter contextualizes these ministries by associating them with some of the other acts abbesses and prioresses performed as pastors: raising spiritual daughters, grooming successors, and instructing those entrusted to their care, including affiliated and visiting laity. To gain access to these officers’ lived experiences, this chapter gives special consideration to sources addressing how they, their consorors, their admirers, and even their detractors viewed their roles and responsibilities.

scholarly journals Phenomenological Study of Bukidnon State University Graduate Student Scholars

2020 ◽  
Vol 5 (8) ◽  
pp. 1741-1750
Author(s):  
Lolita A. Dulay ◽  
Elvira Sumbalan
Keyword(s):  
Graduate Student ◽  
Lived Experiences ◽  
Phenomenological Study ◽  
Learning Experience ◽  
Work And Family ◽  
Graduate Degree ◽  
State University ◽  
Related Factors ◽  
Colaizzi's Method ◽  
Meaningful Experiences

This study explored the lived experiences of the Bukidnon State University Graduate student scholars in the Mindanao Regions during the School Year 2014-2020. The study delved into the scholars’ experiences in the six related factors, namely: students, BukSU faculty, BukSU administration, DepEd administration, work, and family. A phenomenological qualitative research design was employed. Twelve graduate student scholars were the participants of the study. The triangulation approach employing interviews, focus group discussions, and document review in the gathering of data assured the validity of the findings. Participants’ narratives on their lived experiences underwent transcriptions and analysis using Colaizzi’s method (1978). There were six (6) themes that surfaced-out from the lived experiences of the graduate student scholars, namely: Challenging yet, fulfilling Student-Learning Experiences; Satisfying Learning Experience with Wellrounded graduate faculty; Heart-warming learning experience with the BukSU Administration; Impressive support from the DepEd Administration; Pressured learning experience; and encouraging support system. A model showcasing the meaningful experiences of the graduate scholars and the attributes of how these scholars succeed in the pursuit of a graduate degree came out from these emerging themes.

Success Strategies: Implementing the Professional Performance Review Process for School-Based Speech-Language Pathologists

2009 ◽  
Vol 19 (1) ◽  
pp. 4-9
Author(s):  
Jill Parmenter ◽  
Sheryl Amaral ◽  
Julia Jackson
Keyword(s):  
Review Process ◽  
Successful Implementation ◽  
Speech Language Pathologists ◽  
Self Advocacy ◽  
Professional Performance ◽  
Performance Review ◽  
Roles And Responsibilities ◽  
Speech Language Pathologist ◽  
School Based ◽  
Review Management

Abstract The Professional Performance Review Process for School-Based Speech-Language Pathologists (PPRP) (ASHA, 2006) was developed in response to the need for a performance review tool that fits school district requirements for performance review management while addressing the specific roles and responsibilities of a school-based speech-language pathologist (ASHA, 2006). This article will examine the purpose and components of the PPRP. A description of its use as a tool for self-advocacy will be discussed. Strategies for successful implementation of the PPRP will be explained using insight from speech-language pathologists and other professionals familiar with the PPRP.

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