scholarly journals Formation and disruption of bonds between caregivers and institutionalized children

2018 ◽  
Vol 71 (suppl 6) ◽  
pp. 2650-2658 ◽  
Author(s):  
Ruth Irmgard Bärtschi Gabatz ◽  
Eda Schwartz ◽  
Viviane Marten Milbrath ◽  
Hudson Cristiano Wander de Carvalho ◽  
Celmira Lange ◽  
...  
Keyword(s):  
Qualitative Research ◽  
Grounded Theory ◽  
Child Care ◽  
Attachment Theory ◽  
Theoretical Framework ◽  
Active Listening ◽  
Methodological Framework ◽  
Negative Effects ◽  
Institutionalized Children ◽  
South Of Brazil

ABSTRACT Objective: to understand the perspective of caregivers about the formation and disruption of bonds with institutionalized children. Method: a qualitative research that used as a theoretical framework the Attachment Theory and the Symbolic Interactionism, and the Grounded Theory as methodological framework. Participating in the study were 15 female caregivers of children aged zero to three years, from a child care institution in the south of Brazil, from April to July 2015. Results: three categories were elaborated: "Experiencing the formation of bond and attachment"; "Disrupting with the established bonds and detaching"; "Learning how to work with formation and disruption of bond". Final considerations: we need to think of ways to minimize the negative effects formation and disruption of bonds. In this sense, active listening and the offer of psychological support favor the sharing of experiences and the emotional strengthening of the female caregivers.

scholarly journals Institutional caregiver experiences in child care

2019 ◽  
Vol 23 (2) ◽  
Author(s):  
Ruth Irmgard Bärtschi Gabatz ◽  
Eda Schwartz ◽  
Viviane Marten Milbrath
Keyword(s):  
Qualitative Research ◽  
Content Analysis ◽  
Child Care ◽  
Attachment Theory ◽  
Symbolic Interactionism ◽  
Psychological Support ◽  
The South ◽  
Care Institution ◽  
Caregiver Experiences ◽  
South Of Brazil

ABSTRACT Objective: to know the experience of institutional caregivers in child care. Method: qualitative research that used the Attachment Theory and the Symbolic Interactionism. Fifteen caregivers were interviewed, in 2015, in a child care institution based in a municipality in the south of Brazil. Data were analyzed through content analysis. Results: two categories emerged from the study: Embracing the children in the institution; Helping children adapt to institutionalization. Institutionalization imposes several social ills, such as abandonment and violence. These must be faced by caregivers, generating sadness and revolt. In addition, institutionalization leaves a mark on the child’s life, which belongs to no one, nor has his individuality and subjectivity preserved. Conclusion and Implications for practice: it is necessary to provide caregivers psychological support and Permanent Education so that they are supported in the work, improving the conditions of care offered to the child.

scholarly journals Institutionalized child care experiences: the hidden side of work

2019 ◽  
Vol 40 ◽  
Author(s):  
Ruth Irmgard Bärtschi Gabatz ◽  
Eda Schwartz ◽  
Viviane Marten Milbrath
Keyword(s):  
Qualitative Research ◽  
Grounded Theory ◽  
Child Care ◽  
Symbolic Interactionism ◽  
Reference Data ◽  
Care Work ◽  
Food Hygiene ◽  
Structured Interviews ◽  
Institutionalized Children ◽  
Open Coding

Abstract Objective: To know the caregiver's perception about the work/care with the institutionalized child. Methods: Qualitative research that used the Theory of Attachment and Symbolic Interactionism as theoretical references and the Grounded Theory as a methodological reference. Data was collected through semi-structured interviews with 15 caregivers of a child sheltering institution, in the year 2015. The analysis was performed from the open coding and categorization. Results: Care work aims to meet the needs of institutionalized children, focusing on food, hygiene and education. In addition, it is little recognized, which generates a feeling of devaluation in caregivers. Conclusions: Continued qualification and support to the caregivers is indispensable for elaborating more effective and integral work/care strategies.

scholarly journals UNVEILING THE STRATEGIES USED BY WOMEN FOR CONFRONTING MARITAL VIOLENCE

2020 ◽  
Vol 29 ◽  
Author(s):  
Jordana Brock Carneiro ◽  
Nadirlene Pereira Gomes ◽  
Fernanda Matheus Estrela ◽  
Gilvânia Patrícia do Nascimento Paixão ◽  
Cátia Maria Costa Romano ◽  
...  
Keyword(s):  
Qualitative Research ◽  
Grounded Theory ◽  
Marital Violence ◽  
Methodological Framework ◽  
Individual Interviews ◽  
At Home

ABSTRACT Objective: to unveil the strategies used by women for confronting marital violence. Method: a qualitative research using the Straussian orientation of the Data Grounded Theory as a theoretical-methodological framework and two Justice Courts for Peace at Home as its scenario. Data was collected through individual interviews and analyzed in the coding process in three interdependent stages: open, axial and selective coding. Results: to elucidate the “Strategy” component, the following categories emerged: Finding support in family; Being part of groups of women in situations of violence; and Experiencing legal-police support. Conclusion: given the difficulty women find in breaking with a relationship permeated by violence, it is urgent that the professionals in various areas of care for women be prepared not only to recognize the problem but also to guide them as to the prominence of these resources for exiting from violence situation process and perhaps enable access to these one.

scholarly journals The Knowledge of High-Performance Gymnastic Coaches: Methodological Framework

1995 ◽  
Vol 9 (1) ◽  
pp. 65-75 ◽  
Author(s):  
Jean Côté ◽  
John H. Salmela ◽  
Storm Russell
Keyword(s):  
Qualitative Research ◽  
Grounded Theory ◽  
Expert System ◽  
System Approach ◽  
High Performance ◽  
Qualitative Data ◽  
Methodological Framework ◽  
Cognitive Anthropology ◽  
Qualitative Research Methodology ◽  
Two Stages

An expert system approach (Buchanan et al., 1983) was used to identify and conceptualize the knowledge of 17 Canadian expert high-performance gymnastic coaches. By using a qualitative research methodology based on the traditions of cognitive anthropology and grounded theory, the first two stages of the knowledge acquisition process for building an expert system (identification and conceptualization) were examined. Open-ended questions and various questioning methods were used to unveil, explore, and probe important information (Patton, 1990; Spradley, 1979) about various coaching situations. All coaches’ interviews were transcribed verbatim, and the unstructured qualitative data were inductively analyzed following the procedures and techniques of grounded theory (Côté, Salmela, Baria, & Russell, 1993; Glaser & Strauss, 1967; Strauss & Corbin, 1990). This article provides the underlying methodological framework used for the entire project. Details about the coaches studied and the methodological framework used to collect and analyze the data are presented.

Learning Conversation and Shared Network Leadership

2010 ◽  
Vol 9 (4) ◽  
pp. 181-194 ◽  
Author(s):  
Jürgen Weibler ◽  
Sigrid Rohn-Endres
Keyword(s):  
Qualitative Research ◽  
Grounded Theory ◽  
Social Network ◽  
Interorganizational Networks ◽  
Original Network ◽  
High Quality ◽  
Qualitative Research Design ◽  
Collective Processes ◽  
Shared Network ◽  
Practical Implications

This paper develops an understanding of how shared leadership emerges in social network interactions. On the basis of a qualitative research design (grounded theory methodology – GTM) our study in two interorganizational networks offers insights into the interplay between structures, individuals, and the collective for the emergence of shared network leadership (SNL). The network-specific Gestalt of SNL appears as a pattern of collective and individual leadership activities unified under the roof of a highly developed learning conversation. More importantly, our findings support the idea that individual network leadership would not emerge without embeddedness in certain high-quality collective processes of relating and dialogue. Both theoretical and practical implications of this original network leadership perspective are discussed.

Education of Mothers in Childcare

2013 ◽  
Vol 3 (3) ◽  
pp. 77-90
Author(s):  
Zuzana Vařejková
Keyword(s):  
Qualitative Research ◽  
Child Care ◽  
Empirical Research ◽  
Parental Education ◽  
Information Resource ◽  
Access To Information ◽  
Qualitative Empirical Research ◽  
Definition Of

This paper deals with the education of mothers in the care of the child and is a project of qualitative empirical research. First, it presents a theoretical definition of the topic – parenting, child care and parental learning. Subsequently, it describes the methodology and results of qualitative research which dealt with the issue of parental education of mothers in child care, specifically their access to information resource.

Attachment Theory

2018 ◽  
Author(s):  
Marilyn Watson
Keyword(s):  
Longitudinal Study ◽  
Attachment Theory ◽  
Interpersonal Relationships ◽  
Insecure Attachment ◽  
Parent Attachment ◽  
Negative Effects ◽  
Attachment Relationships ◽  
John Bowlby ◽  
History Of ◽  
Mary Ainsworth

The origins of attachment theory and the work of John Bowlby and Mary Ainsworth are described. Four types of child–parent attachment relationships—secure, insecure/anxious, insecure/ambivalent, and insecure/disorganized—are outlined along with the ways each type might manifest itself in the classroom. A longitudinal study, conducted by Alan Sroufe and his colleagues, of the development and effects on learning and interpersonal relationships of different child–parent attachment relationships is described. Teachers too have a history of attachment relationships that can affect how they relate to their students. The chapter describes adult attachment and how one’s attachment history might, positively or negatively, affect one’s ability to build positive, nurturing relationships with students. Specific examples of ways teachers can offset the negative effects of a student’s or their own history of insecure attachment are described.

scholarly journals Stigma mastery in people living with HIV: gender similarities and theory

2021 ◽  
Author(s):  
Charles Patrick Namisi ◽  
John C. Munene ◽  
Rhoda K. Wanyenze ◽  
Anne R. Katahoire ◽  
Rosalinda M. Parkes-Ratanshi ◽  
...  
Keyword(s):  
Older Women ◽  
Social Exclusion ◽  
Theoretical Framework ◽  
People Living With Hiv ◽  
Negative Effects ◽  
Hiv Diagnosis ◽  
Cross Sectional ◽  
Age Related ◽  
Related Stigma ◽  
Living With Hiv

Abstract Aims This study aimed to determine the prevalence of, factors associated with, and to build a theoretical framework for understanding Internalsed HIV-related Stigma Mastery (IHSM). Methods A cross-sectional study nested within a 2014 Stigma Reduction Cohort in Uganda was used. The PLHIV Stigma Index version 2008, was used to collect data from a random sample of 666 people living with HIV (PLHIV) stratified by gender and age. SPSS24 with Amos27 softwares were used to build a sequential-mediation model. Results The majority of participants were women (65%), aged ≥ 40 years (57%). Overall, IHSM was 45.5% among PLHIV, that increased with age. Specifically, higher IHSM correlated with men and older women “masculine identities” self-disclosure of HIV-diagnosis to family, sharing experiences with peers. However, lower IHSM correlated with feminine gender, the experience of social exclusion stress, fear of future rejection, and fear of social intimacy. Thus, IHSM social exclusion with its negative effects and age-related cognition are integrated into a multidimensional IHSM theoretical framework with a good model-to-data fit. Conclusion Internalised HIV-related Stigma Mastery is common among men and older women. Specificially, “masculine identities” self-disclose their own HIV-positive diagnosis to their family, share experiences with peers to create good relationships for actualising or empowerment in stigma mastery. However, social exclusion exacerbates series of negative effects that finally undermine stigma mastery by young feminine identities. Thus, stigma mastery is best explained by an integrated empowerment framework, that has implications for future practice, policy, and stigma-related research that we discuss.

scholarly journals Is There a Place for Theoretical Frameworks in Qualitative Research?

2021 ◽  
Vol 20 ◽  
pp. 160940692098795
Author(s):  
Casey M. Garvey ◽  
Rachel Jones
Keyword(s):  
Qualitative Research ◽  
Conceptual Understanding ◽  
Inductive Reasoning ◽  
Theoretical Framework ◽  
Theoretical Frameworks ◽  
Common Sense Model ◽  
Rich Description ◽  
The Common ◽  
The Rich ◽  
Qualitative Analyses

Qualitative research proceeds from the position that there is no one observable reality. Researchers utilizing qualitative methods build findings inductively, from raw data to a conceptual understanding. Theoretical frameworks may be utilized to guide qualitative analyses by suggesting concepts and relationships to explore. The framework may provide a sense of the story emerging from the analyses. And concurrently, the rich description provided by the analyses may allow the framework to be more deeply appreciated. However, there is a risk that using a theoretical framework may stifle inductive reasoning or result in findings incongruent to the data. The following is a discussion of the application of a theoretical framework in a qualitative study. This study, guided by the Common-Sense Model, explores the choice to undergo treatment for Hepatitis C Virus among veterans. Examples from the analyses are provided to facilitate discussion on the utilization of a theoretical framework. Techniques to optimize the use of a theoretical framework, as well as mitigate risks of such use, are presented. When utilized alongside rigorous data analyses and introspection, a theoretical framework may serve as a valuable tool to navigate data in qualitative research.

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