scholarly journals The Missing Voices-Mothers Raising Children With ADHD: A Qualitative Inquiry

2021 ◽  
Author(s):  
Iris Castillo
Keyword(s):  
Qualitative Methodology ◽  
Qualitative Inquiry ◽  
The Body ◽  
Home School ◽  
Major Research ◽  
Race Theory ◽  
Children With Adhd ◽  
Attention Deficit Hyperactive Disorder ◽  
Raising Children ◽  
Medical Clinics

Attention Deficit Hyperactive Disorder (ADHD) is a behavioural disorder commonly diagnosed among children. The symptoms associated with the diagnosis not only affect the child, but everyone connected to the child. For mothers raising children with ADHD there are often various demands and pressures placed on them. This major research paper addresses some of these mothering experiences through a qualitative methodology known as narrative inquiry (NI). This study centers mothers’ stories of everyday encounters at home, school, in medical clinics, and within the community. It also takes up these narratives through the framework of critical feminist race theory (CRFT), with a pinch of Foucauldian philosophy addressing knowledge, power, and governmentality through bio-politics. Jonathan Gottschall said it best, “We are, as a species, addicted to story. Even when the body goes to sleep, the minds stays up all night, telling itself stories.” I invite you on a journey of stories through the eyes of every loving mother raising a child with ADHD.

scholarly journals The Missing Voices-Mothers Raising Children With ADHD: A Qualitative Inquiry

2021 ◽  
Author(s):  
Iris Castillo
Keyword(s):  
Qualitative Methodology ◽  
Qualitative Inquiry ◽  
The Body ◽  
Home School ◽  
Major Research ◽  
Race Theory ◽  
Children With Adhd ◽  
Attention Deficit Hyperactive Disorder ◽  
Raising Children ◽  
Medical Clinics

Attention Deficit Hyperactive Disorder (ADHD) is a behavioural disorder commonly diagnosed among children. The symptoms associated with the diagnosis not only affect the child, but everyone connected to the child. For mothers raising children with ADHD there are often various demands and pressures placed on them. This major research paper addresses some of these mothering experiences through a qualitative methodology known as narrative inquiry (NI). This study centers mothers’ stories of everyday encounters at home, school, in medical clinics, and within the community. It also takes up these narratives through the framework of critical feminist race theory (CRFT), with a pinch of Foucauldian philosophy addressing knowledge, power, and governmentality through bio-politics. Jonathan Gottschall said it best, “We are, as a species, addicted to story. Even when the body goes to sleep, the minds stays up all night, telling itself stories.” I invite you on a journey of stories through the eyes of every loving mother raising a child with ADHD.

scholarly journals ‘Every medicine is part poison’: a qualitative inquiry into the perceptions and experiences of choosing contraceptive methods of migrant Chinese women living in Australia

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Hankiz Dolan ◽  
Mu Li ◽  
Deborah Bateson ◽  
Rachel Thompson ◽  
Chun Wah Michael Tam ◽  
...  
Keyword(s):  
Decision Making ◽  
Contraceptive Method ◽  
Intrauterine Device ◽  
Qualitative Inquiry ◽  
Medical Advice ◽  
The Body ◽  
Hormonal Contraceptives ◽  
Contraceptive Methods ◽  
Structured Interviews ◽  
Women’S Perceptions

Abstract Background In Australia, ethnic Chinese people are one of the largest, youngest and fastest growing overseas-born groups. Yet, little is known about their perceptions of contraceptive methods and their experiences with choosing one. Decisions about contraceptive methods are preference sensitive. Understanding the influencing factors of Chinese migrant women’s contraceptive method choice and practices will help cater to their decision-making needs in a culturally sensitive and responsive way. Methods A qualitative study design underpinned by critical realism approach was used to explore Chinese migrant women’s perceptions and experiences of choosing contraceptive methods. Semi-structured interviews were conducted with 22 women who self-identified as being ethnically Chinese and had been living in Australia for no more than 10 years. The interview guide was adapted from the Ottawa Decision Support Framework. Majority of the interviews were conducted in Mandarin Chinese. Transcribed data was analysed using thematic analysis method. Results Four major themes were identified, including: ‘every medicine is part poison: hormonal contraceptives cause harm to the body’; ‘intrauterine device, a device used in the past for married women’; ‘it takes two (or one) to decide, depending on the relationship dynamics and contraception preferences’; and ‘it is not necessary to seek medical advice in choosing contraceptive methods’. Conclusions Our findings suggest that Chinese migrant women’s perceptions and experiences of choosing contraceptive methods are influenced by complex personal, cultural, societal and inter-relational factors. Chinese migrant women were cautious of using hormonal methods due to fears of side-effects, including reduced or absent menstrual bleeding. Women were also reluctant to consider intrauterine devices as options due to associating them with past experiences of other women and themselves and also fears of potential complications. There was a reluctant attitude towards seeking medical advice regarding contraception due to beliefs that needing to use contraception is not an illness requiring treatment. Such findings are likely to be useful in increasing healthcare professionals’ and policy makers’ understanding of Chinese migrant women’s contraceptive method preferences, beliefs and behaviours. They also help to develop culturally and linguistically sensitive strategies, which goes beyond the provision of contraceptive counselling, in assisting Chinese migrant women’s decision-making needs.

Blood, joy and tears: menarche narratives of undergraduate females in a selected in Nigeria Private University

2017 ◽  
Vol 31 (4) ◽  
Author(s):  
Adenike Adegbayi
Keyword(s):  
Adolescent Health ◽  
Qualitative Methodology ◽  
Private University ◽  
The Body ◽  
Female Adolescent ◽  
Menstrual Period ◽  
Future Health ◽  
Female Relative ◽  
Undergraduate Females ◽  
Almost All

Abstract The aim of the study is to add to the body of knowledge on less researched aspects of female adolescent health in Nigeria. It specifically explored the menarche or first period narratives of 136 young women, focusing on the contents of the discussion that ensued with whom they told when they first got their period using qualitative methodology. It also explores sources of premenstrual information and how the menstrual period is managed. The sample consisted of 136 undergraduate females in Redeemer’s University, Ede, Nigeria. Almost all of the respondents (95%) received information about menstruation from mothers, female relatives and school lessons prior to menarche. The majority of the respondents first told either their mother or a female relative when they first got their period and viewed menarche as a crisis. Two salient themes emerged from the contents of the narratives; celebration and advice. The advice theme was further explored and three advice patterns were identified: being a woman, hygiene and changed dynamics in relationships with males. Data from the present study suggests that only certain aspects of the menstruation discourse have evolved. All respondents reported using sanitary towels during their menstrual period with the majority experiencing cramps regularly and (61%) using pharmalogical agents for remedy. It is envisaged that findings from the study will be useful in future health intervention programmes and research on female adolescent health in Nigeria and elsewhere.

scholarly journals Recognizing Ableism in Educational Initiatives: Reading between the Lines

2020 ◽  
Vol 2 (1) ◽  
pp. 84-100
Author(s):  
Maria Timberlake
Keyword(s):  
Students With Disabilities ◽  
Qualitative Inquiry ◽  
Unintended Consequences ◽  
Project Based Learning ◽  
The Body ◽  
Alternate Assessment ◽  
Instructional Materials ◽  
Special Issue ◽  
Disability Theory ◽  
Educational Initiatives

The ubiquity of ableism in education policy requires being increasingly alert to the portrayal of, (including the absence of), disability within educational initiatives. Ableism is a form of oppression, a largely unconscious acceptance of able-bodied norms from the inaccessibility of instructional materials, to assumptions about the body (a healthy body is within one’s control) to the acceptance of segregated settings. In response to the call for this special issue, previous qualitative inquiry into the unintended consequences of three educational reforms were synthesized using critical disability theory.  Seemingly disparate at first glance, all three initiatives, while ostensibly increasing equity, also contained ableism that reinforced stereotypes about student variability and served to further isolate disabled students. One federal (Alternate Assessment), one state (CCSS modules), and one local (project-based learning) policy implementation are included in this theoretical analysis. Reading between the lines means being alert to ableism, and is essential to prevent the historical marginalization of students with disabilities from continuing within contemporary “progress”.

A Qualitative Inquiry into Musical Performance Anxiety

2003 ◽  
Vol 18 (2) ◽  
pp. 78-82
Author(s):  
Joann Marie Kirchner
Keyword(s):  
Qualitative Methodology ◽  
Performance Anxiety ◽  
Qualitative Inquiry ◽  
Musical Performance ◽  
Solo Piano ◽  
Self Confidence ◽  
Negative Thoughts ◽  
Research Questions ◽  
Musical Performance Anxiety ◽  
The Individual

This study examined the experience of performance anxiety in solo piano playing from the perspective of the participants. Research questions focusing on the following categories were addressed: (1) What does the experience of performance anxiety feel like to a solo pianist? (2) What are the ways in which performance anxiety manifests itself? A qualitative methodology was employed in this study. Six pianists on the faculties of southwestern colleges and universities were chosen selectively for participation. A survey questionnaire and an individual interview were used to collect data. The researcher analyzed the transcripts of the interviews, and codes were developed accordingly. The categories of research questions were used for the interpretation of the findings. The symptoms of performance anxiety manifested themselves through a combination of thought processes, feelings, and physiologic responses, activated by the perception of a threat by the performer. Negative thoughts and feelings dominated the experience of musical performance anxiety and undermined the self-confidence level of the performer. The identity of the performer was affected by how the individual viewed himself or herself and the individual’s perception of how others viewed him or her.

Readymade Methodology

2019 ◽  
Vol 26 (8-9) ◽  
pp. 1122-1130 ◽  
Author(s):  
Ryan Evely Gildersleeve ◽  
Kelly W. Guyotte
Keyword(s):  
Qualitative Research ◽  
20Th Century ◽  
Qualitative Methodology ◽  
Qualitative Inquiry ◽  
Early 20Th Century ◽  
Art World ◽  
Technical Application ◽  
Liminal Spaces ◽  
The World ◽  
Visual Artist

Neither inside, nor outside. Between art and non-art. Visual artist, Marcel Duchamp’s readymade art installations of the early 20th century mapped a space of between-ness, of liminality, through previously drawn boundaries in the art world. In this article, we put forth readymade methodology as a liminal approach to (post)qualitative research. Drawing from Duchamp’s readymade art installations, we situate dominant methodological practices as collections of ready-made techniques and technologies for interpreting the world (research as instrumentation); such processes, we argue, are distinct from readymade inquiry (research as immanent and multiplicitous). Readymade methodology disorients knowings and illustrates lines of flight produced from inversions of taken-for-granted technical application of research methods. In this article, we think methodology differently, not limiting ourselves to the constraints/comforts of conventional qualitative methodology. Just as Duchamp interrogated the in-between of art and everyday life, readymade methodology flourishes in/with the potentiality of twisted liminal spaces in (post)qualitative inquiry.

scholarly journals Teachers’ Perceptions of the Home-School Collaboration: Enhancing Learning for Children with Autism

2019 ◽  
Author(s):  
Chana Josilowski
Keyword(s):  
Research Question ◽  
Children With Autism ◽  
Geographic Area ◽  
Parental Engagement ◽  
The Body ◽  
Home School ◽  
Future Research ◽  
Teachers Perceptions ◽  
School Collaboration ◽  
Involved Parents

This study aimed to explore the relationship between teachers and students’ families and address the deficiencies in the body of research regarding the performance gap between children with autism and their age-equivalent peers. The research question was: How do teachers of children with autism perceive the home-school collaboration and its impact on learning? Ten state-certified special educators with at least 3 years’ experience teaching children with autism, and experience collaborating with their students’ families participated in face-to-face interviews, answering 8 open-ended questions in this generic qualitative study. Inductive thematic analysis yielded 6 themes: (a) collaboration improves learning, (b) communication is vital, (c) collaboration supports overall student improvement, (d) challenges impact collaboration, (e) parental involvement is imperative, and (f) teachers find ways to promote parental engagement. A strong home-school connection improved students’ ability to grasp material in the classroom, decreased the children’s anxiety and enhanced their sense of security; also, involved parents reinforced the learning process at home. Recommendations for future research include studying a larger sample to increase generalizability and covering a larger geographic area for better representation of the population.

scholarly journals Expanding the Possibilities of Qualitative Inquiry: A Review of Critical Autoethnograpy: Intersecting Cultural Identities in Everyday Life

2014 ◽  
Author(s):  
Tasha Rennels
Keyword(s):  
Social Change ◽  
Critical Theory ◽  
Everyday Life ◽  
Lived Experiences ◽  
Qualitative Methodology ◽  
Qualitative Inquiry ◽  
Cultural Identities ◽  
Valuable Resource ◽  
Critical Autoethnography

Critical Autoethnography: Intersecting Cultural Identities in Everyday Life is a groundbreaking collection in which Boylorn and Orbe expand the possibilities of qualitative inquiry by including 13 page-turning chapters that merge autoethnography with critical theory to situate lived experiences within larger systems of power. Throughout this review, I provide a brief overview of the collection, describe the strengths in terms of writing and organization, as well as critique the pragmatic potential. I conclude by describing how and why this collection is a valuable resource for those who practice qualitative methodology for the sake of social change.

scholarly journals CREATING A DECOLONISED CURRICULUM TO ADDRESS FOOD INSECURITY AMONG UNIVERSITY STUDENTS

2019 ◽  
Vol 77 (2) ◽  
pp. 179-194
Author(s):  
Oluwakemi Ayodeji Adebayo ◽  
Ronicka Mudaly
Keyword(s):  
Higher Education ◽  
University Students ◽  
Food Insecurity ◽  
Qualitative Methodology ◽  
Science Teacher Education ◽  
Qualitative Inquiry ◽  
Past Century ◽  
Traditional Curriculum ◽  
Activity Data ◽  
Food Gardening

A plethora of debates about intellectual imagination regarding decolonised curriculum development has dominated the South African higher education discourses. There is a need to purge Africa of the marginalisation that has been perpetuated by curricula established during the past century. The aim of this research was to add a practical dimension to this discourse, by altering traditional curriculum activities in a biology module, in order to address the issue of food insecurity among university students. In this qualitative inquiry, the following questions were asked: “How can pre-service teachers engage with decolonised curricular activities, in order to address food insecurity among students?” and “What are the consequences of pre-service teachers’ engagement with decolonised curricular activities which respond to food insecurity?” Thirty-six pre-service biology teachers and 12 non-biology university students were purposively selected to participate in a food gardening activity. Data were generated using individual interviews, focus group interviews and the development of portfolios. Findings revealed that pre-service teachers’ consciousness of the social reality of food insecure students was raised, and their feelings of empowerment to enable others, and themselves, to become self-reliant, were enhanced through decolonised curricular activities. This is significant because it signalled a freeing of pre-service teachers from material and intellectual shackles which is critical to decolonised thought and action. This research has implications for higher education science teacher education modules, which can incorporate science from Western and indigenous sources, to create transformed curricula which are socially responsive and reflect epistemic justice. Keywords: decolonised curriculum, food gardening, indigenous knowledge, qualitative methodology, self-reliance, transformation.

scholarly journals A Review of Qualitative Research in Counseling and Psychotherapy

2014 ◽  
Author(s):  
Nozomu Ozaki
Keyword(s):  
Qualitative Research ◽  
Qualitative Methodology ◽  
Qualitative Inquiry ◽  
Theory And Practice ◽  
Multiple Forms ◽  
Grand Tour ◽  
Philosophical Foundations ◽  
Psychotherapy Theory ◽  
Multiple Levels ◽  
The Relationship

In reviewing Qualitative Research in Counseling and Psychotherapy (McLeod, 2011), I encountered with this text a backdrop of a grand tour question, "How well has the author contextualized qualitative inquiry in the realm of counseling and psychotherapy theory and practice?" I found McLeod (2011) constantly embedding qualitative methodology and plethora of methods into counseling and psychotherapy field by pointing out the relationship between research and practice of counseling and psychotherapy and giving detailed account on philosophical foundations and actual practice of qualitative methods while zigzagging among multiple levels of contexts. At the same time, McLeod maintained his pluralistic position on methodologies and methods by critically examining multiple forms of knowing and positioning toward production of knowledge.

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