An Interpretative Phenomenological Analysis Approach about Self-healing Process on Father’s Loss Experienced in Adolescence

Background:Curriculum documents identify key concepts within learning prosthetics. Threshold concepts provide an alternative way of viewing the curriculum, focussing on the ways of thinking and practicing within prosthetics. Threshold concepts can be described as an opening to a different way of viewing a concept. This article forms part of a larger study exploring what students and staff experience as difficult in learning about prosthetics.Objectives:To explore possible threshold concepts within prosthetics.Study design:Qualitative, interpretative phenomenological analysis.Methods:Data from 18 students and 8 staff at two universities with undergraduate prosthetics and orthotics programmes were generated through interviews and questionnaires. The data were analysed using an interpretative phenomenological analysis approach.Results:Three possible threshold concepts arose from the data: ‘how we walk’, ‘learning to talk’ and ‘considering the person’.Conclusion:Three potential threshold concepts in prosthetics are suggested with possible implications for prosthetics education. These possible threshold concepts involve changes in both conceptual and ontological knowledge, integrating into the persona of the individual. This integration occurs through the development of memories associated with procedural concepts that combine with disciplinary concepts. Considering the prosthetics curriculum through the lens of threshold concepts enables a focus on how students learn to become prosthetists.Clinical relevanceThis study provides new insights into how prosthetists learn. This has implications for curriculum design in prosthetics education.

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Shame, self-acceptance and disclosure in the lives of gay men living with HIV: An interpretative phenomenological analysis approach

Psychology and Health ◽

10.1080/08870446.2013.871283 ◽

2014 ◽

Vol 29 (5) ◽

pp. 583-597 ◽

Cited By ~ 24

Author(s):

Matthew D. Skinta ◽

Benjamin D. Brandrett ◽

William C. Schenk ◽

Gregory Wells ◽

James W. Dilley

Keyword(s):

Gay Men ◽

Interpretative Phenomenological Analysis ◽

Phenomenological Analysis ◽

Analysis Approach ◽

Self Acceptance ◽

Living With Hiv

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Forgiving a Genocide: Reconciliation Processes between Hutu and Tutsi in Rwanda

Journal of Cross-Cultural Psychology ◽

10.1177/00220221211020438 ◽

2021 ◽

Vol 52 (5) ◽

pp. 427-448

Author(s):

Ángela Ordóñez-Carabaño ◽

María Prieto-Ursúa

Keyword(s):

Interpretative Phenomenological Analysis ◽

Turning Point ◽

Qualitative Interviews ◽

Healing Process ◽

Phenomenological Analysis ◽

Rwandan Genocide ◽

Reconciliation Process ◽

Research Show

The purpose of this research was to study the interviewees’ experience of their reconciliation process and the influence of the Amataba Workshops on their healing process. Semi-structured qualitative interviews were conducted with five pairs ( N = 10) of Tutsi survivors of the Rwandan genocide and their perpetrators, members of the Hutu majority; they had all participated in an intervention to promote reconciliation. The Interpretative Phenomenological Analysis (IPA) method was chosen to study the transcripts. Analysis resulted in nine main relevant categories that should be taken into account while designing a reconciliation-oriented intervention, including truth, listening to each other, justice, repairing the damage, and collaboration on joint projects. The results of this research show how these processes can occur when reconciliation-oriented interventions are facilitated. For some interviewees, these workshops have become a crucial turning point and helped them set aside the hatred and pain.

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