Narratives of Writing as Healing

2020 ◽  
pp. 295-338
Author(s):  
Jennifer Lynne Bird ◽  
Eric T. Wanner
Keyword(s):  
Qualitative Research ◽  
Narrative Inquiry ◽  
Self Awareness ◽  
Physical Pain ◽  
Research Project ◽  
Multigenre Writing ◽  
Lead Teachers

This narrative provides an introduction to the concept of multigenre writing and explains methods of multigenre writing used in the field of medicine to create the concept of multigenre medicine. The authors use the theory of narrative inquiry and the practice of multigenre writing to explain the implications of using writing to assist in healing from physical pain. The collaborative qualitative research project illustrates how writing can lead teachers to a stronger self-awareness of what patients need both physically and emotionally to heal.

Multigenre Narratives as a Healing Process

2013 ◽  
pp. 416-428 ◽  
Author(s):  
Jennifer Lynne Bird ◽  
Eric Wanner
Keyword(s):  
Qualitative Research ◽  
Narrative Inquiry ◽  
Journal Writing ◽  
Physical Therapist ◽  
Healing Process ◽  
Self Awareness ◽  
Physical Pain ◽  
Multigenre Writing ◽  
Lead Teachers ◽  
Therapy Sessions

This chapter uses the theory of narrative inquiry and the practice of multigenre writing to explain the implications of using writing to assist in healing from physical pain. Dr. Jennifer Bird has always used narratives and journal writing with the college students she teaches. During her physical therapy sessions with Dr. Eric Wanner, she realized a neck pain journal read by her physical therapist provided additional insights into pain recovery. In this chapter, Dr. Bird and Dr. Wanner share their perspectives of their collaborative narrative inquiry qualitative research project and advice of how writing can lead teachers to develop a stronger self-awareness of what they need both physically and emotionally.

Contemplating Framing: Unpacking the Possibilities of Printmaking in Narrative Inquiry

2021 ◽  
pp. 194084472199108
Author(s):  
Michelle Lavoie ◽  
Vera Caine
Keyword(s):  
Qualitative Research ◽  
Young Adults ◽  
Narrative Inquiry ◽  
School Children ◽  
Research Methodology ◽  
Visual Narrative ◽  
Refugee Families ◽  
Art Form ◽  
Qualitative Research Methodology ◽  
The Relationship

In this paper, we explore, name, and unpack the possibilities that printmaking, as an art form, holds in visual narrative inquiry. We also explore the relationship between visual narrative inquiry and narrative inquiry, a relational qualitative research methodology that attends to experiences. Drawing on two different ongoing narrative inquiry studies, where we engage with either trans young adults or refugee families from Syria with pre-school children, we explore how printmaking practices facilitate processes of inquiry. The etymology of the word “frame” helps us understand framing as a process that is future oriented and reflects a sense of doing, making, or preforming. In this way, framing allows us to see otherwise, to respond to and with participants, and to engage with experiences in ways that open new possibilities of inquiry.

scholarly journals Utilising Mood Boards as an Image Elicitation Tool in Qualitative Research

2021 ◽  
pp. 136078042199348
Author(s):  
Simon Spawforth-Jones
Keyword(s):  
Qualitative Research ◽  
Data Collection ◽  
Critical Appraisal ◽  
Research Projects ◽  
Research Project ◽  
Collection Method ◽  
Visual Method ◽  
Data Collection Method ◽  
Elicitation Methods ◽  
And Gender

The use of image elicitation methods has been recognised in qualitative research for some time; however, the use of mood boards to prompt participant discussion is currently an under-researched area. This article explores the use of mood boards as a data collection method in qualitative research. Used in design disciplines mood boards allow designers to interpret and communicate complex or abstract aspects of a design brief. In this study, I utilise mood boards as being part creative visual method and part image elicitation device. The use of mood boards is explained here in the context of a research project exploring masculinity and men’s reflexivity. In this article, I consider the benefits of utilising this method in researching reflexivity and gender before offering a critical appraisal of this method and inviting others to explore how mood boards might enhance research projects involving elicitation.

scholarly journals Learning Open Science by doing Open Science. A reflection of a qualitative research project-based seminar

2020 ◽  
Vol 36 (3) ◽  
pp. 263-279
Author(s):  
Isabel Steinhardt
Keyword(s):  
Qualitative Research ◽  
Open Source ◽  
Knowledge Society ◽  
Open Data ◽  
Open Science ◽  
Research Project ◽  
Science Practices ◽  
Bachelor's Degrees ◽  
Participatory Technologies ◽  
Digital Knowledge

Openness in science and education is increasing in importance within the digital knowledge society. So far, less attention has been paid to teaching Open Science in bachelor’s degrees or in qualitative methods. Therefore, the aim of this article is to use a seminar example to explore what Open Science practices can be taught in qualitative research and how digital tools can be involved. The seminar focused on the following practices: Open data practices, the practice of using the free and open source tool “Collaborative online Interpretation, the practice of participating, cooperating, collaborating and contributing through participatory technologies and in social (based) networks. To learn Open Science practices, the students were involved in a qualitative research project about “Use of digital technologies for the study and habitus of students”. The study shows the practices of Open Data are easy to teach, whereas the use of free and open source tools and participatory technologies for collaboration, participation, cooperation and contribution is more difficult. In addition, a cultural shift would have to take place within German universities to promote Open Science practices in general.

Emotion Regulation Strategy Choices Following Aversive Self-Awareness in People Who Engage in Nonsuicidal Self-Injury or Indirect Self-Injury

2021 ◽  
Author(s):  
Chelsea Evanna Boccagno ◽  
Jill M. Hooley
Keyword(s):  
Emotion Regulation ◽  
Cognitive Strategies ◽  
Memory Recall ◽  
Self Awareness ◽  
Behavioral Strategies ◽  
Physical Pain ◽  
Multiple Strategies ◽  
Self Injury ◽  
Emotion Regulation Strategy ◽  
Regulation Strategies

Emotion regulation difficulties are implicated prominently in self-injury. Yet it is unclear how people who engage in different forms of self-injury attempt to regulate negative affect when multiple strategies are available to them. This laboratory-based study examined emotion regulation strategy choices in individuals who engage in non-suicidal self-injury (n=40), indirect forms of self-injury (disordered eating and substance abuse; n=46), and controls (n=48). Following a self-relevant stressor (negative autobiographical memory recall), participants selected one of six regulation strategies based on what they believed would most effectively alter their affect. Strategies spanned behavioral (physical pain, a snack, word activity) and non-behavioral (rumination, reappraisal, doing nothing) domains. Compared to controls, individuals who engage in NSSI and indirect self-injury were more likely to select behavioral strategies. In addition, those with NSSI and indirect self-injury were more likely than controls to choose physical pain and less likely to ruminate. Findings indicate that people with direct and indirect forms of self-injury alike are more likely to take action than to engage in further thought when experiencing aversive self-awareness, even when cognitive strategies are made salient. Results illuminate intervention targets for these clinical populations.

scholarly journals Internal Tensions of Building a Dissertation through the Lens of Black Finesse: Toward Decolonizing Higher Education

2021 ◽  
Vol 11 (12) ◽  
pp. 780
Author(s):  
Janiece Zalina Mackey
Keyword(s):  
Higher Education ◽  
Qualitative Research ◽  
Black Students ◽  
Narrative Inquiry ◽  
Knowledge Generation ◽  
Racial Equity ◽  
Dissertation Process

In this paper, I focus on the process of building a dissertation that honored the Black souls of my undergraduate participants along with my own Black soul as a form of resistance to advance racial equity in higher education. Through endarkened narrative inquiry, this paper will address the internal tensions I navigated in building a dissertation that centered Blackness through the prism of what I have conceptualized as Black Finesse. I unveil components from my dissertation that manifested a shift in how knowledge generation can be developed and written. I conceptualized a methodology entitled race-grounded phenomenology (RGP) and call for a re-imagining of qualitative research around the ways Black students navigate higher education. I reflected upon the internal tensions and mental leaps of my dissertation process through theoretical decolonial inquiry. As decolonial praxis to unmake the canon of research and dissertation creation, I lean upon four elements of decolonizing higher education as a way to reimagine decolonial futures that were actualized via my dissertation process.

scholarly journals A Reflection About Self-plagiarism

2018 ◽  
pp. 164-184
Author(s):  
Sergio Alonso Lopera Medina
Keyword(s):  
Qualitative Research ◽  
Foreign Language ◽  
Research Method ◽  
The Other ◽  
Research Project ◽  
Qualitative Research Method ◽  
Exploratory Case Study ◽  
Present Information ◽  
Similar Information

This paper explores self-plagiarism in three different articles that reported results of the same research project on reading in a foreign language. This article follows the qualitative research method and an exploratory case study was used. Results support that both inadequate paraphrasing and adequate paraphrasing were given. Regarding inadequate paraphrasing some similar words and ideas were found. On the other hand, using different authors in a specific idea, having different numbers of words in a common issue, and being versatile to present information might lead to adequate paraphrasing. Conclusions suggest that a dialog between editors and authors must be given in order to clear self-plagiarism up. Finally, conclusions also suggest that editors should consider the inclusion of some similar information in articles written by the same author or the same research members

scholarly journals Humanization through Action Research as Methodology

2016 ◽  
Author(s):  
Jeffrey Radloff ◽  
Cole Joslyn ◽  
Brenda Capobianco
Keyword(s):  
Qualitative Research ◽  
Action Research ◽  
Graduate Students ◽  
Teaching Practices ◽  
Critical Reflection ◽  
Research Study ◽  
Effective Means ◽  
Teacher Educator ◽  
Self Awareness ◽  
Action Strategies

The purpose of this action research study was to critically examine the use of action research as a mechanism to enhance graduate students’ development as emerging qualitative researchers. Although action research has been recognized as an effective means of transforming teaching practices, studies examining its use among graduate students learning to become qualitative researchers are lacking. Participants profiled in this study include two graduate students and one teacher educator. The context of the study was a graduate level course on action research where all three participants identified starting points, employed distinct action strategies, engaged in sustained, critical reflection, and developed metaphors representing their living educational theories of their practice. Results from this study indicate that each participant gained a deeper self-awareness and understanding of enacting qualitative research and furthermore, recognized action research as a powerful humanizing agent.

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