‘Void cannot go’: trauma and actor process in the theatre of Samuel Beckett

Author(s):  
Nicholas E. Johnson

Nicholas Johnson in this chapter discusses and analyses trauma of actors in performing Beckett’s plays. In the rehearsal process, many actors report traumatic symptoms such as panic, fear, anxiety, and nightmare, but it can be difficult to disentangle the overdetermined origins of these feelings: are they ingrained in the source material, individual to the actor’s process, specific to the performance context, or simply authentic physiological responses to the physical demands? Working through these questions first in terms of contemporary acting theory, Johnson introduces qualitative data from both experienced and early-career practitioners of Beckett. Alongside historical and theoretical explorations of acting, the chapter emphasises the concept of the ‘void’ as one possible key to navigating the potentially traumatic terrain within Beckett, as well as naming it as one of the tools at the actors’ disposal. By connecting to urgent contemporary debates in the medical humanities and positing Beckett as core to a unified theory of acting that takes account of the ‘cognitive turn’, Johnson’s focus on the materiality of these experiences extends a discussion beyond the fictive space of the texts and the biographical, currently the two most common approaches to Beckett and trauma.

Physicians who choose to serve in public sector mental healthcare settings and physicians-in-training assigned to public sector mental health clinics may not be fully prepared for the many roles of the public and community psychiatrist. This primer offers practical information and guidance to the psychiatrist called upon to serve in the roles of public-sector clinician, team member, advocate, administrator, and academician. Each chapter includes a concise description of these various roles and responsibilities and offers engaging examples of the public psychiatrist at work. The chapters also ask readers to thoughtfully consider case-based problems typical of those faced by the public psychiatrist. Each chapter also features works of art and literature, usually from the public domain. Medical humanities help physicians keep sight of the lived experiences of public-sector patients; this includes not only the pain and suffering endured by them due to both the medical disorders with which they live and the disparities they endure in health, educational and occupational outcomes, but also their resilience while facing so many challenges. Medical humanities also serve to reinforce the physician’s individual and collective will to address the disparities endured by our patients. There are several very comprehensive textbooks available that examine community psychiatry broadly. By contrast, this work is a concise guide for the resident and early-career psychiatrist to the many roles he or she might be asked to provide in a public-sector mental health setting. Our hope is that the primer provides a level of support to psychiatrists that fosters their desire, individually and collectively, to serve the poor and the marginalized with grit and determination, and to broadly consider their potential to improve not only patient well-being but also these patients’ incorporation into their communities.


2017 ◽  
Vol 39 (2) ◽  
pp. 195-220 ◽  
Author(s):  
Laura Fogg-Rogers ◽  
Margarida Sardo ◽  
Corra Boushel

A widespread culture supporting public engagement activities in higher education is desirable but difficult to establish. Drawing on social cognitive theory, this science communication project aimed to enhance culture change in engineering by developing communication skillsets of early-career engineers, particularly supporting female engineers as role models. Engineers received training in storytelling to present at live events, enhanced by peer group social persuasion and vicarious modeling. A science communication coordinator and senior management endorsement removed barriers to participation. Evaluation showed engineers’ self-efficacy levels significantly increased. Qualitative data highlighted a developing culture of engagement but purposive selection of women proved controversial.


Physicians who choose to serve in public sector mental healthcare settings and physicians-in-training assigned to public sector mental health clinics may not be fully prepared for the many roles of the public and community psychiatrist. This primer offers practical information and guidance to the psychiatrist called upon to serve in the roles of public-sector clinician, team member, advocate, administrator, and academician. Each chapter includes a concise description of these various roles and responsibilities and offers engaging examples of the public psychiatrist at work. The chapters also ask readers to thoughtfully consider case-based problems typical of those faced by the public psychiatrist. Each chapter also features works of art and literature, usually from the public domain. Medical humanities help physicians keep sight of the lived experiences of public-sector patients; this includes not only the pain and suffering endured by them due to both the medical disorders with which they live and the disparities they endure in health, educational and occupational outcomes, but also their resilience while facing so many challenges. Medical humanities also serve to reinforce the physician’s individual and collective will to address the disparities endured by our patients. There are several very comprehensive textbooks available that examine community psychiatry broadly. By contrast, this work is a concise guide for the resident and early-career psychiatrist to the many roles he or she might be asked to provide in a public-sector mental health setting. Our hope is that the primer provides a level of support to psychiatrists that fosters their desire, individually and collectively, to serve the poor and the marginalized with grit and determination, and to broadly consider their potential to improve not only patient well-being but also these patients’ incorporation into their communities.


2020 ◽  
Vol 18 (3) ◽  
pp. 436-441
Author(s):  
Amanda Douglas Helen ◽  
Madhusudan Subedi ◽  
Rajesh Gongal

Background: Medical humanities is taught in medical schools in the  western countries, partly to address the lack of compassion within healthcare. It seeks to develop understanding of human experiences relating to disease, disability and death, through humanities, arts and social sciences. In 2018, Patan Academy of Health Sciences Nepal introduced an eight-week medical humanities course for new medical students. This study aims to evaluate the course from the student participants’ view, exploring their perceptions and experiences. Methods: A mixed method study was used to assess the perceptions of  65 students who completed a semi-structured survey, comprising eight items, with five point- Likert scale and three open response questions. Quantitative data was analysed with results expressed as mean, standard deviation and percentage. Qualitative data was coded and analysed thematically. Results: The students’ perception of the course was strongly positive where 98.5% agreed or strongly agreed it was enjoyable and interesting (items 1,2) and should be continued (item 9). 97% agreed or strongly agreed it made them think differently (item 5) and 96.9% that it was relevant to future careers (item 6). 96.9% agreed or strongly agreed the course helped them understand doctor’s caring roles (item 10) and 92.3% believed it will make them better doctors (item 11). Three themes emerged from open response questions related to perceptions- enjoyable and interesting, positive personal impact and valuable and important. Conclusions: The students had positive perceptions of the medical humanities course, recognizing its’ impact, importance and its value in medical education. Its expansion in the undergraduate curriculum should be considered. Keywords: Evaluation;medical humanities; Nepal; perceptions;students


2021 ◽  
Vol 6 ◽  
pp. 74
Author(s):  
Linda Mtwisha ◽  
Jose Jackson ◽  
Alison Mitchel ◽  
Ama de-Graft Aikins ◽  
Harriet Kebirungi ◽  
...  

This article examines the early-and mid-career transition to research leadership in Africa. Much of the available African literature on research leadership indicate several challenges related to poor conceptualisations of career transitions and gaps in the availability of research training. Qualitative data were collected using individual interviews (n=24) and focus groups (n=27) to identify key transition points of early career researchers (ECRs) and mid-career researchers (MCRs) in selected African countries. The qualitative data was complemented with quantitative survey questionnaires (n=250) and a triangulation approach was adopted to analyse the results. The findings were themed into different categories describing the common career paths, stages and challenges of research leaders. The latter part of the findings present a discussion on development approaches to attract and retain researchers in African universities. By focusing on the African continent, this study contributes to the current body of literature on research leadership in the Global South.


2019 ◽  
Vol 3 (4) ◽  
pp. 307-312 ◽  
Author(s):  
Jay H. Williams ◽  
Sarah Hoffman ◽  
Daniel J. Jaskowak ◽  
David Tegarden

2020 ◽  
Vol 37 (1) ◽  
pp. 114-133
Author(s):  
Barry Yau ◽  
David Catanzariti

Australian law schools are tasked with forming students in their knowledge and understanding of the law, with many students aiming to fulfil their dreams of pursuing a legal career. Utilising Bourdieu’s conceptual tools, this article considers whether aspirations of being “real lawyers” are significantly influenced by motifs of career success predominantly linked to an “elite” tier of law practice. The attitudes and perceptions of law students can also positively or adversely shape their career path amidst the information at play in the law school space. Drawing on qualitative data, we have applied Bourdieu’s tools to understand undergraduate and practical legal training students’ responses to notions of career accomplishment. This is contrasted with the reflections of early career commercial lawyers about their law school experiences. With comparisons to contemporary surveys and research on student services for law students, along with their wellbeing, the article reasons that the assorted ambitions of law students requires a law school environment promoting a more diversified perspective of “real law” and “real lawyering”.


2018 ◽  
Vol 32 (1) ◽  
pp. 38-53
Author(s):  
Noreen M. Graf ◽  
Irmo Marini ◽  
Bruce Reed ◽  
Manisha Sharma

Objective: To discover senior and retired exemplary rehabilitation educators’ defining career moments and to provide doctoral students and early career rehabilitation educators with insights from widely recognized and successful rehabilitation educators in the field.Method: Twenty-seven xemplary rehabilitation educators answered qualitative questions related to their career choices and accomplishments. Additionally, satisfaction with career and the perception of contributions to the field were quantitatively assessed using Likert-type questions.Findings: Five themes emerged from the qualitative data which described exemplary educators’ defining career moments. Four additional themes emerged which revealed changes educators would make if they could start their careers over. Quantitative results indicated overall moderate to high satisfaction with career and contributions.Conclusions: The experiences, advice,and wisdom of exemplary educators can provideearly guidance and insights about career decisions and life lessons for doctoral students and academics.


2021 ◽  
Vol 6 ◽  
pp. 74
Author(s):  
Linda Mtwisha ◽  
Jose Jackson ◽  
Alison Mitchel ◽  
Ama de-Graft Aikins ◽  
Harriet Kebirungi ◽  
...  

This article examines the early-and mid-career transition to research leadership in Africa. Much of the available African literature on research leadership indicate several challenges related to poor conceptualisations of career transitions and gaps in the availability of research training. Qualitative data were collected using individual interviews (n=24) and focus groups (n=27) to identify key transition points of early career researchers (ECRs) and mid-career researchers (MCRs) in selected African countries. The qualitative data was complemented with quantitative survey questionnaires (n=250) and a triangulation approach was adopted to analyse the results. The findings were themed into different categories describing the common career paths, stages and challenges of research leaders. The latter part of the findings present a discussion on development approaches to attract and retain researchers in African universities. By focusing on the African continent, this study contributes to the current body of literature on research leadership in the Global South.


2007 ◽  
Vol 33 (1) ◽  
Author(s):  
Sarah Riordan ◽  
Suki Goodman

The objective of the study is an analysis of the relationship between the work expectations and experiences of graduate engineers during their early career period. It reports on discrepancies in graduates’ expectations of the world of work and the reality of the early career stage. Conclusions include recommendations of how "reality shock" can be managed better by both organisations and individuals. Qualitative data were obtained through in-depth interviews with sixteen participants with less than five years work experience, employed in a large utility organisation in the Western Cape. Results indicate that participants experience significant incongruence between their expectations of work and work experiences.


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