scholarly journals Tailoring Scientific Communications for Audience and Research Narrative

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Jessica A. Hutchins
Keyword(s):  
Research Narrative

scholarly journals First-Generation College Students and Family Support: A Critical Review of Empirical Research Literature

2021 ◽  
Vol 11 (6) ◽  
pp. 294
Author(s):  
Samantha LeBouef ◽  
Jodi Dworkin
Keyword(s):  
College Students ◽  
Family Support ◽  
Empirical Research ◽  
First Generation ◽  
Empirical Studies ◽  
First Generation College Students ◽  
Research Literature ◽  
Empirical Literature ◽  
First Generation College ◽  
Research Narrative

The majority of empirical literature on first generation college students (FGCSs) in the U.S. asserts that because their parents did not attend college, FGCSs are lacking important resources to be successful in college. However, this results in a deficit-based approach to the study of FGCSs that tends to highlight the differences between first-generation and continuing-education students. However, FGCSs possess a wealth of resources from parents and families that make them successful, and that are often ignored in research. Asset-based approaches to the study of FGCSs are becoming more frequent in the form of books, book chapters, and white papers; however, published empirical research has yet to adopt this approach. As a result, a deeper understanding of FGCSs’ experiences is essential to advancing diversity and equity in higher education. To begin to address this gap, a systematic literature review of empirical studies following the PRISMA framework was conducted on first generation college students and family support; the literature was critically reviewed and future directions for the field were identified. Applying a critical, cultural, and familial lens to the study of first-generation college students will contribute to reframing the research narrative towards an asset-based narrative.

Research narrative 1

2021 ◽  
pp. 51-74
Author(s):  
Fida Sanjakdar
Keyword(s):  
Research Narrative

A Code of Our Own

2016 ◽  
pp. 191-204
Author(s):  
Mark Vicars
Keyword(s):  
Social Life ◽  
Frame Of Reference ◽  
Research Projects ◽  
Same Sex ◽  
Research Narrative

Queerly located inquiry can be disruptive and unsettling, jolting habitual perceptions of what can constitute a research narrative and narratives of research. Queer work conceptually contests and problematizes understandings of “I,” “We,” “Us” as an “internal, subjective or perceptual frame of reference” (Combs & Syngg, 1959, as cited in Nelson Jones, 2011) and in doing so destabilizes the concept of identity as a social and cultural category of belonging. Queer work has critically interrogated the performativity of sexuality in and across social life, rearticulating textual, historical, and rhetorical understandings of same sex expressions and representations (Allen & Rasmussen, 2015). This chapter draws on three queerly operationalized research projects that investigated same-sex sexualities, sexuality-related diversity, equality and inclusion in educational domains. In interpretation it works from the ontological and axiological and epistemological margins with the aim of “integrating rather than eliminating the inquirer from the inquiry” (Montuori, 2013, p. 46).

scholarly journals Co-designing Services for Youth With Mental Health Issues: Novel Elicitation Approaches

2019 ◽  
Vol 18 ◽  
pp. 160940691881624 ◽  
Author(s):  
Gillian Mulvale ◽  
Sandra Moll ◽  
Ashleigh Miatello ◽  
Louise Murray-Leung ◽  
Karlie Rogerson ◽  
...  
Keyword(s):  
Mental Health ◽  
Design Thinking ◽  
Service Providers ◽  
Essential Elements ◽  
System Level ◽  
Mutual Understanding ◽  
Health Issues ◽  
Prototype Development ◽  
Mental Health Issues ◽  
Research Narrative

Experience-based co-design (EBCD) is an innovative, evidence-based approach to health and social system change based on principles of participatory action research, narrative and learning theory, and design thinking. Unique elicitation strategies such as experience mapping, trigger videos, and prototype development are used in EBCD to engage service users and service providers in a collaborative process of identifying touchpoints and solutions to system-level problems. In this article, we present findings from interviewing a purposeful sample of 18 participants (4 youth, 6 service providers, 6 family members, and 2 employers) across three co-design projects designed to address either mental health or employment services for youth (aged 16–24) with mental health issues in one urban center. Through interviewing participants, perceptions were explored relating to three elicitation techniques: creating experience maps, creating and viewing trigger videos, and co-designing visual “prototype” solutions. Analysis of participants’ comments indicated that these techniques can be powerful tools to foster mutual understanding and collaborative ideas, but they require a social, spatial, and temporal context that optimizes their value. A “safe space” is needed within which the essential elements of elicitation—building trust, finding voice, sharing perspectives, and creating a common vision—can occur. Three core, overlapping processes of co-design elicitation were identified: “building common perspectives,” “building mutual understanding,” and “building innovation.” We present a conceptual framework depicting the interplay of processes and elicitation techniques, essential to building mutual understanding and innovation during the EBCD process.

The Democratic Potential of Narrative, Poetry, and Performance

2021 ◽  
pp. 242-259
Author(s):  
Aaron S. Zimmerman
Keyword(s):  
Effective Means ◽  
Democratic Society ◽  
University Faculty ◽  
Arts Based Research ◽  
Narrative Poetry ◽  
Community Stakeholders ◽  
Methodological Approaches ◽  
And Performance ◽  
Research Narrative

This chapter will present an overview of three particular methodologies of arts-based research: narrative, poetry, and performance. This chapter will discuss the ways in which these methodological approaches to research may be effective means through which to capture and share the knowledge possessed by community stakeholders. This chapter has positioned community stakeholders as partners in arts-based research. When university faculty and community stakeholders form reciprocal, mutually beneficial partnerships, it becomes possible to create and disseminate the knowledge needed to support a democratic society.

scholarly journals Removal of babies at birth and the moral distress of midwives

2019 ◽  
Vol 27 (4) ◽  
pp. 1103-1114
Author(s):  
Wendy Marsh ◽  
Ann Robinson ◽  
Jill Shawe ◽  
Ann Gallagher
Keyword(s):  
Moral Distress ◽  
Ethics Committee ◽  
Photo Elicitation ◽  
Valuable Insight ◽  
Ethical Approval ◽  
Long Time ◽  
Audio Data ◽  
Research Narrative ◽  
Long Term Impact ◽  
The Impact

Background Midwives and nurses appear vulnerable to moral distress when caring for women whose babies are removed at birth. They may experience professional dissatisfaction and their relationships with women, families and colleagues may be compromised. The impact of moral distress may manifest as anger, guilt, frustration, anxiety and a desire to give up their profession. While there has been much attention exploring the concept of moral distress in midwifery, this is the first study to explore its association in this context. Aim This article explores midwives’ experiences of moral distress when providing care to women whose babies were removed at birth and gives valuable insight into an issue nurses and midwives encounter in their profession. Methods Four mothers and eight midwives took part in this research. Narrative inquiry incorporating photo-elicitation techniques was used to generate data; mothers were interviewed face to face and midwives through focus groups. The images and audio data were collected, transcribed and analysed for emerging themes. For the purpose of this article, only the midwives’ stories are reported. This research received a favourable ethical opinion from the University of Surrey Ethics committee. Ethical considerations This study received a favourable ethical approval from a higher education institutes ethics committee. Results Midwives who care for women whose babies are removed at birth report it as one of the most distressing areas of contemporary clinical practice. Furthermore, they report feelings of guilt, helplessness and betrayal of the midwife–mother relationship. Many of the midwives in this study state that these experiences stay with them for a long time, far more than more joyful aspects of their role. Conclusion Midwives experience moral distress. Support systems, education and training must be available to them if we are to reduce the long-term impact upon them, alleviate their distress and prevent them from leaving the profession.

Emotional Labor in Critical Ethnographic Work

2016 ◽  
Vol 46 (1) ◽  
pp. 81-107 ◽  
Author(s):  
Krista McQueeney ◽  
Kristen M. Lavelle
Keyword(s):  
Emotional Labor ◽  
Research Process ◽  
Ethnographic Research ◽  
Analytic Tool ◽  
Critical Methodology ◽  
Research Narrative

In this article, the concept of emotional labor is used to capture dilemmas of critical ethnographic research. We frame our experiences not simply as “confessional tales,” or personalized accounts of how researchers experience their fieldwork, but as part of critical methodology itself. We identify three strategies for transforming our emotional labor into an analytic tool: contextualizing emotions, using emotions to unmask power in the research process, and linking emotions to personal biographies. Following ethnographers who question the separation between data and analysis, we explore how emotions and power intersected in two key ethnographic “moments”: collecting data and writing the research narrative.

Let the Caged Bird Sing: Using Literature to Teach Developmental Psychology

1992 ◽  
Vol 19 (4) ◽  
pp. 221-222 ◽  
Author(s):  
Chris J. Boyatzis
Keyword(s):  
Identity Formation ◽  
Parenting Styles ◽  
Developmental Psychology ◽  
Real Life ◽  
Self Esteem ◽  
Self Concept ◽  
Ego Resilience ◽  
Friendship Relations ◽  
Psychology Courses ◽  
Research Narrative

Reading lists of developmental psychology courses are replete with scientific theory and research. Narrative material from literature can supplement this theory and research by elucidating psychological concepts with real-life examples, while deepening students' appreciation for the complexity and diversity of development. In several courses I have used Maya Angelou's (1969) I Know Why the Caged Bird Sings, which is highly effective at illustrating many child development topics: development of self-concept and self-esteem, ego resilience, industry versus inferiority, effects of abuse, parenting styles, sibling and friendship relations, gender issues, cognitive development, puberty, and identity formation in adolescence. Students react very positively to the book and to a paper in which they analyze Angelou's development using theory and research from the course.

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