Understanding the subjective experiences of the chief diversity officer: A Q method study.

2016 ◽  
Vol 9 (2) ◽  
pp. 95-112 ◽  
Author(s):  
Kara Gravley-Stack ◽  
Chris M. Ray ◽  
Claudette M. Peterson
Keyword(s):  
Q Method ◽  
Subjective Experiences ◽  
Chief Diversity Officer

Spotlight on the Clinician in the Life Participation Approach to Aphasia: Balancing Relationship-Centered Care and Professionalism

2020 ◽  
Vol 5 (2) ◽  
pp. 414-424
Author(s):  
Rochelle Cohen-Schneider ◽  
Melodie T. Chan ◽  
Denise M. McCall ◽  
Allison M. Tedesco ◽  
Ann P. Abramson
Keyword(s):  
Social Workers ◽  
Therapeutic Relationship ◽  
Interprofessional Collaboration ◽  
Opportunity To Learn ◽  
Subjective Experiences ◽  
Speech Language Pathologists ◽  
Self Disclosure ◽  
Centered Care ◽  
High Standards ◽  
Therapeutic Encounter

Background Speech-language pathologists make clinical decisions informed by evidence-based theory and “beliefs, values and emotional experiences” ( Hinckley, 2005 , p. 265). These subjective processes, while not extensively studied, underlie the workings of the therapeutic relationship and contribute to treatment outcomes. While speech-language pathologists do not routinely pay attention to subjective experiences of the therapeutic encounter, social workers do. Thus, the field of social work makes an invaluable contribution to the knowledge and skills of speech-language pathologists. Purpose This clinical focus article focuses on the clinician's contribution to the therapeutic relationship by surfacing elements of the underlying subjective processes. Method Vignettes were gathered from clinicians in two community aphasia programs informed by the principles of the Life Participation Approach to Aphasia. Results and Discussion By reflecting on and sharing aspects of clinical encounters, clinicians reveal subjective processing occurring beneath the surface. The vignettes shed light on the following clinical behaviors: listening to the client's “whole self,” having considerations around self-disclosure, dealing with biases, recognizing and surfacing clients' identities, and fostering hope. Speech-language pathologists are given little instruction on the importance of the therapeutic relationship, how to conceptualize this relationship, and how to balance this relationship with professionalism. Interprofessional collaboration with social workers provides a rich opportunity to learn ways to form and utilize the benefits of a strong therapeutic relationship while maintaining high standards of ethical behavior. Conclusion This clinical focus article provides speech-language pathologists with the “nuts and bolts” for considering elements of the therapeutic relationship. This is an area that is gaining traction in the field of speech-language pathology and warrants further investigation.

Examining the Effects of I-Sharing for Future White-Black Interactions

2016 ◽  
Vol 47 (3) ◽  
pp. 125-135 ◽  
Author(s):  
Sarah E. Gaither ◽  
Jessica D. Remedios ◽  
Jennifer R. Schultz ◽  
Keith B. Maddox ◽  
Samuel R. Sommers
Keyword(s):  
Social Interaction ◽  
Social Experience ◽  
Positive Experience ◽  
Subjective Experiences ◽  
Future Directions ◽  
Interracial Interaction ◽  
Anxious Behavior

Abstract. Research shows that I-sharing, or sharing subjective experiences with an outgroup member, positively shapes attitudes toward that outgroup member. We investigated whether this type of social experience would also promote a positive interracial interaction with a novel outgroup member. Results showed that White and Black participants who I-shared with a racial outgroup member (vs. I-sharing with a racial ingroup member) expressed more liking toward that outgroup member. However, I-sharing with an outgroup member did not reduce anxious behavior in a future social interaction with a novel racial outgroup member. Therefore, although sharing subjective experiences may increase liking toward one individual from a racial outgroup, it remains to be seen whether this positive experience can influence behaviors in future interactions with other racial outgroup members. Future directions are discussed.

Weighing Ourselves Down

2015 ◽  
Vol 4 (3) ◽  
pp. 51-69 ◽  
Author(s):  
Nathan Hodges
Keyword(s):  
Weight Loss ◽  
Body Image ◽  
Physical Health ◽  
Lived Experiences ◽  
Objective Measure ◽  
Subjective Experiences ◽  
Cultural Meanings ◽  
Canonical Narratives

Bodyweight—the number on the scale—has been constructed as an objective measure of health, and weight loss as synonymous with healthier. Weight has been used as a way of classifying and controlling people, ignoring the embodied, relational, and cultural meanings attached to health and weight. Instead, these subjective experiences are lumped into a numerical category. Our society's obsession with weight is weighing us down and most of us should toss out our scales. Scale stories offer a departure from canonical narratives about physical health and body image by emphasizing emotions and lived experiences instead of bodyweight and numerical categories.

Fast Foes: The affective consequences of interacting in a negative self-disclosure situation.

2020 ◽  
Author(s):  
Jonathan Gordils ◽  
Jeremy Jamieson
Keyword(s):  
Social Interactions ◽  
Social Life ◽  
Large Body ◽  
Cardiovascular Responses ◽  
Social Contexts ◽  
Subjective Experiences ◽  
Self Disclosure ◽  
Negative Behaviors ◽  
Nuanced Understanding ◽  
Affective Consequences

Background and Objectives: Social interactions involving personal disclosures are ubiquitous in social life and have important relational implications. A large body of research has documented positive outcomes from fruitful social interactions with amicable individuals, but less is known about how self-disclosing interactions with inimical interaction partners impacts individuals. Design and Methods: Participants engaged in an immersive social interaction task with a confederate (thought to be another participant) trained to behave amicably (Fast Friends) or inimically (Fast Foes). Cardiovascular responses were measured during the interaction and behavioral displays coded. Participants also reported on their subjective experiences of the interaction. Results: Participants assigned to interact in the Fast Foes condition reported more negative affect and threat appraisals, displayed more negative behaviors (i.e., agitation and anxiety), and exhibited physiological threat responses (and lower cardiac output in particular) compared to participants assigned to the Fast Friends condition. Conclusions: The novel paradigm demonstrates differential stress and affective outcomes between positive and negative self-disclosure situations across multiple channels, providing a more nuanced understanding of the processes associated with disclosing information about the self in social contexts.

Animal Minds across Discourse Domains

2018 ◽  
Author(s):  
David Herman
Keyword(s):  
Subjective Experiences ◽  
Technical Term ◽  
Animal Minds ◽  
Fictional Narratives ◽  
Human Animal

This chapter uses a variety of example narratives to consider how cultures’ ways of orienting to animals (i.e., cultural ontologies) translate into, and depend for their support on, constellations of “discourse domains.” This technical term refers to the arenas of conduct in which strategies for negotiating self-other relationships—including human-animal relationships—take shape. At issue are frameworks for activity that determine what kinds of subjective experiences it is appropriate and warranted to attribute to others, nonhuman as well as human. The chapter draws on these ideas to reframe debates organized around a polarity between legible and illegible animal minds, commonly associated with fiction and nonfiction, respectively. To work past this polarity, the chapter outlines techniques for documenting and analyzing the attested range of mind-ascribing practices in a given culture or subculture, as they manifest themselves in nonfictional as well as fictional narratives about animals across different discourse domains.

scholarly journals Male autistic youth experiences of belonging in integrated physical education

Autism ◽  
2021 ◽  
pp. 136236132110186
Author(s):  
Justin A Haegele ◽  
Anthony J Maher
Keyword(s):  
Physical Education ◽  
Peer Relationships ◽  
Peer Interactions ◽  
Physical Space ◽  
The United States ◽  
Educational Needs ◽  
Subjective Experiences ◽  
Structured Interviews ◽  
Autistic People ◽  
Locker Room

The study examined the subjective experiences of autistic youth regarding the role of peer interactions and relationships in feelings of belonging in integrated physical education classes. The term integrated is used to describe a setting in which all students, regardless of educational needs, are educated in the same physical space. Eight autistic youth (all male, aged 13–18 years) who had received most of their physical education in integrated classes acted as participants. Semi-structured interviews were used to generate qualitative data, which were analyzed using a reflexive thematic approach. Findings are presented in three themes: (a) bullying can lead to self-harm and self-isolation, (b) peer interactions and relationships in the locker room, and (c) peer relationships are based on shared interests and take time to develop. Even though autistic students were educated in the same spaces as their non-autistic peers, feelings of belonging were largely unavailable to them. Lay abstract Recent years have seen calls to amplify the voices of autistic people in research about their subjective experiences. Despite this, we know little about how autistic youth experience integrated physical education, particularly in the United States. The term integrated is used to describe a setting in which all students, regardless of educational needs, are educated in the same physical space. In this study, we sought to explore the perspectives of autistic youth toward their experiences in integrated physical education, and the roles of social interactions and relationships with peers in those experiences. Findings noted that several factors influenced the ways and extent to which our participants interacted with their peers during physical education. Unfortunately, most of our participants recalled experiencing bullying, and that physical education offered an environment where bullying was most frequent and comparatively unique compared to other contexts throughout the school day. The locker room, a space linked to physical education, was of particular concern because of a lack of teacher presence. Despite the negative views of and experiences in physical education, there was evidence of participants actively pursuing to connect with peers in this context. However, most instances where participants recalled pursuing friendship were not welcomed from others, which stunted their sense of belonging in this space. Given the role that belonging plays in what it means “to be included,” our research supports emerging ideas that even though autistic students were educated in the same physical spaces as their non-autistic peers, feelings of inclusion were largely absent.

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