Mentoring: It Takes a Village. Personal Story

2015 ◽  
pp. 399-410
Keyword(s):  
Personal Story

Training Methods With Clinicians and Students—A Personal Story and Change: Narrative Therapy for Stuttering

2008 ◽  
Vol 18 (1) ◽  
pp. 37-42 ◽  
Author(s):  
Margaret Leahy
Keyword(s):  
Narrative Therapy ◽  
Evidence Based Practice ◽  
Theoretical Background ◽  
Evidence Based ◽  
Training Methods ◽  
Sense Of Control ◽  
Case Description ◽  
General Outline ◽  
Personal Story ◽  
Fluency Disorders

Abstract Educating students and informing clinicians regarding developments in therapy approaches and in evidence-based practice are important elements of the responsibility of specialist academic posts in universities. In this article, the development of narrative therapy and its theoretical background are outlined (preceded by a general outline of how the topic of fluency disorders is introduced to students at an Irish university). An example of implementing narrative therapy with a 12-year-old boy is presented. The brief case description demonstrates how narrative therapy facilitated this 12-year-old make sense of his dysfluency and his phonological disorder, leading to his improved understanding and management of the problems, fostering a sense of control that led ultimately to their resolution.

Two Clinicians’ Personal Story of TBI Recovery

ASHA Leader ◽  
2015 ◽  
Vol 20 (12) ◽  
Author(s):  
Laura Morgan ◽  
Anna Miller
Keyword(s):  
Personal Story

Manifestations of the bias of an unreliable narrator in novel by V. Domontovich “Doctor Serafikus”

2018 ◽  
pp. 132-138
Author(s):  
М. І. Підодвірна
Keyword(s):  
Narrative Analysis ◽  
Focal Point ◽  
Comprehensive Analysis ◽  
The Novel ◽  
Personal Interest ◽  
Cognitive Approach ◽  
Personal Story ◽  
Unreliable Narrator ◽  
German Researcher ◽  
Different Levels

The results and achievements of the main schools and directions of naratology indicate the need to reread both well-known and recondite texts in order to spell out the meanings. We believe that the narrative analysis of prose by Victor Domontovich (the Ukrainian intellectual writer) is interesting and relevant. The article attempts to characterize the manifestations of the bias of an unreliable narato in the novel “Doctor Seraficus” based on the A. Nyuninga’s cognitive approach. A modern German researcher provides a set of tools that can supplemented for a multidimensional consideration of all ambiguities and contradictions in the text. An intelligent game that unfolds in the text manifests itself at different levels. V. Domontovych conducts the biggest game, the game with meaning through the pending authority of unreliable presenter. The text of the novel consists of abstract reflections, notes, dreams, illusions, fantasies, dreams and retrospective journeys. The main law of the text is the game. Irony and contradictions in the narrator’s words encourage the reader to feel dissonance, uncertainty. Therefore, in a narrative analysis, attention is focused on the speaker and who sees (the focal point). It was investigated that the artist Corvin is the narrator of the novel “Doctor Serafikus”, he tries to give as much as possible objectively the personal story. The motives for the unreliability narration based on the personal interest and bias of the character are determined. We identified the main symptoms of the unreliability of the narrator in the work, and the different levels at which the corresponding narrative is expressed, are highlighted. It is established that an unreliable narrative forces distancing itself from a narrator and takes everything that has been said with caution and detachment. Detailed narrative analysis of the work sheds light on the meanings, which for some reason masked, and allows you to establish artistic functions of an unreliable narrator. We believe that understanding this phenomenon makes it possible to make a comprehensive analysis of artistic text.

Interview with Gordon Henry

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
Lorena Carbonara
Keyword(s):  
Native American ◽  
Cultural Practices ◽  
Native People ◽  
American People ◽  
American Indian Literature ◽  
Language Programs ◽  
Protest Movements ◽  
Alaskan Native ◽  
Personal Story ◽  
Arts And Humanities

Gordon Henry is an enrolled member of the White Earth Anishinaabe Nation in Minnesota and professor of American Indian Literature, Creative Writing and the Creative Process in Integrative Arts and Humanities at Michigan State University. He is the author and co-editor of many books and collections, including The Failure of Certain Charms: And Other Disparate Signs of Life (2008). His novel The Light People (1994) won the American Book Award from the Before Columbus Foundation. Following some of the stages in his career and personal story, which he kindly accepted to share with me, this interview highlights some of the crucial key issues concerning Native American people and cultures, questions that still need a wider transnational space both inside and outside academia. Discrimination based on language has influenced the history of Native American people for centuries, starting from the forced education of the young in the 19th century and continuing in the 20th, in the context of Hollywood film productions. Linguicism, language-based racism (Phillipson 1992), is a topic that needs to be addressed in the light of the recent flourishing of extremist thought worldwide, which carries the abused rhetoric of ‘us vs them’ (van Dijk 2015) and, at the same time, spurs protest movements. This reflection goes hand-in-hand with the controversial topic of the appropriation of Native American cultural practices by old and new wannabes (non-people who are so much fascinated by Native American cultures that end up imitating them by, for example, choosing a Native name or emphasising certain aspects of the culture which they admire, often basing their beliefs on stereotypes), whilst people living in the Reservations are still neglected and the Native American and Alaskan Native population register extremely high suicide, homicide and alcoholism rates compared to the U.S. all races population (especially women). But, the efforts and educational programs aimed to preserve languages and cultures (like the Lakota Language Consortium or the Rosetta Stone Endangered Language programs), the vibrancy of the artistic scene in the visual, literary and music fields, the various forms of activism and community engagement projects (such as, for example, the MMIWG movement – Missing and Murdered Indigenous Women and Girls – the water protectors protest at Standing Rock, known as #NoDapl, or the prayerful journey called Run4Salmon in California) are also to be acknowledged as milestones in the process of regaining self-sovereignty by Native people. Against the background of these considerations, I am pleased and honoured to share thoughts, feelings and emotions with Gordon Henry. 

Expanding Language and Cultural Competence in Advanced Heritage- and Foreign-Language Learners through Community Engagement and Work with the Arts

2013 ◽  
Vol 10 (2) ◽  
pp. 253-280
Author(s):  
Maria Luisa Parra
Keyword(s):  
Critical Pedagogy ◽  
Foreign Language ◽  
Language Learners ◽  
Social Engagement ◽  
Heritage Language ◽  
The United States ◽  
Pedagogical Practices ◽  
Personal Story ◽  
Foreign Language Learners ◽  
Latino Community

The purpose of this article is to describe the methodology and pedagogical practices of an advanced language course, Spanish and the Community,that addresses the strengths and needs of both Spanish heritage language learners and foreign language learners in classrooms that contain both populations, i.e., in mixed classrooms. Focused on the Latino experience in the United States, the course’s main goals are to advance translingual competence, transcultural critical thinking, and social consciousness in both groups of students. Three effective and interrelated pedagogical approaches are proposed: (a) community service as a vehicle for social engagement with the Latino community; (b) the multiliteracies approach (New London Group,1996), with emphasis on work with art; and (c) border and critical pedagogy drawn from several authors in the heritage language field (Aparicio, 1997; Correa, 2011; Ducar, 2008; Irwin, 1996; Leeman, 2005; Leeman &Rabin, 2001; Martínez &Schwartz, 2012) and from Henry Giroux and Paulo Freire’s work. The effectiveness of this combined approach is demonstrated in students’ final art projects, in which they: (a) critically reflect on key issues related to the Latino community; (b) integrate knowledge about the Latino experience with their own personal story; (c) become aware of their relationship to the Latino community; and (d) express their ideas about their creative artifact in elaborated written texts in Spanish (the project’s written component).

Personal Meanings Inspired by the Beauty of Paintings

2021 ◽  
pp. 1-22
Author(s):  
Piotr Oleś ◽  
Elżbieta Chmielnicka-Kuter ◽  
Tomasz Jankowski ◽  
Piotr Francuz ◽  
Paweł Augustynowicz ◽  
...  
Keyword(s):  
Aesthetic Experience ◽  
Autobiographical Narratives ◽  
Subjective Ratings ◽  
Personal Story ◽  
Personal Meanings ◽  
Affective Quality ◽  
Personal Experiences ◽  
The Aesthetic ◽  
Universal Themes

Abstract For many generations, works of art have been a source for experiencing beauty. They add to the wealth of our culture because they convey universal themes and values. In this study, we treat paintings as a stimulus for personal story-telling. The purpose was to explore the affective quality of personal meanings present in autobiographical narratives. Our findings show that subjective ratings of the beauty of figurative paintings are linked with the quality and theme of personal experiences recalled in response to viewing them, but not related to the length of the story. ‘Beautiful’ pictures elicit descriptions of desirable experiences associated with passive contemplation and satisfied self-enhancement motive. ‘Non-beautiful’ pictures call to mind difficult experiences linked with frustration. The experts formulated longer self-narratives inspired by paintings rated beautiful in comparison to laypersons, and laypersons formulated longer self-narratives inspired by paintings rated not beautiful in comparison to experts. The results are discussed in connection to the nature of the aesthetic experience and specificity of personal maenings.

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