“Let’s Duck Out Of The Wind”: Operationalising Intersectionality To Understand Elderly Men’s Caregiving Experiences

This paper aims is to demonstrate how Bourdieu’s conceptual tools of habitus, capital and field can facilitate the operationalisation of intersectionality. Following an appreciation of the methodological issues arising from the practical application of intersectionality, we introduce data from an Australian study of husbands caring for wives with dementia. With care often being constructed as a feminine practice, men’s caregiving experiences are frequently said to be in tension with many hegemonic masculine practices. However, men are not homogenous, rather their experiences are shaped by intersections of gender, age, class and other identity-defining categories. To help explore some of these intersections, 16 interviews, six of which were enhanced by photo-elicitation methods, were undertaken with a purposive sample of retired husbands caring for a spouse with dementia. Thematic analysis was then employed. In this paper, we present data and themes relating to the husband’s experiences around independence and self-sufficiency and coping strategies and emotional autonomy. However, the main purpose of the paper is not to focus on these empirical findings per se. Rather, we draw on these data to illustrate how Bourdieu’s work was utilised to help address some of the concerns that have been encountered when applying intersectional theory to empirical research; that is to say, this is primarily a methodological paper. The empirical findings highlight the complex and class influenced ways that husband carers look to sustain independence and autonomy. They further illustrate how the cultural capital accrued through past experiences facilitates or restrains coping mechanisms and associated emotional autonomy during their caregiving journeys. Methodologically, we use these empirical data to demonstrate how Bourdieu’s notions of habitus, capital and field can overcome three specific criti-cisms when applying intersectionality in research studies: (1) its supposed inability to adequately address agency and privilege; (2) its apparent lack of a heuristic device illustrating how time, location and context constrain and empower social actors; and (3) an alleged lack of methodological tools to illustrate the interrelated and generative nature of structure and agency.

La autonomía emocional en el profesorado de secundaria. Análisis en el marco de un proceso de coaching personal//Emotional autonomy in secondary teachers. Analysis in the framework of a life coaching process

RESUMEN Cada vez somos más conscientes del amplio espectro de emociones que se viven en los centros educativos. Existe multitud de trabajos científicos que evidencian la necesidad de incorporar programas de educación emocional en dichos centros. Nos planteamos una investigación que tiene como objetivo identificar los factores que influyen en el desarrollo de la Autonomía emocional del profesorado. El diseño metodológico que seguimos tiene un enfoque mixto. La recogida de datos cuantitativos se ha realizado a través del cuestionario de desarrollo emocional CDE A-35, administrado a una muestra de 352 docentes de Andalucía. Como procedimientos cualitativos se han realizado entrevistas autobiográficas que incorporan técnicas y herramientas del coaching personal a 7 de estos docentes. Los resultados de la investigación muestran que los factores que potencian la Autonomía emocional del profesorado son la vocación docente y la relación con los iguales y con el alumnado. Los factores que la limitan son los miedos personales y la dificultad para planificarse. Como conclusiones, se han identificado los factores que influyen en el desarrollo de la Autonomía emocional y en los que se debería centrar una futura intervención. Asimismo, se ha observado que el proceso de coaching personal ha servido para que el profesorado tome conciencia de sus necesidades de formación emocional.ABSTRACT We are increasingly aware of the broad spectrum of emotions that are experienced in schools. Experience and scientific literature provide evidence that supports the need for emotional education programs in schools. The main objective of our investigation is to identify the factors that influence the development of the teachers’ emotional autonomy. The methodological design we follow has a mixed approach. Quantitative data collection has been obtained from the emotional development questionnaire CDE A-35 v. 3, administered to a sample of 352 teachers from Andalusia and the qualitative autobiographical interviews with 7 of these teachers that incorporate Life Coaching tools and techniques. The results of the research show that the factors that enhance emotional autonomy are the teaching vocation and the relationship with peers and students. Those that reveal limitations in relation to this autonomy are personal fears and planning difficulty. In conclusion, the factors that influence the development of emotional Autonomy have been identified, on which a future intervention should focus. Likewise, it has been observed that the process of Life Coaching is useful to make teachers aware of their emotional training needs.

Studi dukungan sosial keluarga dengan perkembangan kemandirian emosional remaja usia sekolah menengah pertama full day school

Early adolescents in high school with full-day school may not yet mature in emotional autonomy development. The purpose of this study is to analyze the correlation between family social support and emotional autonomy in adolescents aged junior high school full-day school in Districts of Jember. The design of this study is cross-sectional which is conducted among 154 adolescents aged 13-15 years with stratified random sampling. The questionnaire are self-administered questionnaires, participant characteristics, family social support (PSS-FA), and emotional autonomy (EAS) questionnaire. A Chi-square test was used to analyze to answer the research. Result shows that among adolescent have good family social support (70.8%) and high emotional autonomy (54.5%). There is a correlation between family social support and emotional autonomy of the adolescent with full-day school (X2=5.27; p-value=0.02). Adolescent with moderate family social support can prevent emotional autonomy immaturity (OR=0.427; 95% CI=0.205-0.891). Family social support is needed to develop maturity emotional autonomy among adolescents. Therefore, the parents need to give social support for adolescents during their change of development.

Outlaws and Misfits: The Identities of Modernist Criticism

The images of the writer as exile and outlaw were central to modernism's cultural positioning. As the Scrutiny circle's ‘literary criticism’ became the dominant way of reading in the University English departments and then in the grammar-schools, it took over these outsider images as models for the apprentice-critic. English pedagogy offered students not only an approach to texts, but an implicit identity and affective stance, which combined alert resistance to the pervasive effects of mechanised society with a rhetoric of emotional ‘maturity’, belied by a chilly judgementalism and gender anxiety. In exchanges over the close reading of intransigent, difficult texts, criticism's seminars sought a stimulus to develop the emotional autonomy of its participants against the ‘stock response’ promulgated by industrial capitalism. But refusal to reflect on its own method meant such pedagogy remained unconscious of the imitative pressures that its own reading was placing on its participants.

Hardiness as a Moderator in the Relationship Between Emotional Autonomy and Depression Among Adolescents

The present study has been designed to study the hardiness as a moderating variable in the autonomy and depression relationship. For this purpose, a sample of 300 adolescents (boys = 129, girls = 171) was collected belonging to 16 to 19 years of age. Incidental sampling technique was employed. The Emotional Autonomy Scale (Steinberg & Silverberg, 1986), Beck Depression Inventory (Beck, 1961) and Personal View Survey (Kobasa, 1986) were used to study the variables. Statistical analysis revealed emotional autonomy as a significant predictor of depression. Hardiness moderates this relationship significantly. There was a significant difference in the relationship between depression and emotional autonomy for three levels of hardiness (low, average, and high). The relationship between emotional autonomy and depression was observed to be stronger for low levels of hardiness.