Dissertations / Theses on the topic 'Phenomenological method'
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Jeuk, Alexander A. "A Phenomenological Account of Embodied Understanding." University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1490350522636921.
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Cargill, Holly 1952. "A phenomenological investigation of a psychobiological method of birth control." Monash University, Faculty of Education, 1999. http://arrow.monash.edu.au/hdl/1959.1/7666.
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Van, Steenbergen Naomi. "Reflection and ruinance : problems of phenomenological method in early Heidegger." Thesis, University of Essex, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.605574.
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This dissertation is concerned with Heidegger 's conception of phenomenological method as it is worked out in his corpus pre-1930. The primary aim of this dissertation is to demonstrate that Heidegger's distinctive early conception of phenomenology is decisively shaped by his recognition of two interconnected methodological problems. Heidegger conceives of phenomenology as a method that must allow its subject matter to 'show itself on its own terms. This task is thorny, however, for it is not clear that we can assume that a given kind of subject matter will admit of being made into an object of phenomenological consideration without losing its ability to show itself on its own terms. I refer to this difficulty as the "Objectification Problem.” •A further problem arises, however, given Heidegger's observation that the subject matter of phenomenology is fundamentally self-concealing or se lf-obfuscating. If phenomenology follows its subject matter, it appears to run the risk of being contaminated by its obfuscating tendencies . I call this threat the "Contamination Problem". In Heidegger's treatment, these two problems issue in methodological desiderata that seem to be diametrically opposed. Whereas the Contamination Problem makes it desirable that the phenomenologist fin ds critical distance from the subject matter of her research, the Objectification Problem renders questionable whether she can take such distance without undermining her endeavour to allow the subject matter to show itself on its own terms. For this reason, I argue, we must consider these problems not as two separate and unrelated issues, but in their interrelationship. I argue that on Heidegger's distinctive conception of hermeneutic-phenomenological method, the Objectification Problem and the Contamination Problem can be navigated jointly through a combination of destruction, formal indication and appropriation. Nevertheless, for Heidegger, it remains utterly important to conceive of phenomenological method as interminable. Phenomenology must maintain and develop the questionability of its subject matter.
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Belova, Irina V., Graeme E. Murch, Thomas Fiedler, and Andreas Öchsner. "The lattice Monte Carlo method for solving phenomenological mass and heat transport problems: The lattice Monte Carlo method for solving phenomenological mass andheat transport problems." Diffusion fundamentals 4 (2007) 15, S. 1-23, 2007. https://ul.qucosa.de/id/qucosa%3A14288.
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In this review paper, we introduce the recently developed Lattice Monte Carlo method for addressing and solving phenomenologically-based mass and heat transport problems especially for composite and porous materials. We describe in detail the application of this method to calculate effective mass diffusivities and to determine concentration profiles. Next, we describe in detail the application of this method to the calculation of effective thermal conductivities/thermal diffusivities and the determination of temperature profiles. Where possible, results of the method are compared with exact results or those from application of the Finite Element method. Excellent agreement is demonstrated.
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Kruger, J. C. "Adaptation of Luborsky's Core Conflictual Relationship Theme (CCRT) method a phenomenological case study /." Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-10222007-110453/.
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Goodwin, Matthew J. "The artist and the philosopher : the aesthetic phenomenological method of Maurice Merleau-Ponty /." Available to subscribers only, 2007. http://proquest.umi.com/pqdweb?did=1362525641&sid=21&Fmt=2&clientId=1509&RQT=309&VName=PQD.
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Belova, Irina V., Graeme E. Murch, Thomas Fiedler, and Andreas Öchsner. "The lattice Monte Carlo method for solving phenomenological mass and heat transport problems." Universitätsbibliothek Leipzig, 2016. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-194537.
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In this review paper, we introduce the recently developed Lattice Monte Carlo method for addressing and solving phenomenologically-based mass and heat transport problems especially for composite and porous materials. We describe in detail the application of this method to calculate effective mass diffusivities and to determine concentration profiles. Next, we describe in detail the application of this method to the calculation of effective thermal conductivities/thermal diffusivities and the determination of temperature profiles. Where possible, results of the method are compared with exact results or those from application of the Finite Element method. Excellent agreement is demonstrated.
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Quincey, Kerry. "Shifting masculinities amongst men diagnosed with breast cancer : a multi-method phenomenological inquiry." Thesis, De Montfort University, 2017. http://hdl.handle.net/2086/16683.
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Under-acknowledged both clinically and socially as a threat to men’s health, breast cancer in men continues to be a critical health issue, with complex ramifications for those affected. Research exploring men’s breast cancer experiences and their lives beyond the diagnosis remain limited. Hence, this inquiry asks ‘How do men describe breast cancer and their experiences of the illness?’ the aim, to advance understandings about men’s meaning-making of breast cancer and masculinity, and to ‘give voice’ to this under-researched population. Embedded theoretically and methodologically within a critical qualitative health framework, the research has two parts. Part one is a qualitative synthesis of nine existing international studies exploring men’s breast cancer experiences, following Noblit and Hare’s (1988) method for synthesising interpretive qualitative data. The outcomes of this synthesis were used to inform part two: a multi-method phenomenological exploration of men’s breast cancer accounts using verbal and visual data. Thirty-One British men recruited through NHS records, Breast Cancer Care, and social media platforms, used self-authored photographs to illustrate their breast cancer experiences, which they later discussed as part of extended semi-structured interviews. All data were analysed together using Interpretative Phenomenological Analysis (Smith & Osborn, 2003). Integrating and triangulating the findings from the two study phases, the on-going marginalisation of men across the breast cancer trajectory, and how this influences men’s experiences of, and adjustment to the illness, are revealed. Findings from the qualitative synthesis suggest current approaches to breast cancer care and advocacy serve to isolate men, potentially alienating and emasculating them; while patient management practices and informational resources unequivocally marginalise men. Findings from the new inquiry corroborate those from earlier studies, further illuminating the difficulties men encounter and some of their coping strategies. Specifically, three superordinate masculinities were identified: ‘threatened and exposed’, ‘protected and asserted’, and ‘reconsidered and reconfigured’. A schematic representation is presented to show how these interconnected masculinities are encountered, performed and utilised by men from pre-diagnosis through treatment and beyond as they manage, make sense of, and live through breast cancer. How and why men encounter/perform these different masculinities at different points in time across the breast cancer trajectory, and how this aids men’s adjustment to illness, and life beyond the diagnosis, is considered. The findings are expected to have both academic and real-world impact through informing future research, and recommendations for advocacy and intervention for improved future breast cancer care and practices.
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Baracco, Alberto. "Phenomenological hermeneutics of film philosophical thinking : a hermeneutic method for film world interpretation." Thesis, Kingston University, 2016. http://eprints.kingston.ac.uk/37321/.
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Over the past few decades, the relationship between film and philosophy has been an object of an intense debate among film scholars, revitalizing some basic theoretical questions about cinematic representations and their meanings. As a result of this debate, many recent works in film philosophy, adopting the approach identified with the term 'Film as Philosophy' (FaP), have considered film as capable of its own philosophical thought. from this specific research perspective, the thesis proposed a new methodological strategy in maintaining FaP. The main aim of this thesis is to develop a hermeneutic method for the interpretation of film philosophical thinking. Starting from the fundamental relationship between film and filmgoer, the proposed method is founded on the concept of the film world. This concept is particularly effective because it identifies the film both as a world to be percieved, which emotionally involved the filmgoer, and as a world to be interpreted, which calls for a philosophical enquiry into its meanings. Moving from the theoretical perspective of phenomenological hermeneutics, combining Merleau-Ponty's and Ricoeur's philosophies, and reconsidering Goodman's theory of worldmaking, the film world becomes the hermeneutic horizon from which film philosophical thought can emerge. The definition of the method proceeds via a detailed examination of Ricoeur's philosophical thought, especially with regard to his hermeneutics of text and logic hermeneutics. Ricoeur's hermeneutic methodology has the potential to provide a valuable resource for film studies by inviting scholars to consider film interpretation in terms of film world hermeneutics, but only on the condition that an open and self-critical dialogue with different perspectives is part of the interpretive process.
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Bellingham, Robin. "A phenomenological and thematic interpretation of the experience of creativity." Click here to access this resource online, 2008. http://hdl.handle.net/10292/432.
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Creativity is a nebulous concept, lacking both clear articulations and common understandings of meaning. Due to a lack of clear alternatives the concept of creativity is increasingly becoming infused with economically driven vocabulary, associations, interests and ideologies. There is an immediate need to provide alternatives to the „creative economy‟ view of creativity, because of its insidious effect on educational institutions and practices and because it promotes a generally impoverished view of the meaning of creativity and of human potential. Reductionist thought; the tendency to understand concepts as separate and distinct from one another prevents us from easily conceptualising an experience such as creativity which involves the simultaneous experience of seemingly paradoxical elements such as individuality and unity, intellect and intuition and freedom and discipline. Democracy is a metaphor which can help to articulate and understand the paradoxical experience of creativity. Democracy stands for the potential to make meaning from the integrated exploration of individuality and of unity, which I argue is a fundamental dynamic of the creative experience. I further suggest that the essence of the creative experience is a democratic attunement to existence, in which subject and object, self and environment, intellect and intuition and freedom and discipline are experienced as in a democratic relationship with one another. This way of understanding creativity provides an alternative to the creative economy view. It implies some significant changes to traditional educational emphases, including a movement away from primarily individualistically oriented curricula and toward curricula and educational values which situate the individual within an integrated eco-system.
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Mackie, Craig. "Edmund HusserI's early writings on time-consciousness: Significance for the development of the phenomenological method." Thesis, University of Ottawa (Canada), 2009. http://hdl.handle.net/10393/28251.
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This thesis is an exploration of Edmund Husserl's early writings on internal time-consciousness (Husserliana X, 1893-1917). Developments in Husserl's method of phenomenological exploration are presented. Changes in Husserl's models of internal time consciousness are also presented. In the concluding sections of this thesis, the developments in Husserl's early writings on time are examined in the context of Husserl's overall philosophical project. This thesis supports the secondary literature that argues that Husserl underwent significant developments in his phenomenological method because of his early exploration of time and time-consciousness.
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Cabrera, Carlos Andres Cuenca. "Ductile failure prediction using phenomenological fracture model for steels: calibration, validation and application." Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/3/3135/tde-27082018-075853/.
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The present thesis shows the analysis, calibration, and application of the stress modified criticai strain criterion to predict ductile failure for an A285 steel. To obtain the mechanical behavior of the material, experimental tests were carried out by implementation of 5 different types of geometries: smooth round bar, notched round bar (R=1 , 2, 3 mm), and, deep and shallow cracked SE(B) specimens. Then, for the calibration process of the mechanical properties finite element models were generated, using 30 solid elements with 8 nodes (C308), matching the geometry and the properties of the tested specimens. To calibrate the elastoplastic behavior was used the experimental and numerical response obtained from the smooth and notched round bar specimens; and, for the damage calibration was used the responses obtained from both deep and shallow crack SE(B) specimens. Once the mechanical properties were calibrated, then there were obtained the SMSC criterion factors represented by the equation ..... and, the damage condition which is represented by the displacement at failure (.......) and exponential factor (....). This calibrated model was able to recover the SE(B) experimental responses that validate the use of the characterized material in a complex structure. Then, the fully characterized material was applied in two pipelines which have externai initial circumferential elliptical crack; being the first one pipe with shallow crack and the second one with deep crack. Finally, both pipes were submitted to tension loads to predict the ductile damage behavior, obtaining the necessary load to the crack start growing, and the evolution of the failure.A presente dissertação apresenta o processo de análise, calibração e aplicação das propriedades mecânicas, incluindo o comportamento elastoplástico e de dano, para o aço A285, utilizando o critério \"Stress modified criticai strain\" (SMCS). Para obter o comportamento mecânico do material, testes experimentais foram realizados com a implementação de 5 tipos diferentes de geometrias: barra cilíndrica sem entalhe, barra cilíndrica com entalhe (R = 1, 2, 3 mm) e corpos de prova SE(B) com trinca inicial profunda e rasa. Para o processo de calibração das propriedades mecânicas foram gerados modelos de elementos finitos, utilizando elementos sólidos 30 com 8 nós (C3D8), que representam de forma adequada a geometria e as propriedades dos corpos de prova testados. Para calibrar o comportamento elastoplástico e iniciação do dano, utilizou-se a resposta experimental e numérica obtida para as amostras de barra cilíndrica com e sem entalhe; e, para a calibração da evolução do dano, foram utilizadas as respostas obtidas para os espécimes SEB de trincas profundas e rasa. Este modelo calibrado foi capaz de recuperar as respostas experimentais dos corpos de prova SE(B), o que valida o uso do material caracterizado em uma estrutura complexa. Uma vez calibradas as propriedades mecânicas, foram obtidos os fatores do critério SMSC representados pela equação ....... , e, a condição de dano que é representada pelo deslocamento na falha .... e o fator de amolecimento exponencial .... . Depois, o material totalmente caracterizado foi aplicado em dois dutos que possuem trinca elíptica circunferencial inicial externa; sendo o primeiro tubo com trinca superficial e o segundo com trinca profunda. Finalmente, ambos os tubos foram submetidos a cargas de tensão para prever o comportamento do dano dúctil, obtendo a carga necessária para o início do crescimento da trinca e a evolução da falha.
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Fraser, Diane. "Therapeutic application of the Marschak Interaction Method (MIM) : an interpretative phenomenological analysis of parents' experiences and reflections." Thesis, University of Glasgow, 2014. http://theses.gla.ac.uk/5635/.
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Background: The Marschak Interaction Method (MIM; Marschak, 1960) is a video-based observational assessment of parent-child interactions and relationships (Lindaman, Booth, & Chambers, 2000). Parents are videotaped while they engage with their child in a series of play-based tasks, followed by a therapist-guided reflective review of the interaction. This process is intended to highlight areas of strength and difficulty within parent-child interactions to be addressed in subsequent therapeutic intervention; however, initial reports suggest that the MIM may have additional therapeutic utility beyond this rather narrow application (Lindaman et al. 2000). There is a growing evidence base for the use of video-feedback in family interventions to improve the quality of parent-child interactions (Fukkink, 2008). Such approaches are believed to enhance parental reflective capacity and sensitivity to their child’s needs, thus supporting more positive parenting behaviour (Svanberg, 2009). The MIM is similar in its approach to other video-feedback interventions, and so conceivably may effect comparable therapeutic action; however little is known about parents’ experiences of the MIM. Aims: This study aimed to explore the therapeutic nature of the MIM through interpretative phenomenological analysis (IPA) of parents’ and caregivers’ experiences. Methods: In-depth interviews were conducted with six parents and primary caregivers who had participated in the MIM as part of on-going therapeutic assessment and intervention with their child. Results: Analysis of participant accounts identified five key themes concerning; their experiences of the MIM interactional procedure, reflective and emotional processes and the therapeutic factors that supported these, and subsequent attitude and behaviour change. Conclusions: Findings suggest that the MIM has potential therapeutic utility as a brief video-feedback intervention to support positive parent-child interactions. This therapeutic hypothesis is discussed in relation to current theoretical explanations for the efficacy of video-feedback interventions in child and family mental healthcare practice. Further research is needed to test the clinical effectiveness of the MIM in improving parent-child outcomes.
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Ball, Debra A. "A Phenomenological Study of the Nurse Leader: Before, During, and After Merger." Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1401890908.
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Brown, Gregory Hippolyte. "Blurred Lines Between Role and Reality: A Phenomenological Study of Acting." Antioch University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1575378494184268.
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Larsson, Josefine. "Utbytesstudier : En fenomenologisk studie om upplevelsen av utbytesstudier och att möta en annan kultur." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-160809.
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This study investigates the experience of exchange studies from a phenomenological perspective. Phenomenology studies the sentence structure of the phenomenon and places the lifeworld as a central concept. Husserl (2002/1954) described the lifeworld as a coherent universe of objects where we, all of us living with another in this world, may be conscious of the world as a universal horizon. In this study the lifeworld of exchange students is investigated with emphasis on their experience of the exchange. The aim of the study is to highlight the sentence structure in the experience of living as an exchange student which involves a meeting with a different culture. Seven interviews were conducted with exchange students that participated in at least one semester of higher education abroad and the resulting data was analyzed using the EPP method. This method describes the general meaning structure of the phenomenon and identifies several distinguishing features. For this study ten features were identified; an expectation and openness relative an uncertain future, a deliberate break, a part of something bigger, a deliberate approach to cultural codes, an encounter with different values, new interactions and relations, language difficulties, a new environment, a creation of identity and a personal development and responsibilities. The results indicate that the experience of exchange studies may not always be unproblematic since it’s often difficult to gain access to the culture and society of the host country. However, the experience also seems to be rewarding and is characterized by a personal development and a change in the perception of both oneself and people from other cultures. The results also show that the exchange student may gain a feeling of living in a global society where all possibilities are present.Denna studie utgår ifrån en fenomenologisk ansats. Fenomenologins uppgift är att beskriva ett fenomens meningsstruktur där ett centralt begrepp är livsvärlden. Enligt Husserl (2002/1954) belyser livsvärlden den verklighet som man ständigt befinner sig i tillsammans med andra människor. Grundvalen för denna studie är att studera utbytesstudenters livsvärld där upplevelsen av utbytesstudier är i fokus. Syftet med studien är att beskriva meningsstrukturer i upplevelsen av att leva som utbytesstudent och som inbegriper ett möte med en annan kultur. Sju intervjuer har genomförts med utbytesstudenter som alla studerat minst en termin inom högre utbildning vid ett värduniversitet i ett annat land. De aktuella data som behandlats har analyserats med hjälp av studiens valda metod, Empirical phenomenological psychologial (EPP-metoden). Resultatet beskriver det aktuella fenomenets meningsstruktur som en helhet och visar vilka de generella kännetecknen är. De generella kännetecknen som framkommit i studien är; en förväntan och en öppenhet inför en obestämd framtid, ett medvetet uppbrott, en del i att uppnå något större, ett medvetet förhållningssätt till kulturella koder, ett möte med andra värderingar, nya interaktioner och relationer, svårigheter med språket, ändrade livsvillkor, ett identitetsskapande, en personlig utveckling och ett ansvarstagande. Resultatet indikerar att upplevelsen av utbytesstudier och att möta en annan kultur inte är helt oproblematisk då det ibland är svårt att få tillträde till värdlandets kultur och samhälle. Dock verkar upplevelsen även vara en värdefull tid som präglas av en utveckling och ett ifrågasättande av tidigare föreställningar om en själv och människor från andra kulturer. Resultatet påvisar också att utbytesstudenten kan ha en känsla av att leva i en global värld där alla möjligheter finns.
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Castro, Thiago Gomes de. "Lógica e técnica na redução fenomenológica : da filosofia à empiria em psicologia." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2009. http://hdl.handle.net/10183/17228.
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O presente trabalho tem como objetivo investigar as aplicações do método fenomenológico à pesquisa empírica em psicologia. O foco da investigação é o passo reflexivo designado redução fenomenológica, considerado elemento fundamental da identidade analítica na tradição da fenomenologia. O trabalho foi dividido em três estudos. O Estudo I tratou da transposição da fenomenologia pura descrita pelo filósofo Edmund Husserl (1859-1938) para a fenomenologia empírica, com especial atenção para o desenvolvimento conceitual da redução fenomenológica e sua aplicação à psicologia. No Estudo II, foi realizado um levantamento de artigos empíricos que utilizaram o método fenomenológico nos últimos dez anos de publicação. Revelou pluralidade lógica e técnica na aplicação do método entre os artigos publicados no Brasil, e homogeneidade aplicativa entre os relatos de pesquisa publicados em um periódico norte-americano especializado na temática. No Estudo III, a aplicação da redução fenomenológica foi exercitada e discutida no cruzamento entre relatos de percepção corpóreo-motoras, em um contexto de tarefa motora induzida, e respostas a uma Escala de autoconsciência. O cruzamento evidenciou associação entre perfis extraídos do sub-fator autoconsciência privada e autoconsciência geral a padrões de resposta e engajamento na tarefa experimental. A evolução dos três estudos almeja descrever uma tendência histórica ascendente de aproximação entre teoria fenomenológica e prática científica.The aim of the current work is to investigate the applications of phenomenological method in the psychological empirical research. The investigation locus applies to the reflexive step known as phenomenological reduction, considered fundamental piece of the analytical identity in phenomenology. The work is divided in three studies. The first one debates the transition between pure phenomenology, described by German philosopher Edmund Husserl (1859-1938), to the empirical phenomenology, with special attention to the conceptual development of phenomenological reduction and its application in the framework of psychology. The second study was conducted within a survey on empirical articles that have used phenomenological method, published in psychology journals in the last ten years. It reveals logical and technical plurality on the application of method between the Brazilian articles, and the opposite, coherent application in an specialized North American journal on the theme. On the third study, the application of phenomenological reduction was exercised and discussed in the intersection between the exam of perceptual proprioceptive reports, obtained in an experimental setting of induced motor tasks, and results of self-consciousness scale. The intersection evidenced association between the profiles extracted from factor private self-consciousness and general selfconsciousness to reaction verbal patterns and engagement on experimental task. The evolution of three studies indicate an ascendant tendency of approximation between phenomenological theory and scientific practice.
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Fialho, Joana Inês Figueiredo. "Um estudo fenomenológico sobre o processo de desenvolvimento criativo em dança contemporânea." Master's thesis, ISPA - Instituto Universitário das Ciências Psicológicas, Sociais e da Vida, 2012. http://hdl.handle.net/10400.12/2274.
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Dissertação de Mestrado em Psicologia ClínicaO presente estudo tem como principal objectivo responder à seguinte questão de investigação: “Como é vivenciada a experiência subjectiva e qual o significado atribuído ao processo de criação de bailarinos/as de Dança Contemporânea?”. Foram realizadas entrevistas fenomenológicas a bailarinos/as desta modalidade da dança tendo como método, o Método Fenomenológico de Investigação em Psicologia, segundo Amadeo Giorgi e Daniel Sousa. Foi possível encontrar-se nos dados recolhidos a existência de vários constituintes essenciais comuns e com uma forte interacção entre as descrições dos quatro participantes. Os resultados obtidos neste estudo sugerem a existência de doze constituintes essenciais, nomeadamente: Comunicação, Corporalidade, Auto-conhecimento, Satisfação, Libertação, Resolução de Problemas, Maturidade, Autenticidade, Experiência de Flow, Catarse, Relação com o Público/Mensagem e Feedback. Estes constituintes essenciais demonstraram a formulação de um processo onde existem três áreas de desenvolvimento, sendo estas: O momento, A transformação trazida pela Dança e O encontro com o Outro, salientando a existência de uma base unificadora destas três áreas, a Autenticidade. Ao processo convergente entre os constituintes essenciais, as três áreas de desenvolvimento tendo como base a Autenticidade, designou-se Processo de Desenvolvimento Criativo em Dança Contemporânea. Embora os resultados obtidos sejam subjectivos e não generalizáveis, vão de encontro de algumas teorias e estudos previamente realizados, no âmbito da criatividade e do processo criativo, em bailarinos/as de Dança Contemporânea e os significados atribuídos à própria dança. ------ ABSTRACT ------- The present study has as main objective to answer the following research question: “How is subjective experience lived and what is the meaning given to the creative process of dancers in contemporary dance?” – Phenomenological interviews were conducted to this kind of dancers, according to the application of the Phenomenological Method of Research in Psychology by Amadeo Giorgi and Daniel Sousa. In the gathered data it was possible to find the existence of several common essential constituents with a strong interaction between the descriptions of the four participants. The attained results in this study suggest the existence of twelve essential constituents, namely: Communication, Corporality, Self-knowledge, Satisfaction, Liberation, Problem Resolution, Maturity, Authenticity, Flow Experience, Catharsis, Relation with the Audience/Message and Feedback. These essential constituents showed the formulation of a process in which there are three areas of development as follows: The Moment, The Transformation brought by the Dance and The Encounter with the Other, emphasising the existence of a unifying basis among these three areas, Authenticity. To the converging process between the essential constituents, the three areas having as basis Authenticity we gave the name of Process of Creative Development in Contemporary Dance. Although the attained results are subjective and not generalised, they are based on some theories and studies previously made, concerning creativity and creative process in dancers of Contemporary Dance and the meanings given to dance itself.
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Leiviskä, Deland Ann-Charlotte. "Det är något som inte stämmer : upplevelsen av psykos ur ett fenomenologiskt perspektiv." Thesis, Stockholm University, Department of Psychology, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-6928.
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Syftet var att ur ett fenomenologiskt perspektiv förstå vad det innebär att vara psykotisk. Sex personer med erfarenhet av psykos intervjuades och materialet analyserades med den fenomenologiska EPP (Empirical phenomenological psychological) metoden. Fyra teman identifierades som kännetecknande för den psykotiska upplevelsen: Kontroll i tillvaron speglar känslan av att tappa kontrollen och av att uppleva sig kontrollerad av andra. Det innefattar även upplevelsen att på ett magiskt sätt styra och kontrollera andra. Utanförskap beskriver hur förmågan till social interaktion försvinner i psykosen och hur känslan av ett djupt utanförskap dominerar. Självmedvetandet i psykosen beskriver upplevelsen av att något inte stämmer, hur psykosen anas men inte går att kommunicera. Upplöst tidslighet beskriver hur tillvaron känns meningslös genom att tidsupplevelsen förändras och strävan framåt försvinner. Resultaten pekar på vikten av att omgivningen lyhört registrerar individens signaler på att något är fel för att tidigt kunna upptäcka och hjälpa personer som riskerar att bli psykotiska.
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Sundholm, Krister. "Den psykoanalytiska situationen : En fenomenologisk studie av analysandens upplevelse." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-95657.
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Fyra analysander intervjuades om deras upplevelser av den psykoanalytiska situationen. Materialet analyserades med hjälp av EPP (empirical phenomenological psychologial) -metoden. Resultatet beskriver fenomenets meningsstruktur som en helhet och visar på den psykoanalytiska situationens generella kännetecken: den psykoanalytiska situationen som något svårfångat, som ett upprepat omprövande, som ett arbete, den präglas av konflikter och motstånd, en upplösning av tid och rum, ett möte med analytikern, ett rum för självutforskande och avslutningsvis, identitetsskapande självreflektion. Resultatet visar att upplevelsen av den psykoanalytiska situationen är något upplösande som bryter med den vanliga livsvärldsupplevelsen. Den är något irrationellt svårfångat. Resultaten visar också hur upplevelsen präglas av relationen till analytikern, hur den möter motstånd och konflikt. Avslutningsvis hur det formas något nytt genom ett prövande och utforskande meningsskapande.
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Soares, Maria Gleny Barbosa. "E meu filho permanece: sentidos e significados do processo da doação de órgãos na perspectiva das mães de doadores." Universidade Federal do Amazonas, 2014. http://tede.ufam.edu.br/handle/tede/3933.
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CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
In 2011, in Amazonas, the process of organ transplant from deceased patient in a public hospital was began; this is presented as a praxis of great spread in the State. To comprehend this process it is important to understand the historical processes of transplants, its giving practice, the therapeutic possibilities for those who are on the waiting list, and above all, the experience the families undergo specially from the donor’s mother’s perspective. The donation of organs of deceased patients in the city of Manaus is a recent program in its the health system. This program was implanted to make the therapeutics of transplants possible as a treatment for chronic renal failure. Family authorization is required especially because of the suffering they are going through. Given this great loss - usually a son or daughter – the issue is raised because of a sense of how the mother gives new meaning to the death of a child through organ donation. The purpose of this research is to comprehend the meaning attributed to the donation process in the perspective of the mothers during the post-donation phase, through the Phenomenological-Existential Psychology approach. Two articles were written: the first brings a literature revision about the theme: organ donation, family and structures aspects through the view of the Phenomenological-Existential Psychology, in which there is a general view of the process of organ donation as a translation of new signification to death/donation for the continuity of life. The second shows empirical data using the qualitative research according to the phenomenological methods having 5 son/daughter-donors, from 10 to 19 years old that went through the donation process in from 2012 to 2013, monitored by the Transplant Center of Amazonas. Four categories were created from the discourse: Life suffers with sudden transformations: the facticity; Sudden death crosses the world; Donation: the hard decision making moment; Re-signifying organ donation. The loss of a child and the decision making process towards donation is an experience that brings particular references, mixed feelings and new meanings.
No Amazonas, em 2011, iniciou o transplante de órgãos a partir de doador falecido nos Hospitais Públicos, que se apresenta como uma práxis de grande envergadura no Estado. Para a compreensão deste processo é importante o entendimento dos aspectos históricos do transplante, a prática de doar, as possibilidades terapêuticas para quem aguarda na fila de transplantes e, sobretudo, as experiências constituídas na família e na ótica das mães dos doadores. A doação de órgãos, a partir de doadores falecidos na cidade de Manaus, é um programa recente da área da saúde. Foi implantado para viabilizar a terapêutica de transplante como tratamento aos pacientes com Insuficiência Renal Crônica. Esta medida envolve a autorização da família que está em um momento da perda de seu ente para efetivar essa possibilidade. Dada essa grande perda – geralmente de um filho – o questionamento vem no sentido de como essas mães ressignificam a morte de um filho, a partir da doação de seus órgãos. O objetivo desta pesquisa é compreender o sentido e significado atribuídos ao processo da doação de órgãos na perspectiva das mães no pós-doação, à luz da Psicologia Fenomenológico-Existencial. Foram elaborados dois artigos: o primeiro traz uma revisão da Literatura acerca das temáticas: doação de órgãos, aspectos estruturais e familiares envolvidos sob a perspectiva da Psicologia Fenomenológico-Existencial, em que se empreende uma visão geral do processo doação-transplante como tradução de novas ressignificações à morte/doação para a continuidade da vida. O segundo mostra dados empíricos utilizando o viés qualitativo em pesquisa desenvolvida de acordo com os preceitos do método fenomenológico, tendo como participantes 5 mães de filhos-doadores, na faixa-etária entre 10 a 19 anos, que realizaram a doação de órgãos, no período de 2012 a 2013, acompanhadas pela Central de Transplantes do Amazonas. Foram elaboradas quatro categorias a partir dos discursos: E a vida sofre transformações abruptas: a facticidade; A morte perpassa o mundo; A doação: o difícil momento da decisão; Ressignificações da doação de órgãos. Considera-se que as vivências relacionadas à perda do filho e o processo de tomada de decisão para doação significa uma experiência que traz referências particulares, difusos sentimentos, e ressignificações.
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Fujioka, Thais Ribari. "SOLIDÃO NA RELAÇÃO CONJUGAL: UM ESTUDO FENOMENOLÓGICO." Pontifícia Universidade Católica de Goiás, 2009. http://localhost:8080/tede/handle/tede/2035.
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Previous issue date: 2009-08-28Esta pesquisa tem como objetivo investigar a solidão na relação conjugal e a conjugalidade, a partir da experiência de seis pessoas casadas. O trabalho foi dividido em quatro partes. A fim de introduzir os temas e esclarecer algumas idéias sobre os objetos da pesquisa, a primeira parte trata teoricamente, sobre algumas perspectivas da solidão e depois sobre a conjugalidade, destaca-se também um recorte da história da família e do casamento com o objetivo de contextualizar a construção da experiência do casamento e da família. Na segunda parte do trabalho foi desenvolvido o método utilizado na pesquisa qualitativa de orientação fenomenológica, que visa desvelar os elementos de significados envolvidos na relação dos sujeitos com suas experiências. A pesquisa foi realizada com três casais seis cônjuges por meio de entrevistas semidirigidas. Descreveu-se o momento empírico, o procedimento de análise de dados utilizado com base no método de Gomes (1997). Na terceira parte foram apresentados os resultados, organizados em treze categorias, das quais sete delimitaram estruturas constitutivas e operantes da vida conjugal, e seis delimitaram estruturas desconstrutivas e degradantes da relação conjugal. Na quarta e última parte, foi feita uma reflexão sobre a pesquisa, com base em alguns questionamentos. A conjugalidade é vivida como uma síntese de aspectos negativos e positivos vividos a dois, quais sejam: tolerância, solidariedade, respeito, estima, amizade, respeito, amor conjugal e amor ágape e, ainda, também pela vivência da intolerância, da falta de solidariedade, falta de estima, proteção individualista e falta de amor conjugal. Já a solidão conjugal foi compreendida pela vivência de aspectos negativos e degradantes da vida conjugal como: a intolerância, a falta de solidariedade, a falta de estima, a falta de amor conjugal, atitudes de proteção individual e pela solidão individual vivida no casamento. Assim, a solidão conjugal é resultado de um apanhado de aspectos desconstitutivos que são vividos de forma exasperada na relação a dois e que podem se intensificar por questões individuais de cada um.
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Baker, Richard J. "Teachers' Experiences with the Teaching Proficiency Through Reading and Storytelling (TPRS) Method of Language Instruction| A Qualitative Study Using a Quasi-Phenomenological Approach." Thesis, Neumann University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10646025.
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This quasi-phenomenological study identified the common lived classroom experiences of high school (grades 9-12) teachers who used the Teaching Proficiency through Reading and Storytelling (TPRS) method of world language instruction. The study also explained why some teachers who were trained in and had some experience using TPRS abandoned the method, and what they perceived as obstacles to its use. Additionally, the study identified the techniques perceived as effective by traditional teachers for promoting student success in producing and comprehending the target language with the goal of bridging the gap between TPRS and non-TPRS teachers.
The central phenomenon studied was teachers’ lived experiences using TPRS, a method of world language teaching for providing a near-immersion classroom learning experience. The TPRS method required no textbook or grammar syllabus and focused on providing students with interesting, repetitive, and comprehensible input of commonly used verb structures and high-frequency vocabulary within the context of a story. For this study, a non-TPRS traditional approach included using a textbook, a grammatical syllabus, and production-based communicative classroom learning activities.
A purposeful sample of study participants included three groups of ten teachers each. The first two groups constituted the phenomenological part of the study because they had training and experience with TPRS. In the first group, ten participants used TPRS and considered themselves primarily as TPRS teachers. In a second group, ten teachers were selected because they were trained in TPRS and had some experience using the method but discontinued or limited its use when they encountered obstacles and resistance. A third group, not part of the phenomenological portion of the study, consisted of ten teachers who were not trained in TPRS, used a traditional approach, and had no experience using the method. That group provided a perspective outside of TPRS training and experience to discover which teaching techniques they perceived as effective. That input was included in the study to inform the researcher of potential improvements to recommend for the continuously developing TPRS method.
Data were collected through in depth, face-to-face, in-person, open-ended, semi-structured interviews. The results of the data analysis identified sixteen common lived experiences of TPRS teachers, twelve obstacles encountered by teachers when using or trying out TPRS, and four recommendations to consider incorporating into this changing and evolving method of world language instruction.
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Piedade, Alexandra Cristina Martins Duarte da. "A vivência de mulheres com cancro de mama submetidas a tratamentos de quimioterapia." Master's thesis, ISPA - Instituto Universitário, 2012. http://hdl.handle.net/10400.12/2612.
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Dissertação de Mestrado em Psicologia Clínica, apresentada ao ISPA - Instituto UniversitárioEste estudo é uma pesquisa qualitativa de abordagem descritiva, com o objetivo de conhecer como as mulheres diagnósticadas com cancro de mama e sujeitas a tratamento de quimioterapia vivenciaram a experiência da doença. As entrevistas com base numa questão aberta, foram realizada a mulheres cujo fim dos tratamentos tivesse ocorrido há pelo menos 24 meses. Aplicando o método fenomenológico de Giorgi foram encontrados os constituintes essenciais do fenómeno dos quais se destacam o confronto com a morte e as questões ligadas à maternidade.
ABSTRACT: This is a qualitative research of a descriptive approach with the purpose of obtaining better knowledge about the experience of women diagnosed with breast cancer that were treated with chemotherapy. An open question was sent to women that finished the cancer treatments at least 24 months ago. Giorgi’s phenomenological method was used to analyze the data collected and several essential characteristics were found for the phenomena, including: maternity and dealing with death.
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Papis, Karol Grzegorz. "Emotional intelligence and sociotropy-autonomy in young women with DSM-IV-TR hypochondriasis : a mixed-method study." Thesis, University of Wolverhampton, 2015. http://hdl.handle.net/2436/582290.
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DSM-IV-TR classifies hypochondriasis as a complex somatoform disorder, characterised by physical complaints for which no organic cause could be identified. DSM-5 replaced it with two new diagnostic terms: somatic symptoms disorder and illness anxiety disorder. The distinction was based on the presence or absence of somatic symptoms, and concerns have been raised with regards to the validity of these new diagnostic concepts. While there has recently been an increase in recognising the role of the underlying anxiety in this condition, the psychological needs of individuals with hypochondriasis remain unclear. It is conceivable that specific emotional and interpersonal dimensions play a mediating role in the onset of hypochondriacal presentations, and have explanatory power with regards to the improvement of tailored therapeutic interventions. The present study used a mixed methodology, with an emphasis on the qualitative component, to investigate emotions and the interpersonal aspects of hypochondriasis. Six young adult females meeting the diagnostic criteria for both DSM-IV-TR hypochondriasis and DSM-5 illness anxiety disorder formed a clinical group for the present study. Semi-structured interviews were administered and analysed in line with the Interpretative Phenomenological Analysis (IPA). Four major themes emerged from the qualitative data: 1) Early life experience; 2) Inward focus; 3) Learned helplessness; and 4) Experience of psychological therapy. Eight subordinate themes were identified: (i) Unmet emotional needs; (ii) Emotional isolation; (iii) There is something wrong with me; (iv) Emotional reasoning; (v) Self-fulfilling prophecy; (vi) External locus of control; (vii) Over-reliance on other people; and (viii) The experience of psychological therapy. Fifty-one female undergraduate psychology students formed a matched comparison group for the study and enabled a supplementary quantitative analysis to be conducted. The quantitative measures included measures of trait (TEIQue-SF) and ability emotional intelligence (MSCEIT) as well as a measure of sociotropy-autonomy (SAS). The quantitative data showed that the clinical group scored significantly lower than the comparison group on the measures of trait emotional intelligence, understanding emotions, and autonomy. Additionally, the clinical group scored significantly higher than the comparison group on the measure of sociotropy. The theoretical and therapeutic recommendations are discussed in light of the limitations of the present study. In conclusion, emotional and interpersonal aspects of DSM-IV-TR Hypochondriasis and DSM-5 illness anxiety disorder in young women provide a useful framework for the conceptualisation and therapeutic management of these conditions. It appears that with its scientific knowledge base, therapeutic flexibility, focus on reflective practice, and the emphasis on an effective working relationship, the discipline of counselling psychology is well-suited to address the needs of participants with hypochondriacal presentations.
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Oliveira, Sandra Maria Coelho de. "AvaliaÃÃo formativa como regulaÃÃo da aprendizagem: desafios para a prÃxis no ensino mÃdio da rede pÃblica estadual de Fortaleza - uma anÃlise fenomenolÃgica." Universidade Federal do CearÃ, 2015. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=14025.
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nÃo hÃThis research had as general main to investigate what the impediments and effective possibilities of formative assessment as regulating the process of learning in teaching practice of high school teachers of public school of Fortaleza, in order to contribute to its use as an element of learning promotion. The assessment, more than a technical discussion, involves a political debate about their educational purposes which often present distorted and misleading. The study was qualitative approach, having the phenomenological-hermeneutical method as a research option and data analysis, with emphasis on Heidegger's philosophy. According to Heidegger, phenomenology is to come from yourself what to manifest. So this assertion legitimizes the need to seek with teachers the essential elements to understand an assessment practice which allows their subjectivities, interests and knowledge of reality. The application of this method in the analysis of oral manifestations of the subjects intends to think the daily life of being a teacher, as your way of doing should be taken at unveiling, building qualitative contributions to the study. The research was conducted in six schools randomly selected. The subjects were 24 high school teachers who worked in four different areas of the curriculum and who met these criteria: to be effective teacher of the state system and act in teaching at least three years. The instruments and data collection techniques were questionnaire, the semi-structured interview, sensitive listening and participant observation in the classroom. The results indicated the coexistence of traditional assessment practices and practices with formative assessment features which rehearse a new assessment movement in daily school life, with more emphasis on first. The teachers, based on their experiential knowledge, create their own strategies, called phenomenologically as authentic assessment to evaluate of a continuous way. However, the various obstacles present in this context (the lack of teacher training in assessment, bad structural conditions, the pressure of external evaluations) act as impediment effective elements to formative assessment. The intended changes should be doubly qualified, in terms of training and material conditions, otherwise restricted to a technical improvement of immediative orientation, pragmatic and decontextualized. Thereby, it expects to raise reflections about assessment applied by teachers, in order to value formative function. The way to change in assessment practices requires the adopting public policies come to teacher training on assessment at institutional level of educational departments. Thus, we suggest to joint a public system of teacher training about assessment through courses. On initial formation level, the data suggest the need to include learning assessment as compulsory subject. Moreover, external assessments need to be more understood as examinations with specific functions which differ from daily school assessment, should raise discussions about power on curriculum and evaluative direction of schools. It also should prioritize more investiments on physical and pedagogical structures of schools. Ending, the conclusions of this study indicate some starting points to effective assessment process increasingly back to serve the learning.
Esta pesquisa teve como objetivo geral investigar os impedimentos e as possibilidades de efetivaÃÃo da avaliaÃÃo formativa como regulaÃÃo da aprendizagem na prÃtica pedagÃgica dos professores do Ensino MÃdio de escola pÃblica estadual de Fortaleza, objetivando contribuir para seu uso como elemento de promoÃÃo da aprendizagem. A avaliaÃÃo, mais do que um debate tÃcnico, envolve um debate polÃtico sobre suas finalidades educacionais, as quais frequentemente se apresentam distorcidas e equivocadas. O estudo foi de natureza qualitativa, tendo o mÃtodo fenomenolÃgico-hermenÃutico como opÃÃo de investigaÃÃo e de anÃlise de dados, com Ãnfase na filosofia heideggeriana. Consoante Heidegger, a fenomenologia à fazer vir de si mesmo aquilo que se manifesta. Portanto, tal assertiva legitima a necessidade de buscar junto aos professores os elementos essenciais à compreensÃo de uma prÃtica avaliativa que considere suas subjetividades, interesses e conhecimentos da realidade. A aplicaÃÃo desse mÃtodo na anÃlise das manifestaÃÃes orais dos sujeitos visa pensar a cotidianidade do ser professor, à medida que seu modo de fazer deve ser desvelado, edificando contribuiÃÃes qualitativas ao estudo. A pesquisa foi realizada em seis escolas, escolhidas aleatoriamente. Os sujeitos foram 24 docentes do Ensino MÃdio que atuavam nas quatro Ãreas do currÃculo, que atenderam a estes critÃrios: ser professor efetivo da rede estadual e atuar no magistÃrio hà no mÃnimo trÃs anos. Os instrumentos e tÃcnicas de coleta de dados foram: questionÃrio, entrevista semiestruturada, escuta sensÃvel e observaÃÃo participante em sala de aula. Os resultados indicaram a coexistÃncia de prÃticas avaliativas tradicionais e prÃticas com caracterÃsticas da avaliaÃÃo formativa que ensaiam um novo movimento avaliativo no cotidiano escolar, com maior Ãnfase na primeira. Os professores, embasados em seus saberes experienciais, criam estratÃgias prÃprias, denominadas fenomenologicamente como avaliaÃÃo autÃntica, para avaliar de forma contÃnua. Entretanto, os diversos obstÃculos presentes nesse contexto (ausÃncia de formaÃÃo em avaliaÃÃo, mÃs condiÃÃes estruturais, pressÃo das avaliaÃÃes externas) funcionam como impeditivos para a efetivaÃÃo da avaliaÃÃo formativa. As transformaÃÃes pretendidas devem ser qualificadas duplamente â em termos de formaÃÃo e de condiÃÃes materiais â, sob pena de limitar-se a um aperfeiÃoamento tÃcnico de orientaÃÃo imediatista, pragmÃtica e descontextualizada. Desse modo, espera-se suscitar reflexÃes sobre a avaliaÃÃo exercida pelos professores, visando valorizar a funÃÃo formativa. O caminho para mudanÃa nas prÃticas avaliativas requer a implementaÃÃo de polÃticas pÃblicas voltadas à formaÃÃo docente em avaliaÃÃo, no plano institucional das secretarias de educaÃÃo. Destarte, sugerimos articular um sistema estadual de formaÃÃo continuada para os docentes sobre avaliaÃÃo atravÃs de cursos. No plano da formaÃÃo inicial, os dados sugerem a necessidade de incluir a avaliaÃÃo da aprendizagem nos currÃculos das licenciaturas como disciplina obrigatÃria. Ademais, as avaliaÃÃes externas precisam ser melhor compreendidas como exames com funÃÃes especÃficas que as diferenciem da avaliaÃÃo realizada no cotidiano escolar, devendo-se suscitar discussÃes sobre o poder exercido no direcionamento curricular e avaliativo das escolas. Deve-se priorizar tambÃm maiores investimentos nas estruturas fÃsica e pedagÃgica das escolas. Finalizando, as conclusÃes deste estudo sinalizam alguns pontos de partida para a efetivaÃÃo de processos avaliativos cada vez mais voltados a servir à aprendizagem.
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Kaaresvirta, P. (Päivi). "Oppiminen työelämäprojekteissa:ammattikorkeakoulun sosiaali- ja terveysalan opiskelijoiden kokemukset työelämäprojekteissa oppimisesta." Doctoral thesis, University of Oulu, 2004. http://urn.fi/urn:isbn:9514273478.
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Abstract The present study describes the learning experiences of social and health care students in the working-life projects of the Unit of the Pohjois-Savo Polytechnic in Iisalmi. The aim of the study is to describe, interpret and understand the students' experiences of the self-guided learning and to gain information and points of view for developing further the students' learning and the guidance practices. The study is based on the methodology of phenomenology and the theoretical perspective of the study on the socio-cultural view on learning. The data, consisted of the interviews and learning diaries of 13 students and data about the affectiveness of learning, was collected in 1998. The interviews and diaries were analysed qualitatively and the data gained by value measurement was analysed quantitatively. The systems for the categorisation of the qualitative part of the study were formed on the basis of the data and of the quantitative part of the study on the basis of theoretical points of view. The results showed, that learning was based on planning, problem-solving, participating, acting in a self-guided manner as well as taking part in the evaluation process and on taking responsibility. The descriptions of learning can primarily be positioned on the lowest level of critical reflection. The students thought that they had been able to utilize their experiences of work itself, its special conditions, different practices and client contacts in their learning and considered conditios as to be educational. Especially in skills of co-operation with fellow students, problem solving, self-evaluation and critical reflection the students need support to devolope the individual potential and to extend the sphere of activities. Basically, the students valued what they had learnt, especially the social interaction skills. According to them the most meaningful learning content was the substance of the work. As for factors behind their meaningful learning experiences, they first named, the challenging impact of a fellow student and behind their most meaningful learning experiences they found to be students' own backgrounds. That knowledge can be used when improving student-centered mentoring practices. The students perceived projects to promote the learnig of practical skills and comprehensive expertise. They thought they needed more mentoring than at present, especially more theacher's quidance even before entering the working-life as well during the project studies. They need support to develope further habits of the ongoing practises. The results help us to understand students' learning in daily work. These can be utilized in developing the learning method based on immediate network and carried out as a projectTiivistelmä Tutkimuksessa tarkastellaan Pohjois-Savon ammattikorkeakoulun Iisalmen koulutusyksikön sosiaali- ja terveysalan opiskelijoiden oppimiskokemuksia työelämäprojekteissa. Tutkimuksen tavoitteena on kuvata, tulkita ja ymmärtää opiskelijoiden kokemuksia itseohjautuvasta oppimisesta ja sen perusteella saada tietoa ja näkökulmia opiskelijoiden oppimisen ja ohjauksen edelleen kehittämiseksi. Tutkimuksen metodologisena lähtökohtana on fenomenologia ja oppimisteoreettisena näkökulmana sosiokulttuurinen oppimiskäsitys. Tutkimusaineistona oli 13 opiskelijan haastattelu- ja oppimispäiväkirja-aineisto sekä oppimisen arvo-ominaisuuksia kartoittava aineisto, joka koottiin vuonna 1998. Haastattelu- ja oppimispäiväkirjatekstit analysoitiin kvalitatiivisesti ja affektimittarilla saatu aineisto kvantitatiivisesti. Tutkimuksen laadullisen osion luokitusjärjestelmät muodostettiin aineistolähtöisesti ja määrällisen osion teoreettisista lähtökohdista käsin. Tulokset osoittivat, että oppiminen perustui suunnitteluun, ongelmien ratkaisuun, toimintaan osallistumiseen, itseohjautuvasti toimimiseen, arviointiin osallistumiseen ja vastuun ottamiseen. Tutkittavien oppimista koskevat kuvaukset edustivat pääasiassa kriittisen reflektion alinta tasoa. Opiskelijat katsoivat hyödyntäneensä oppimisessaan työhön, sen erityisolosuhteisiin, erilaisiin työntapoihin ja asiakaskontakteihin liittyviä kokemuksiaan ja pitivät niitä opettavaisina. Erityisesti yhteistyötaidoissa opiskelijatoverin kanssa, ongelmanratkaisu-, itsearviointi- sekä kriittisen reflektion taidoissa tutkittavat tarvitsevat yksilökohtaista kehittymistä edistävää ja toimintamahdollisuuksia lisäävää tukea. Pääasiassa opiskelijat arvostivat oppimaansa, erityisesti vuorovaikutustaitojen oppimista. He pitivät erittäin merkityksellisenä oppimisen sisältönä työn substanssia. Keskeisenä oppimisen taustatekijänä he pitivät keskeisimmin yhteistyöhaasteita tuovia opiskelijatovereita ja erittäin merkityksellisten oppimiskokemusten taustana henkilökohtaisia tekijöitä. Saatua tietoa voidaan hyödyntää opiskelijalähtöisten ohjauskäytäntöjen edelleen kehittämiseen. Tutkittavat katsoivat projektiopintojen edistävän käytännön taitojen ja laaja-alaisen tietämyksen oppimista. He katsoivat tarvitsevansa nykyistä enemmän opettajan ohjausta projektiopintojen käytännöistä ennen työelämään menoa mutta myös sen aikana. Tutkittavat tarvitsevat kehittämistä edistävää tukea toimintakäytänteille. Tutkimuksen tulokset auttavat ymmärtämään opiskelijoiden oppimista työn arjessa. Niitä voidaan hyödyntää verkostotyöhön perustuvan ja projektina toteutuvan oppimismenetelmän kehittämiseen
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Takousi, Maria. "Patients' health related quality of life after coronary revascularization : a longitudinal mixed method study." Thesis, University of Hertfordshire, 2017. http://hdl.handle.net/2299/19249.
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Aims: Coronary Revascularization (CR) has increased patients' survival rate globally. However, the lack of a consensus definition of Health Related Quality of Life (HRQoL) and the different methodological and conceptual approaches adopted by researchers in the cardio-revascularization field create an incomplete picture of the influence of CR on individuals' HRQoL. By using mixed methodology, the current research aimed to explore Greek CHD patients' perspectives of their HRQoL after CR (Coronary Artery Bypass Grafting (CABG) or Percutaneous Coronary Interventions (PCI)), as well as detect and explain individual disparities. Method: Two studies were conducted with a total sample of 487 individuals: (1) The translation and validation of the Coronary Revascularization Outcome Questionnaire (CROQ) into Greek and (2) The longitudinal mixed methods study, the main study of the thesis, following a sequential explanatory design with two research components: a) the longitudinal quantitative component aimed to detect changes in patients' HRQoL (both overall and its subdomains) following CR over a 12-month period based on individuals' subjective evaluation as captured by the CROQ, detect the influence of CR type on the outcome and to explore potential predictors (individuals' demographic, clinical and behavioural features). Data were analysed using multilevel modelling; b) the qualitative component aimed to capture individuals' lived experience, their view and understanding of themselves and their life approximately 12 months after treatment using Interpretive Phenomenological Analysis (IPA). Results/findings: Based on participants' subjective evaluations as captured by the validated Greek version of the CROQ, one year after CR Greek Coronary Heart Disease (CHD) patients experience an increase in their HRQoL level compared to prior to CR. The pattern of change though is not constant; initially HRQoL increases with time, and then decreases again, however, remaining much greater compared to prior to CR one year after CR. Regarding the influence of the CR type of treatment on patients' HRQoL level, a year after CR mixed findings are revealed. In the symptoms and physical functioning subdomain, patients treated with CABG demonstrate a greater increase compared to patients treated with PCI. In the psychosocial functioning subdomain no difference is found. In the cognitive functioning subdomain, patients treated with CABG demonstrate a decline compared to their cognitive functioning prior to the CR. Various demographic, clinical and behavioural features are demonstrated to be predictors of the outcome though not consistent for all subdomains. The main predictors associated with larger positive changes following CR seem to be sex, BMI and smoking; females with low BMI that do not smoke tend to demonstrate a greater increase in HRQoL after CR. According to individuals' lived experience, participants, reflecting on their experience one year after treatment, perceive CR as a simple process and their negative experience is mostly related to medical care. Many participants with no symptoms or adverse effects tend to misperceive CHD, viewing their health condition as an acute disease treated with CR. Trying to understand disease causality they tend to adopt medical discourse especially in relation to stress as a factor that can be controlled by themselves and reflect on their own responsibility as a causal factor. Feeling grateful for being alive, sensing a different body, a 'revitalized body' as many participants suggest, as well as a fear of re-occurrence or disease progression motivate individuals to work on aspects of the self related to the CHD development in an effort to regain control over their life which has been reduced after the CHD diagnosis. In effect a dramatic change in how the self and life are viewed is reported, highlighting a positive growth; a greater appreciation of life, a personal growth and effort to build more meaningful relationships. Challenges that participants face in modification of their lifestyle are attributed to both external and internal factors. Concerning smoking participants' accounts point to a lack of knowledge regarding the relationship between smoking and CHD, a lack of support (by experts or family members) and conscious denial as a way to cope with every day anxiety and stress, but also a pleasure in everyday life. The findings provide a complementary insight into perceptions of individuals with CHD about their quality of life one year after CR, suggesting that other factors beyond CR may influence their perspectives. Conclusions/implications: This study highlights the benefits of using a mixed methods longitudinal design in exploring HRQoL. Both the quantitative and qualitative findings support the notion that HRQoL is a multidimensional, continuously changing concept, providing support for the Wold Health Organization's definition. Also, the findings suggest that CR has a positive influence on individuals' HRQoL. The effect of the CR type needs further investigation as mixed findings are observed in the present thesis. Moreover, it seems difficult to investigate the pure effect of CR on individuals' HRQoL without taking into consideration individuals' adjustment processes and positive growth triggered by the CR. The self regulation model (SRM) might be considered a useful theoretical framework for developing theory-based interventions aiming to alter patients' false beliefs since individuals' making-meaning process seems to be aligned with it. Finally, the complementary insights concerning smoking may help health care providers to develop smoking cessation interventions tailored to cardiac patients.
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Antonelli, Mary T. "The Experience of Older Adult Couples Living with Chronic Illness at Home: Through the Lens of Health as Expanding Consciousness." Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:108083.
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Thesis advisor: Dorothy A. JonesAs the United States population ages, knowing and understanding the older adult couple’s experience living with chronic illness at home is significant to inform new strategies of care, and planning of resources for the improvement in the health and well-being for a potentially vulnerable population. The purpose of this qualitative study was to better understand the older adult couple’s experience while living with chronic illness at home by answering the following research questions: What is the life pattern manifested by an older adult couple living with chronic illness at home? Are there common themes across the life patterns of older adult couples living with chronic illness living at home? The theoretical framework guiding this study was Margaret Newman’s Health as Expanding Consciousness using a hermeneutic-dialectic phenomenology method. The study’s sample consisted of 14 married older adults (> 65 years of age) couples living together at home. The research method explored the experiences of the older adult couple through dialogue within the context of their social environment in all its complexity. This approach gave voice to the older adult couples’ experiences and their meaning from their perspective, which facilitated insights about each older adult couple as well as common themes across the older adult couples. Three themes emerged from the study, (1) an unfolding pattern of living meaningfully as an older adult couple with chronic illness while moving through life transitions, (2) couple interconnectedness strengthens the bonding within the older adult couple and promotes self-growth, and (3) a resonating process within the older adult couple promotes movement toward expanding consciousness. Conceptual models are proposed. The findings suggest older adult couples living with chronic illness at home strive to live meaningfully while experiencing multiple life transitions embedded in a resonating process that facilitates change
Thesis (PhD) — Boston College, 2018
Submitted to: Boston College. Connell School of Nursing
Discipline: Nursing
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Daccache, Máriam Hanna. "Fenomenologia do Viver em Dupla Pátria: Dois estudos de caso com brasileiros, filhos de libaneses." Pontifícia Universidade Católica de Goiás, 2007. http://localhost:8080/tede/handle/tede/1962.
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Previous issue date: 2007-04-27The Psychology view upon the migratory process is one of the highest importance in times of globalization. Comprehending the experiences of children of immigrants, role players of two cultures, and the influence of such hybridism upon their identities and conducts is the aim of this study. Two Brazilian-born Lebanese children, of both genders, who lived in Lebanon for some time, happen to be the subjects of this research. The method for exploration of the meanings of this double patrium experience, has been the qualitative of phenomenological basis. The results highlight the gains in personal and interpersonal development and enrichment, acquired in this very situation. As well as the rise of conflicts in the search for an identity which translates the double-belonging.
O olhar da Psicologia sob o processo migratório é de suma importância em tempos de globalização. Compreender as experiências de filhos de imigrantes, personagens de duas culturas, e a influência deste hibridismo sobre suas identidades e condutas é o objetivo deste estudo. Os sujeitos da pesquisa são dois brasileiros, de ambos os sexos, filhos de libaneses, que viveram por algum período de suas vidas no país de origem dos pais, o Líbano. O método para exploração dos significados desta dupla experiência pátria foi o qualitativo de base fenomenológica. Os resultados assinalam os ganhos no desenvolvimento e enriquecimento pessoais e interpessoais obtidos nesta situação. Assim como o surgimento de conflitos na procura de uma identidade que traduzisse a dupla pertença.
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Gomes, Bruno Ramos. "O sentido do uso ritual da ayahuasca em trabalho voltado ao tratamento e recuperação da população em situação de rua em São Paulo." Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/6/6136/tde-09092011-160114/.
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Esta pesquisa visa a compreender o uso ritual da ayahuasca (chamado de Daime pelos participantes) na recuperação de pessoas em situação de rua pela Unidade de Resgate Flor das Águas Padrinho Sebastião, grupo situado em São Paulo. A ayahuasca é um chá feito da mistura de algumas plantas amazônicas, mais comumente o jagube e a chacrona, utilizado de forma ritual por populações indígenas e mestiças há muito tempo, e que leva a uma alteração na experiência de si e do mundo em sua ingestão. Vem ganhando espaço na sociedade brasileira para diversos usos, tendo o uso ritual-religioso regulamentado no Brasil em 2006. No entanto, seu uso terapêutico necessita de comprovações científicas para que seja permitido. Compreender estes usos é importante para a saúde pública, considerada aqui como campo de conhecimento interdisciplinar que visa a melhorar e a manter a saúde e qualidade de vida das populações por meio da compreensão das condições de vida da sociedade e de intervenções na vida coletiva dos seres humanos, pensada na perspectiva da redução dos riscos e minoração dos danos. A pesquisa foi feita numa perspectiva fenomenológica, por meio de entrevistas em profundidade com os realizadores e dois participantes do trabalho que já estiveram em situação de rua, além de observação-participante, no qual pesquisador esteve presente aos rituais e na realização das outras terapêuticas. O uso ritual da ayahuasca neste grupo se dá em conjunto com outras terapêuticas de tradição mestiça peruana, ligadas ao que é chamado na literatura acadêmica de vegetalismo, porém diferenciando-se dele em alguns pontos. A partir do que foi observado e relatado, perceberam-se alguns elementos que vão ser fundamentais para a compreensão do sentido deste uso terapêutico: experiência simbólica como aspecto principal; uso do Daime de forma ritual como relacionamento com uma alteridade sagrada que ensina; terapêuticas pensadas de formas individualizada e contextualizada; importância da relação com o dirigente como cuidador admirado e com conhecimento; noção do terapêutico ligada à despoluição de si e construção de perspectiva de vida e de ideal moral individual a ser alcançado. A partir disso que foi observado, ao final são tecidos alguns comentários em relação às possibilidades científicas de se avaliarem os possíveis riscos associados a este uso e a eficácia do uso terapêuticoThis research has the objective of understanding the ritual use of ayahuasca (known as Daime by the participants of this group) for the treatment of homeless drug users by the Unidade de Resgate Flor das Águas Padrinho Sebastião, in São Paulo, Brazil. Ayahuasca is a tea made from the mixture of two Amazonian plants, most commonly the jagube and chacrona. It is used in rituals by indigenous and mestizo long and leads to a change in the experience of self and the world in its intake. Since the 1980s its use has spread to other parts of Brazil and the world and the rituals started to have different formats. After a long process, the ritual-religious use of this infusion was regulated in Brazil in 2006. However, its therapeutic use needs scientific evidence to be allowed. Understanding these therapeutic uses are important to public health, understood here as a field of interdisciplinary knowledge that aims on the improve and maintain health and quality of life for people, by understanding the living conditions of society and interventions in the collective life of human beings, thought the perspective of risk reduction and mitigation of damages. The research was done in a phenomenological perspective, through interviews with the developers of the treatment and two participants who have passed through the treatment, as well as participant-observation, in which the researcher was present at the rituals and at the realization of the other therapies. The ritual use of ayahuasca in this group is given in conjunction with other therapies based on Peruvian mestizo tradition, but differing from it in some spots. From what has been observed and reported, it was noted some elements that are crucial for understanding the meaning of therapeutic use: symbolic experience as a principal aspect; the understanding of the experience as a relationship with a sacred otherness that teaches (the tea itself); therapeutic practices are developed focused individually and in his context, the importance of the relationship with the leader, whos admired as a caregiver with knowledge, the notion of therapeutic self-cleaning, building perspective of life and an individual moral ideal to be reached. From this that was observed, at the end are a few comments about the scientific possibilities of assessing the possible risks associated with this use and effectiveness of therapeutic use
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Hellström, Olle. "Patienten som person : om mening och dialog i allmänmedicinsk praktik." Doctoral thesis, Umeå universitet, Socialmedicin, 1999. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-96897.
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Carvalho, Wirla Risany Lima. "Tessituras da formaÃÃo em avaliaÃÃo educacional: os desafios à cultura de avaliaÃÃo e a busca por uma educaÃÃo crÃtico-reflexiva." Universidade Federal do CearÃ, 2016. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=17572.
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CoordenaÃÃo de AperfeiÃoamento de NÃvel SuperiorCoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior
nÃo hÃ
Diante do contexto de complexidade, apresentado no sÃculo XXI, e da era denominada de Sociedade do Conhecimento, a EducaÃÃo, sobremaneira, à impactada nas concepÃÃes mais estruturais de sua formaÃÃo. A avaliaÃÃo educacional sofre os efeitos de um cenÃrio que exige forte conhecimento e aplicabilidade para desenvolvimento de prÃticas educativas eficientes. Esta pesquisa teve como objetivo geral diagnosticar de que forma a relaÃÃo entre conhecimento cientÃfico e espontÃneo apresenta-se como fator importante para a internalizaÃÃo do conceito de avaliaÃÃo educacional pelo professor e para uma proposta de reconstruÃÃo na formaÃÃo docente em cultura de avaliaÃÃo. Especificamente, intencionou: i) investigar se a reproduÃÃo da avaliaÃÃo como cultura de exame à uma prÃtica recorrente na prÃtica avaliativa docente, quando nÃo hà conhecimento cientÃfico que promova no professor um processo de internalizaÃÃo do conceito de avaliaÃÃo do ensino-aprendizagem baseado em uma cultura de avaliaÃÃo; ii) constatar se o conhecimento cientÃfico tem importÃncia fundamental para o docente no processo de formaÃÃo do conceito de avaliaÃÃo do ensino-aprendizagem em busca de uma prÃtica de cultura de avaliaÃÃo e educaÃÃo crÃtico-reflexiva; iii) buscar subsÃdios teÃricos que embasem a implementaÃÃo de uma formaÃÃo obrigatÃria em avaliaÃÃo educacional, durante a formaÃÃo em pedagogia e outras licenciaturas nas IES, como fato fundamental para o exercÃcio de uma prÃtica docente em cultura de avaliaÃÃo. A espinha dorsal do estudo foi a teoria de formaÃÃo de conceitos de Vygotsky, complementada por conhecimentos na Ãrea de formaÃÃo docente e da avaliaÃÃo educacional. A abordagem da pesquisa foi qualiquantitativa, de natureza aplicada, utilizando-se nos aspectos qualitativos da hermenÃutica-fenomenolÃgica de Heidegger e Gadamer; e nos quantitativos a anÃlise fatorial e o teste do quiquadrado. Os dados da amostra quantitativa foram coletados com 500 professores em exercÃcio na rede pÃblica de ensino do municÃpio de Fortaleza, CearÃ, atravÃs de escalas de Likert, para depois com nÃmero intencionalmente reduzido de participantes da amostra ampliada, haver a aplicaÃÃo de entrevistas semiestruturadas por adesÃo espontÃnea. Foram utilizados os softwares SPSS 20.0 e Atlas t.i7 para anÃlise dos dados qualiquantitativos. A pesquisa aplicada respondeu Ãs questÃes norteadoras do estudo e diagnosticou que a relaÃÃo entre conhecimento cientÃfico e espontÃneo apresenta-se como fator importantÃssimo para a internalizaÃÃo do conceito de avaliaÃÃo pelo professor e para uma proposta de reconstruÃÃo na formaÃÃo docente em cultura de avaliaÃÃo, porquanto, foi diante da constataÃÃo dessa relaÃÃo intrÃnseca que os professores se revelaram em suas deficiÃncias formativas e conceituais no campo avaliativo. Foi constatado que a reproduÃÃo da avaliaÃÃo como cultura de exame à uma prÃtica recorrente na prÃtica avaliativa docente, quando nÃo hà conhecimento cientÃfico que promova no professor um processo de internalizaÃÃo do conceito de avaliaÃÃo do ensino-aprendizagem baseado em uma cultura de avaliaÃÃo. Constatou-se tambÃm, que o conhecimento cientÃfico tem importÃncia fundamental para o professor no processo de formaÃÃo do conceito de avaliaÃÃo do ensino-aprendizagem em busca de uma prÃtica de cultura de avaliaÃÃo e educaÃÃo crÃtico-reflexiva. Por fim, apresentaram-se muitos subsÃdios teÃricos â em forma de resultados da pesquisa â que embasam a implementaÃÃo de uma formaÃÃo obrigatÃria em avaliaÃÃo educacional, durante a formaÃÃo em pedagogia e outras licenciaturas nas IES, como fato fundamental para o exercÃcio de uma prÃtica docente em cultura de avaliaÃÃo. Pode-se supor que atà em outros cursos das IES, principalmente, os que necessitem da avaliaÃÃo do ensino-aprendizagem, como fato fundamental para o exercÃcio de uma prÃtica docente em cultura de avaliaÃÃo. Defendeu-se nesse estudo a tese de que, se hà uma deficiÃncia notÃria na formaÃÃo docente em avaliaÃÃo educacional â para que uma prÃtica docente em avaliaÃÃo do ensino-aprendizagem seja executada sob a Ãgide da cultura de avaliaÃÃo e de uma educaÃÃo crÃtico-reflexiva â hà uma necessidade premente de formaÃÃo cientÃfica obrigatÃria em avaliaÃÃo educacional, durante a formaÃÃo inicial nos cursos de pedagogia e licenciaturas das InstituiÃÃes de Ensino Superior (IES). Espera-se que o impacto no ensino superior seja fomento à geraÃÃo de uma classe do magistÃrio de professores-cientistas que produzem o saber, nÃo apenas de professores-docentes, que reproduzem e transmitem um saber produzido em outro lugar em relaÃÃo à avaliaÃÃo educacional. Que estes professores-pesquisadores possam fazer da sala de aula um espaÃo de pesquisa onde promovam transformaÃÃes sociais, a partir de seus alunos, despertando nestes a sua prÃpria identidade e busca de autonomia como cidadÃo, como sujeito que foi educado crÃtica e reflexivamente para um pensar e um agir dentro de uma visÃo libertÃria.
Before the context of complexity, presented at the XXI century, and was called the Knowledge Society, Education, greatly, is impacted the most structural concepts of their training. The educational evaluation suffers the effects of a scenario that requires strong knowledge and applicability for the development of effective educational practices. This research aimed to diagnose how the relationship between scientific and spontaneous knowledge is presented as an important factor for internalizing the concept of educational evaluation by the teacher and for a reconstruction proposal in teacher training in evaluation culture. Specifically, purposed: i) investigate whether the reproduction of evaluation as test culture is a recurring practice in teacher evaluation practice, when there is no scientific knowledge to promote the teacher a process of internalization of the concept of evaluation of teaching and learning based on a culture evaluation; ii) establish whether scientific knowledge is of fundamental importance for the teacher in the process of formation of the concept of assessment of teaching and learning in search of a practical evaluation culture and critical-reflexive education; iii) seek theoretical support that could support the implementation of a mandatory training in educational evaluation during training in pedagogy and other degrees in HEIs, as a fundamental fact for the exercise of a teaching practice in evaluation culture. The backbone of the study was the formation of theory concepts of Vygotsky, complemented by expertise in the area of teacher training and educational evaluation. The research approach was qualitative-quantitative, applied nature, using the qualitative aspects of hermeneutic phenomenology of Heidegger and Gadamer; and the quantitative factor analysis and the chi-square test. Data from the quantitative sample was collected with 500 teachers working in public schools in the city of Fortaleza, CearÃ, through Likert scales, then with intentionally small number of participants of the expanded sample, be the application of semi-structured interviews for membership spontaneous. the SPSS 20.0 and Atlas t.i7 for analysis of qualiquantitativos data were used. The applied research answered the study questions and diagnosed that the relationship between scientific and spontaneous knowledge is presented as an important factor in the internalization of the concept of assessment by the teacher and for a reconstruction proposal in teacher training in evaluation culture because, it was on the realization of this intrinsic relationship that teachers have proved in their formative and conceptual weaknesses in the evaluation field. It has been found that the reproduction of evaluation as test culture is a recurring practice in teacher evaluation practice, when there is no scientific knowledge to promote the teacher a process of internalization of the concept of evaluation of teaching and learning based on an evaluation culture. It was also found that scientific knowledge is of fundamental importance for the teacher in the process of formation of the concept of assessment of teaching and learning in search of a practical evaluation culture and critical-reflexive education. Finally, presented are many theoretical support - in the form of search results - that support the implementation of a mandatory training in educational evaluation during training in pedagogy and other degrees in HEIs, as a fundamental fact for the exercise of teaching practice in evaluation culture. It can be assumed that even in other courses of IES, particularly those who require the evaluation of teaching and learning as a fundamental fact for the exercise of a teaching practice in evaluation culture. It has been argued in this study the thesis that if there are serious deficiencies in teacher training in educational evaluation - for a teaching practice in evaluation of teaching and learning to run under the aegis of the evaluation culture and a critical-reflexive education - there is a pressing need for mandatory scientific training in educational evaluation during initial training in pedagogy courses and degrees of higher education institutions (HEIs). It is expected that the impact on higher education is promoting the generation of a class of teaching teachers-scientists produce knowledge, not only teachers-teachers who reproduce and pass a knowledge produced elsewhere in relation to educational evaluation. These professors-researchers can make the classroom a research space where promote social change, from her students, awakening these to their own identity and quest for autonomy as a citizen, as a person who was educated critical and reflexively for thinking and act within a libertarian view.
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Filipe, Filipa Avelino das Neves. "Eventos significativos e mudança terapêutica na óptica de duas participantes em terapia psicodramática." Master's thesis, ISPA - Instituto Universitário, 2012. http://hdl.handle.net/10400.12/2325.
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Dissertação de Mestrado apresentada ao ISPA - Instituto Universitário, na especialidade de Psicologia ClínicaA presente dissertação tem como objectivo o estudo da mudança terapêutica em psicodrama a partir da perspectiva do participante, tendo por base, o paradigma dos eventos significativos em terapia. O método utilizado para a concretização deste estudo empírico foi o método fenomenológico de investigação em psicologia, a partir do uso e análise de entrevistas fenomenológicas a duas participantes. Para tal, começou por adaptar-se um guião de entrevista de mudança terapêutica para psicodrama, para depois realizar uma entrevista de inspiração fenomenológica. Os resultados sugerem que a mudança sentida pelas participantes esteve ligada à auto-imagem e à auto-consciencialização (Insight). Foram igualmente destacados o papel do grupo e do terapeuta, bem como a experiência emocional. Todos estes factores parecem influenciar a percepção do impacto do processo terapêutico pelas participantes, nomeadamente na esfera pessoal e interpessoal. O psicodrama trouxe mudança quer a nível intrapessoal, quer interpessoal, sendo que, as participantes frisaram a utilidade deste processo terapêutico. ------- ABSTRACT ------- The goal of this dissertation is to study the therapeutic change in psychodrama from the participant’s point of view, within the framework of significant events in therapy. The method used was Phenomenological Method of Psychology Investigation, in which phenomenological interviews were made based in a previous script. In this perspective, two female participants were interviewed. Both participants consider that psychodrama has promoted change in the intrapersonal and interpersonal levels, which appears to be useful. The results point out that the change felt by the participants were linked to self-image and self-consciousness (Insight). In this point of view, the group and therapist role were also important, as well as the emocional experience. All these factors seems to influence the self-perception and impact of the therapeutic process, in the personal and interpersonal areas. Psychodrama brought change at personal and interpersonal levels, and participants affirmed that this psychotherapy was useful.
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Viardot, Claire. "Incarner l'écriture : anorexie et adolescence : recherche qualitative dans un groupe d'écriture thérapeutique." Thesis, Sorbonne Paris Cité, 2018. https://wo.app.u-paris.fr/cgi-bin/WebObjects/TheseWeb.woa/wa/show?t=2061&f=14753.
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Ce travail de thèse s'intéresse à l'écriture thérapeutique adolescente dans son lien avec la compréhension de l'anorexie mentale. La dynamique psychique activée par l'écriture permet de construire activement des liens entre deux pôles, le corps et l'inconscient, soutenant ainsi les processus de narrativité interne et externe des patientes. La difficulté d'être au monde des patientes anorexiques interroge leur capacité à mettre en mots leur vécu et leurs souffrances. Un groupe d'écriture thérapeutique hebdomadaire existe depuis dix ans au sein de la Maison de Solenn. Il s'agit d'un espace médiatisé qui permet l'élaboration et la symbolisation psychique aux patientes anorexiques les invitant à écrire à propos de leurs émotions et vécus les plus profonds vis-à-vis des moments de vie compliqués qu'elles traversent, ont vécu ou s'imaginent vivre. Notre objectif de recherche est l'étude qualitative des processus thérapeutiques qui s'opèrent au fil des séances d'écriture. Les analyses suivent la méthode de l'IPA -Interpretative Phonomenological Analysis. L'échantillon compte 311 productions écrites provenant de 12 patientes. Nos analyses longitudinales et transversales ont permis de dégager 75 macro catégories regroupées en 8 thèmes, eux-mêmes divisés en 2 macro thèmes. La discussion des résultats met en évidence une dynamique écrite de réactivation du processus de séparation-individuation qui se construit de manière singulière chez les patientes anorexiques. La réactivation de la temporalité intra et extra psychique est aussi mise en jeu et propose à la patiente anorexique de retrouver sa place dans sa vie intime et dans le monde qui l'entoure. De plus, on observe que l'écriture du corps et des sensations permet le traitement des émotions afin que les patientes puissent réapprendre à s'emparer de ces dernières. Nous soulignons également la création d'une « seconde peau écriture » qui permet de consolider et autoriser l'accès aux émotions, ainsi qu'une quête de rythmicité et de sensations apaisantes à travers l'activité d'écrire. Enfin, nous théorisons le processus de « ressuage-alliage » qui apparait dans les écrits des patientes anorexiquesThis thesis focuses on therapeutic writing during adolescence and its link with the understanding of anorexia nervosa. Writing activates psychological dynamics that allows an active building of links between the body and the unconscious, supporting the patients' internal and external narrative processes. The difficulty of anorexic patients to confront and experience the world questions their ability to put into words their past and their sufferings. A weekly writing therapy group has been held in Maison de Solenn for over 10 years. It is a mediatized space which encourages anorexic patients' psychological development and symbolization by inviting them to write about their deepest emotions and experiences regarding difficult life events they are going through, went through or imagine going through. The aim of our research is the qualitative study of the therapeutic processes which happens during the writing sessions. The analyses follow the Interpretative Phenomenological Analysis (IPA) method. The sample is constituted of 311 written productions coming from 12 patients. Our longitudinal and transversal analyses allowed us to identify 75 macro categories organized in 8 themes, themselves divided in 2 macro themes. The analysis of these results highlights the reactivation of the separation-individuation process during the writing process, which emerges in a remarkable way among anorexic patients. The reactivation of the intra and extra psychological temporality is also at stake and offers to anorexic patients the opportunity to regain their rightful place in their intimacy and in the world around them. Furthermore, we observed that writing about their bodies and sensations? allows to process emotions so that patients may learn again how to grasp onto them. In addition, we underlined the creation of a 'writing second skin' which allows the consolidation and the access to emotions, as well as the quest to rhythmicity and calming feelings through writing. Finally, we theorized the 'bleeding-alloy' process, which appears in the written productions of anorexic patients
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Olsson, Katarina. "Ungdomars upplevelser av påverkan i relation till vuxna : En fenomenologiskt inspirerad studie utifrån ett agens och empowermentperspektiv." Thesis, Högskolan Väst, Avdelningen för psykologi, pedagogik och sociologi, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-12913.
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Barn har rätt att påverka sina liv utifrån barnkonventionen, vilket brister i dagsläget. Studien syftar till att synliggöra ungdomars upplevelser och åsikter om påverkan i relation till vuxna rörande det de anser är viktigt att få påverka i sina liv. Få studier finns om vad unga anser är viktigt att påverka eller om vad vuxna kan göra för att främja deras påverkansmöjligheter, varpå även det ämnas undersökas. Studien intar ett agens och empowermentperspektiv. Inspiration för ansatsen hämtas från fenomenologin där fokus kretsar kring individens upplevelser. Resultatet baseras på semistrukturerade intervjuer med fem ungdomar boende i Västra Götalands län, vilka är 16 eller 17 år. Materialet analyserades med tolkande fenomenologisk analys och centrala delar ur det utifrån ungdomarnas upplevelser är: det är viktigt att få möjlighet att påverka allt i sina liv, möjligheten att påverka enklare saker finns, vid komplexa sådana tas de ej på allvar. Att skapa tillit mellan sig och vuxna utgör en påverkansstrategi och samspelet mellan ungdomen och den vuxne påverkar hela processen. Vuxna kan främja möjligheterna till påverkan genom inkludering och att vilja förstå deras perspektiv. Samhället har skyldighet att arbeta för allas lika rättigheter. Så länge ojämlika förhållanden existerar är främjandet av barns rättigheter aktuellt.According to the United Nations Convention on the Rights of the Child, children have the right to impact their own lives, which is inadequately implemented in today's society. The present study aims to highlight experiences from adolescents, who voiced their opinions on their perceived ability to impact decisions affecting matters central in their lives. Few studies exist regarding which areas adolescents consider most important to influence, nor regarding what adults can do to assist them in this. The current study captures a perspective of agency and empowerment and its approach is inspired by phenomenology. The result is based on semi-structured interviews involving five 16-17 year old adolescents living in Västra Götaland County, Sweden. The material was analysed with an interpretative phenomenological analysis methodology. The main findings show that adolescents' view the ability to impact all imoprtant matters in their lives as imperative and that while they do perceive that they are allowed to influence basic things, they are not taken seriously in regard to more complex matters. The findings suggests that adults can encourage impact by including adolescents in decision making and show willingness to understand their perspective. All societies have an obligation to promote equal rights. As long as unequal rights exist, promotion of the UN Rights of the Child is crucial.
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Miller, Kurtz Karlmichael. "The essence of awareness of implicit bias: A phenomenological case study of educators' stories of coming to the realization they possess implicit bias." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1574284477424395.
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Andrade, Celana Cardoso. "A VIVÊNCIA DO CLIENTE NO PROCESSO PSICOTERAPÊUTICO: UM ESTUDO FENOMENOLÓGICO NA GESTALT-TERAPIA." Pontifícia Universidade Católica de Goiás, 2007. http://localhost:8080/tede/handle/tede/1959.
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Previous issue date: 2007-02-23There is still the need of further knowledge about the contribution of psychotherapy to position the individual as subject, actor, and author of its own life. This research has the objective of investigate the individual experience throughout the psychotherapeutic process, considering its own perspective. The theoretical starting point is Gestalt-therapy and Phenomenology its methodological approach. This paper is divided into five parts. The first part outlines qualitative research and phenomenological method according to Amedeo Giorgi, briefly presenting Phenomenology and Qualitative Epistemology. The second, empirical part presents interviews with three clients who were submitted to more than six years of individual therapy and at least two years of group therapy. The interviews were focused on their experiences during the psychotherapeutic processes. In the third part, results are presented in categories, and, in the fourth part, the psychotherapeutic process in Gestalt-therapy is described, after a brief introduction on psychotherapy (in general) and, particularly, Gestalttherapy. Finally, a reflection on the research conducted follows, considering some questions and propositions. We conclude that psychotherapy was positively experienced by the interviewed clients, who after this process, were able to reach self-knowledge, discover the reason of their existence, recover their authenticity and encounter the other and themselves with respect and acceptance. They also developed their ability to dialogue, to live in the present moment, to re-signify un-ended situations, and, most of all, to establish healthier relationships.
Ainda existe a necessidade de aprofundamento do conhecimento acerca da contribuição da psicoterapia na constituição do indivíduo como sujeito, ator e autor de sua vida. Esta pesquisa tem como objetivo investigar a vivência do cliente no processo psicoterapêutico, de acordo com sua própria perspectiva. O ponto de partida teórico é a Gestalt-terapia, e a Fenomenologia, a sua abordagem metodológica. O trabalho divide-se em cinco partes. A primeira destaca a pesquisa qualitativa e aborda o método fenomenológico, segundo as formulações de Amedeo Giorgi, apresentando brevemente a Fenomenologia e a Epistemologia Qualitativa. A segunda parte momento empírico é constituída de entrevistas abertas com três clientes que realizaram mais de seis anos de terapia individual e pelo menos dois anos de terapia de grupo; as entrevistas focalizaram as vivências dos processos psicoterapêuticos dos clientes. Na terceira parte, são apresentados os resultados na forma de categorias, e, na quarta parte, descreve-se o processo psicoterapêutico em Gestaltterapia, após uma breve introdução sobre a psicoterapia (em geral) e a Gestalt-terapia (em particular). Finalmente, é feita uma reflexão sobre a pesquisa, com base em alguns questionamentos e proposições. Conclui-se que a psicoterapia foi vivenciada de uma maneira positiva pelos colaboradores e que, depois desse processo, eles conseguiram atingir um autoconhecimento, descobrir o sentido de suas existências, resgatar a autenticidade e encontrar o outro e a si mesmos com respeito e aceitação, além de desenvolverem suas habilidades de dialogar, de viver no momento presente, ressignificar situações inacabadas e, sobretudo, estabelecer relações mais saudáveis.
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CARVALHO, Wirla Risany Lima. "Tessituras da formação em avaliação educacional: os desafios à cultura de avaliação e a busca por uma educação crítico-reflexiva." reponame:Repositório Institucional da UFC, 2016. http://www.repositorio.ufc.br/handle/riufc/19680.
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CARVALHO, Wirla Risany Lima. Tessituras da formação em avaliação educacional: os desafios à cultura de avaliação e a busca por uma educação crítico-reflexiva. 2016. 280f. – Tese (Doutorado) – Universidade Federal do Ceará, Programa de Pós-Graduação em Educação Brasileira, Fortaleza (CE), 2016.Submitted by Gustavo Daher (gdaherufc@hotmail.com) on 2016-09-22T14:30:46Z No. of bitstreams: 1 2016_tese_wrlcarvalho.pdf: 4955667 bytes, checksum: 13ba7c8980903028bbc0b95c61281e21 (MD5)
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Before the context of complexity, presented at the XXI century, and was called the Knowledge Society, Education, greatly, is impacted the most structural concepts of their training. The educational evaluation suffers the effects of a scenario that requires strong knowledge and applicability for the development of effective educational practices. This research aimed to diagnose how the relationship between scientific and spontaneous knowledge is presented as an important factor for internalizing the concept of educational evaluation by the teacher and for a reconstruction proposal in teacher training in evaluation culture. Specifically, purposed: i) investigate whether the reproduction of evaluation as test culture is a recurring practice in teacher evaluation practice, when there is no scientific knowledge to promote the teacher a process of internalization of the concept of evaluation of teaching and learning based on a culture evaluation; ii) establish whether scientific knowledge is of fundamental importance for the teacher in the process of formation of the concept of assessment of teaching and learning in search of a practical evaluation culture and critical-reflexive education; iii) seek theoretical support that could support the implementation of a mandatory training in educational evaluation during training in pedagogy and other degrees in HEIs, as a fundamental fact for the exercise of a teaching practice in evaluation culture. The backbone of the study was the formation of theory concepts of Vygotsky, complemented by expertise in the area of teacher training and educational evaluation. The research approach was qualitative-quantitative, applied nature, using the qualitative aspects of hermeneutic phenomenology of Heidegger and Gadamer; and the quantitative factor analysis and the chi-square test. Data from the quantitative sample was collected with 500 teachers working in public schools in the city of Fortaleza, Ceará, through Likert scales, then with intentionally small number of participants of the expanded sample, be the application of semi-structured interviews for membership spontaneous. the SPSS 20.0 and Atlas t.i7 for analysis of qualiquantitativos data were used. The applied research answered the study questions and diagnosed that the relationship between scientific and spontaneous knowledge is presented as an important factor in the internalization of the concept of assessment by the teacher and for a reconstruction proposal in teacher training in evaluation culture because, it was on the realization of this intrinsic relationship that teachers have proved in their formative and conceptual weaknesses in the evaluation field. It has been found that the reproduction of evaluation as test culture is a recurring practice in teacher evaluation practice, when there is no scientific knowledge to promote the teacher a process of internalization of the concept of evaluation of teaching and learning based on an evaluation culture. It was also found that scientific knowledge is of fundamental importance for the teacher in the process of formation of the concept of assessment of teaching and learning in search of a practical evaluation culture and critical-reflexive education. Finally, presented are many theoretical support - in the form of search results - that support the implementation of a mandatory training in educational evaluation during training in pedagogy and other degrees in HEIs, as a fundamental fact for the exercise of teaching practice in evaluation culture. It can be assumed that even in other courses of IES, particularly those who require the evaluation of teaching and learning as a fundamental fact for the exercise of a teaching practice in evaluation culture. It has been argued in this study the thesis that if there are serious deficiencies in teacher training in educational evaluation - for a teaching practice in evaluation of teaching and learning to run under the aegis of the evaluation culture and a critical-reflexive education - there is a pressing need for mandatory scientific training in educational evaluation during initial training in pedagogy courses and degrees of higher education institutions (HEIs). It is expected that the impact on higher education is promoting the generation of a class of teaching teachers-scientists produce knowledge, not only teachers-teachers who reproduce and pass a knowledge produced elsewhere in relation to educational evaluation. These professors-researchers can make the classroom a research space where promote social change, from her students, awakening these to their own identity and quest for autonomy as a citizen, as a person who was educated critical and reflexively for thinking and act within a libertarian view.
Diante do contexto de complexidade, apresentado no século XXI, e da era denominada de Sociedade do Conhecimento, a Educação, sobremaneira, é impactada nas concepções mais estruturais de sua formação. A avaliação educacional sofre os efeitos de um cenário que exige forte conhecimento e aplicabilidade para desenvolvimento de práticas educativas eficientes. Esta pesquisa teve como objetivo geral diagnosticar de que forma a relação entre conhecimento científico e espontâneo apresenta-se como fator importante para a internalização do conceito de avaliação educacional pelo professor e para uma proposta de reconstrução na formação docente em cultura de avaliação. Especificamente, intencionou: i) investigar se a reprodução da avaliação como cultura de exame é uma prática recorrente na prática avaliativa docente, quando não há conhecimento científico que promova no professor um processo de internalização do conceito de avaliação do ensino-aprendizagem baseado em uma cultura de avaliação; ii) constatar se o conhecimento científico tem importância fundamental para o docente no processo de formação do conceito de avaliação do ensino-aprendizagem em busca de uma prática de cultura de avaliação e educação crítico-reflexiva; iii) buscar subsídios teóricos que embasem a implementação de uma formação obrigatória em avaliação educacional, durante a formação em pedagogia e outras licenciaturas nas IES, como fato fundamental para o exercício de uma prática docente em cultura de avaliação. A espinha dorsal do estudo foi a teoria de formação de conceitos de Vygotsky, complementada por conhecimentos na área de formação docente e da avaliação educacional. A abordagem da pesquisa foi qualiquantitativa, de natureza aplicada, utilizando-se nos aspectos qualitativos da hermenêutica-fenomenológica de Heidegger e Gadamer; e nos quantitativos a análise fatorial e o teste do quiquadrado. Os dados da amostra quantitativa foram coletados com 500 professores em exercício na rede pública de ensino do município de Fortaleza, Ceará, através de escalas de Likert, para depois com número intencionalmente reduzido de participantes da amostra ampliada, haver a aplicação de entrevistas semiestruturadas por adesão espontânea. Foram utilizados os softwares SPSS 20.0 e Atlas t.i7 para análise dos dados qualiquantitativos. A pesquisa aplicada respondeu às questões norteadoras do estudo e diagnosticou que a relação entre conhecimento científico e espontâneo apresenta-se como fator importantíssimo para a internalização do conceito de avaliação pelo professor e para uma proposta de reconstrução na formação docente em cultura de avaliação, porquanto, foi diante da constatação dessa relação intrínseca que os professores se revelaram em suas deficiências formativas e conceituais no campo avaliativo. Foi constatado que a reprodução da avaliação como cultura de exame é uma prática recorrente na prática avaliativa docente, quando não há conhecimento científico que promova no professor um processo de internalização do conceito de avaliação do ensino-aprendizagem baseado em uma cultura de avaliação. Constatou-se também, que o conhecimento científico tem importância fundamental para o professor no processo de formação do conceito de avaliação do ensino-aprendizagem em busca de uma prática de cultura de avaliação e educação crítico-reflexiva. Por fim, apresentaram-se muitos subsídios teóricos – em forma de resultados da pesquisa – que embasam a implementação de uma formação obrigatória em avaliação educacional, durante a formação em pedagogia e outras licenciaturas nas IES, como fato fundamental para o exercício de uma prática docente em cultura de avaliação. Pode-se supor que até em outros cursos das IES, principalmente, os que necessitem da avaliação do ensino-aprendizagem, como fato fundamental para o exercício de uma prática docente em cultura de avaliação. Defendeu-se nesse estudo a tese de que, se há uma deficiência notória na formação docente em avaliação educacional – para que uma prática docente em avaliação do ensino-aprendizagem seja executada sob a égide da cultura de avaliação e de uma educação crítico-reflexiva – há uma necessidade premente de formação científica obrigatória em avaliação educacional, durante a formação inicial nos cursos de pedagogia e licenciaturas das Instituições de Ensino Superior (IES). Espera-se que o impacto no ensino superior seja fomento à geração de uma classe do magistério de professores-cientistas que produzem o saber, não apenas de professores-docentes, que reproduzem e transmitem um saber produzido em outro lugar em relação à avaliação educacional. Que estes professores-pesquisadores possam fazer da sala de aula um espaço de pesquisa onde promovam transformações sociais, a partir de seus alunos, despertando nestes a sua própria identidade e busca de autonomia como cidadão, como sujeito que foi educado crítica e reflexivamente para um pensar e um agir dentro de uma visão libertária.
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Arriagada, Vidal Jessica Jeanette. "Responsabilidad pedagógica de los profesores de educación especial. Un estudio desde el método fenomenológico-hermenéutico de Van Manen." Doctoral thesis, Universitat Autònoma de Barcelona, 2016. http://hdl.handle.net/10803/393875.
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La present Tesi Doctoral es basa en la nostra experiència viscuda; és a dir, part de certes experiències que impregnen el nostre ésser i el nostre fer com a professors d'educació especial. Aquesta recerca tracta de posar en «paraules» allò que els participants han viscut com a professors responsables en la seva relació amb alumnes d'educació especial. En aquest sentit, l'objectiu d'aquest estudi ha consistit a intentar captar la naturalesa essencial de la responsabilitat pedagògica que es manifesta en les relacions dels professors amb alumnes d'educació especial, així com també desvetllar la seva importància i sentit pedagògic.
En coherència amb tot l'anterior, aquesta recerca posa el seu centre al món de la vida, és a dir, al món tal com ho experimentem de forma «pre-reflexiva», i no tal com ho conceptualitzem a priori. Aquest món dels significats viscuts de forma inherent a tal fenomen resideix en les relacions i situacions que viuen diàriament els professors d'educació especial.
Per dur a terme aquesta recerca s'ha assumit el mètode fenomenológico-hermenéutico des de la perspectiva de Max van Manen, qui ha formulat una síntesi metodològica original dels més riques aportacions dels corrents fenomenológica i hermenèutica d'orientació pedagògica. El seu objectiu és arribar a captar els significats essencials d'un fenomen humà-educatiu a partir de la pregunta de fons: Com és viscuda aquesta experiència? Així, de forma pràctica, ofereix descripcions profundes amb la finalitat de possibilitar l'evocació del significat essencial del fenomen estudiat. Al final del procés investigador es recopila el més substantiu en forma d'un text fenomenológico, text que té la prerrogativa de portar a la consciència reflexiva la naturalesa dels esdeveniments experimentats al món de la vida, obrint-se d'aquesta forma la possibilitat que, fins i tot, arribin a transformar-nos en el sentit profund d'una veritable Bildung, particularment gràcies al fet de treure a la llum les exigències ètiques pròpies de la manera de ser desvetllat (Van Manen, 2003).
El primer apartat ofereix un marc teòric sobre els temes fonamentals relacionats amb la temàtica d'aquesta Tesi Doctoral. El primer capítol se centra en la història i en les concepcions més actuals de l'educació especial. amb el tema de la Tesi sobre educació especial. El segon se centra en la història i en les actuals concepcions del fenomen de la responsabilitat pedagògica. El tercer capítol tracta el tema central de la relació pedagògica entre els professors i els alumnes (d'educació especial). Al segon apartat, el capítol primer aborda la visió teòrica de la metodologia fenomenológica-hermenèutica. A continuació, en el capítol segon d'aquest apartat, s'analitza el procés de l'aplicació pràctica del mètode fenomenológic-hermenéutic, tal com és dut a terme en aquesta recerca.
En l'última part de la nostra tesi doctoral es recullen les troballes més importants i essencials del fenomen de la responsabilitat pedagògica, tal com ha estat viscuda per destacats professors en la seva relació amb els alumnes amb discapacitat intel·lectual. Aquestes troballes s'escriuen en un format especial, anomenat Text fenomenológico. Per acabar, en l'últim capítol oferim les consideracions finals sobre el sentit i abast d'aquesta recerca.La presente Tesis Doctoral se basa en nuestra experiencia vivida. Es decir, parte de ciertas experiencias que impregnan nuestro ser y nuestro quehacer como profesores de educación especial. Esta investigación trata de poner en «palabras» lo que los participantes han vivido como profesores responsables en su relación con alumnos de educación especial. En este sentido, el objetivo de este estudio ha consistido en intentar captar la naturaleza esencial de la responsabilidad pedagógica que se manifiesta en las relaciones de los profesores con alumnos de educación especial, así como también desvelar su importancia y sentido pedagógico. En coherencia con todo lo anterior, esta investigación pone su centro en el mundo de la vida, es decir, en el mundo tal como lo experimentamos de forma «pre-reflexiva»... y no tal como lo conceptualizamos a priori. Este mundo de los significados vividos de forma inherente a tal fenómeno reside en las relaciones y situaciones que viven a diario los profesores de educación especial Para llevar a cabo esta investigación se ha asumido el método fenomenológico-hermenéutico desde la perspectiva de Max Van Manen, quien ha formulado una síntesis metodológica original de los más ricos aportes de las corrientes fenomenológica y hermenéutica de orientación pedagógica. Su objetivo es llegar a captar los significados esenciales de un fenómeno humano-educativo a partir de la pregunta de fondo: ¿Cómo es vivida esta experiencia? Así, de forma práctica, ofrece descripciones profundas con el fin de posibilitar la evocación del significado esencial del fenómeno estudiado. Al final del proceso investigador se recopila lo más sustantivo en forma de un texto fenomenológico, texto que tiene la prerrogativa de llevar a la conciencia reflexiva la naturaleza de los eventos experimentados en el mundo de la vida, abriéndose de esta forma la posibilidad de que, incluso, lleguen a transformarnos en el sentido profundo de una verdadera Bildung, particularmente gracias al hecho de sacar a la luz las exigencias éticas propias del modo de ser desvelado (Van Manen, 2003). El primer apartado ofrece un marco teórico sobre los temas fundamentales relacionados con la temática de esta Tesis Doctoral. El primer capítulo se centra en la historia y en las concepciones más actuales de la educación especial con el tema de la Tesis sobre educación especial. El segundo se centra en la historia y en las actuales concepciones del fenómeno de la responsabilidad pedagógica. El tercer capítulo trata el tema central de la relación pedagógica entre los profesores y los alumnos (de educación especial). En el segundo apartado, el capítulo primero aborda la visión teórica de la metodología fenomenológica-hermenéutica. A continuación, en el capítulo segundo de ese apartado, se analiza el proceso de la aplicación práctica del método fenomenológico-hermenéutico, tal como es llevado a cabo en esta investigación. En la última parte de nuestra tesis doctoral se recogen los hallazgos más importantes y esenciales del fenómeno de la responsabilidad pedagógica, tal como ha sido vivida por destacados profesores en su relación con los alumnos con discapacidad intelectual. Estos hallazgos se escriben en un formato especial, llamado Texto fenomenológico. Para terminar, en el último capítulo ofrecemos las consideraciones finales sobre el sentido y alcance de esta investigación.
This doctoral PhD Thesis is based in our lived experience, that is to say, it departs from certain experiences that impregnate our being and our way of doing like teachers of students with intellectual disabilities. This investigation tries to put in «words» what the participants have lived as responsible teachers in their relation with pupils of special education. In this respect, the aim of this study has consisted of trying to catch the essential nature of the pedagogical responsability that it is pronounced in the relation with these disabled students, as well as to keep awake its importance and pedagogical sense. In coherence with what has been said preveoisly, this investigation puts its center in the world of the life; that is to say, in the world like it is experienced in a pre-reflexive way... and not as it is conceptualized a priori. This world of meaning lived on inherent form to this phenomenon resides in the relations and situations that the teachers of special education live daily. To carry out this investigation we have assumed the phenomenological-hermeneutic method from Max van Manen’s perspective, who has formulated a methodological synthesis of the richest contributions of the phenomenological and hermenutical currents with a pedagogical orientation. In this PhD Thesis, the aim is to manage to catch the essential meanings of a human-educational phenomenon from the basic question: How is this experience lived? In this way –in a practical form– this thesis offers deep descriptions in order to make possible the evocation of the essential meaning of the studied phenomenon. The final contribution of the investigating process consists of the most substantial part of this study, that is to say, of compilation of the most essential findings on the pedagogical responsability that is discovered in the most authentic teachers of special education; compiled all this by means of the phenomenological text; a text that has the prerogative of taking to the reflexive conscience the nature of events experienced on the world of the life, there being opened of his form the possibility that, even, they manage to tranform us into the deep sense of a real Bildung, and this, specially, thanks to bring to light the ethical requirements of the way to be wakefull (Van Manen, 2003). The first section offers a theorical frame on the fundamental topics of this PhD Thesis. The firt chapter concentrates in the history and the present conceptions of the special education. The second one analyzes the most essential of the phenomenon of the pedagogical responsibility. The third chapter deals with the central subject of the pedagogical relation between the teachers and students (os special education). In the second section, the fist chapter aproaches the theoretical vision of the phenomenological-hermeneutical methodology. Next, in the chapter second of this section, is analised the process of the practical application of the phenomenological-hermeneutical, as it has been carried out in this investigation. In the last part of this PhD Thesis is have been pickep up the most important and essential findings of the phenomenon of the pedagogical responsability, as it has been lived by outstanding teachers in its relation with their students with intellectual disability. These findings have been written in a special format: the phenomenological text. Finally, in the last chapter we offer some final considerations on the sense and the reach of this investigation.
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Silva, Liliane Flávia Guimarães da. "Percepção climática e conforto térmico: contribuição ao estudo interdisciplinar dos aspectos objetivos e subjetivos do clima em Palmas, TO." Universidade Federal do Tocantins, 2018. http://hdl.handle.net/11612/1035.
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A pesquisa tem como objeto de investigação a percepção climática, inserido o conceito de clima
caracterizado como o ritmo de atuação dos tipos de tempo, e o conforto térmico. Os estudos
mais conhecidos em conforto térmico quantificam os efeitos físicos e fisiológicos da ambiência
atmosférica nas pessoas, baseados em índices, deixando lacunas no conhecimento tanto da
dinâmica do clima, na qual se inserem as variáveis ambientais, como na subjetividade do
fenômeno para o entendimento dessa realidade. Considerando essa problemática, a presente
pesquisa questiona a insuficiência dos referidos índices por um viés exclusivamente positivista
para o entendimento da percepção climática e do conforto térmico, especialmente em climas
quentes como o de Palmas, Tocantins. No intuito de conhecer as essências do clima e do
conforto térmico enquanto fenômenos vividos, a tese tem como objetivo contribuir com o
entendimento de tais temas de forma interdisciplinar, enfocando de modo complementar seus
aspectos objetivos e subjetivos. Para isso, a metodologia adotada compreendeu quatro etapas:
(1) a análise rítmica anual em dois anos-padrão selecionados, um de padrão confortável e um
de padrão desconfortável, 1997 e 2013, respectivamente, em conjunção com o Discomfort Index
(DIT), proposto por Thom (1959); (2) a análise rítmica episódica, abarcando três episódios entre
os anos 2015 e 2016, em conjunção com os índices de conforto PET e UTCI, aplicada em área
externa na cidade; (3) a avaliação quali-quantitativa de dados pessoais dos moradores sobre sua
percepção térmica, coletados por meio de questionários durante estes mesmos episódios; (4) e
a análise dos dados subjetivos utilizando aplicação empírica do método fenomenológico, com
as orientações operacionais de Giorgi (2012a). A tese procurou fornecer algumas contribuições
metodológicas principais: um enfoque interdisciplinar da análise rítmica do clima (e do
microclima medido in loco) com os índices de conforto térmico; uma abordagem interrelacional
entre as análises climáticas e a percepção das pessoas sobre o clima e o conforto
térmico, envolvendo seus aspectos objetivos e subjetivos; e o uso inédito de uma abordagem
fenomenológica nos campos da climatologia e do conforto térmico. A dinâmica climática em
Palmas demonstrou que a cidade apresenta altas temperaturas em todo o ano, com dois períodos
distintos, chuvoso e seco, apresentando maior desconforto térmico na transição do período seco
para o período chuvoso. Além disso, verificou-se que a cidade vem apresentando ampliação do
desconforto térmico ao longo do período analisado (1995–2014). A avaliação quali-quantitativa
apontou que as variáveis ligadas à experiência térmica, aos aspectos físico-fisiológicos e à
experiência afetiva influenciaram na maioria das vezes parcialmente na percepção do conforto
térmico das pessoas. A estrutura essencial revelada na análise fenomenológica demonstrou que
o clima é somente mais um elemento em um vasto conjunto de aspectos naturais, sociais,
econômicos, culturais etc., que interferem no bem-estar e na qualidade de vida dos sujeitos, e
no seu conforto térmico, o que reforça a necessidade de uma abordagem menos parcial da
realidade complexa da percepção climática.The research has as its aim to investigate the climate perception, introduced the concept of climate characterized as the rhythm of the performance of the types of weather and thermal comfort. The better known studies on thermal comfort quantify the physical and physiological effects of the atmospheric ambience on people, based on indices, leaving gaps on the knowledge both in the climate dynamics, in which the environmental variables are inserted and in the phenomenon subjectivity for the understanding of this reality. Considering that issue, the present research enquires the insufficiency of the referred indices via an exclusively positivist bias for the comprehension of the climate perception and the thermal comfort, especially in warm climates like the one of Palmas, Tocantins, Brazil. With the purpose of learning about the essences of the climate and thermal comfort as lived phenomena, the thesis aims to contribute with the mastery of those themes in an interdisciplinary way, focusing their objective and subjective aspects in a complementary manner. To accomplish that, the method used complied four phases: (1) the annual rhythmic analysis in two selected standard-years, one of comfortable standard and one of uncomfortable standard, 1997 and 2013, respectively, in conjunction with the Discomfort Index (DIT), proposed by Thom (1959); (2) the episodic rhythmic analysis, involving three episodes within the years 2015 and 2016, in conjunction with the PET and UTCI comfort indices, applied in outer area of the city; (3) the quali-quantitative evaluation of personal data of the residents about their thermal perception, collected through questionnaires during those same episodes; (4) and the analysis of the subjective data utilizing empiric application of the phenomenological method, with the operational orientations of Giorgi (2012a). The thesis sought to provide some main methodological contributions: an interdisciplinary approach of the climate rhythmic analysis (and the microclimate measured in loco) with the thermal comfort indices; a inter-relational approach between the climate analyses and the people’s perception on the climate and thermal comfort, comprising their objective and subjective aspects; and the unprecedented use of a phenomenological focus on the climatology and thermal comfort. The climate dynamics in Palmas demonstrated that the city renders high temperatures throughout the year, with two distinct periods, rainy and dry, presenting greater thermal discomfort in the transition from the dry season to the rainy one. Furthermore, it was verified that the city has been presenting an expansion of the thermal comfort along the analyzed period (1995–2014). The quali-quantitative assessment pointed out that the variables linked to the thermal experience, to the physical-physiological aspects and to the affective experience most of the time influenced partially on the people’s thermal comfort perception. The essential structure unveiled in the phenomenological analysis showed that the climate is only one more element in a vast assembly of natural, social, economic and cultural aspects, which interfere on the well-being and the quality of life of the subjects and on their thermal comfort, what enhances the need of a less partial approach of the complex reality of the climate perception.
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Rosa, Robson Humberto. "Extração de diterpenos de café verde: modelagem fenomenológica e caracterização de parâmetros via método lattice Boltzmann." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/74/74133/tde-28012015-153752/.
Full textAbstract:
Por meio do método lattice Boltzmann (LBM), este projeto de pesquisa propõe a simulação computacional da extração dos compostos diterpênicos do café verde em sistemas com fluido pressurizado. Para isso foi adotado um modelo fenomenológico dinâmico e de primeira ordem quanto à dependência espacial. Usando a rede D1Q2, o LBM foi implementado com duas funções de distribuição de partículas, acompanhadas das respectivas funções de distribuição de equilíbrio. Cada função refere-se à concentração em uma dada fase (sólida e fluida). A previsão das curvas de rendimento pressupõe o conhecimento dos parâmetros do processo, tais como a difusividade mássica interna (intrapartícula), o coeficiente de partição volumétrica e a difusividade mássica axial. Para o devido ajuste destes parâmetros contra dados experimentais, foi desenvolvido um código computacional utilizando a técnica de gradiente descendente. Resultados numéricos das simulações foram comparados com dados experimentais e mostraram-se satisfatórios. Adicionalmente, foi realizada a análise da influência dos parâmetros supracitados mediante a criação de uma interface gráfica amigável para o código computacional original. Este projeto de pesquisa, além de fomentar a agregação de valor ao café, desenvolveu competências em modelagem e simulação de processos de extração de espécies químicas a partir de métodos numéricos.Using the lattice Boltzmann method (LBM), this research project proposes a computer simulation of diterpene compounds extraction from green coffee beans in high pressure fluid systems. In order to do so, a dynamic phenomenological model with first-order spatial dependence was adopted. LBM was implemented on D1Q2 lattice, using two particle distribution functions, followed by the respective equilibrium distribution functions. Each function refers to the extract concentration in each phase, namely solid and fluid. Prediction of extract yield curves relies on process parameters such as internal (i.e., intraparticle) mass diffusivity, volumetric partition coefficient and axial mass diffusivity. Values of aforesaid parameters were fitted against experimental data via descendent gradient technique coupled to the LBM computer code and numerically simulated result were consistent. Besides modeling and simulation, this project performed the influence analysis of those process parameters. To this end, a user-friendly graphical interface for the original computer code was created. While fostering value to be added to coffee, this research project develops skills in modeling and simulation of chemical species extraction through numerical methods.
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Van, Graan Marteleze. "South African host city volunteers' experiences of the 2010 FIFA World Cup South Africa™." Diss., University of Pretoria, 2012. http://hdl.handle.net/2263/27565.
Full textAbstract:
The 2010 Fédération Internationale de Football Association’s (FIFA) World Cup (WC) would be the first time that a FIFA WC would be hosted on the African continent. This study was aimed at describing the South African City of Tshwane (COT) general volunteers’ experiences of volunteering at the 2010 FIFA WC. The FIFA Volunteer Programme consists of two groups of volunteers: Local Organising Committee (LOC) volunteers and each Host City (HC) volunteers. The COT volunteers are HC volunteers from the Tshwane Metropolitan Area (TMA). Volunteers are active in a variety of different contexts, namely in the community, volunteers at sport clubs or schools and also at mega sport events. Volunteers make it possible to host a mega sport event because they provide their time and effort without expecting remuneration or they receive a stipend amount. The existing literature of volunteers at mega sport events investigated what motivated volunteers to participate as well as how satisfied the volunteers were with the experience. The aim of this study was to describe COT general volunteers’ experiences of preparing (preparation phase) for the 2010 FIFA WC; COT general volunteers’ experiences during (participation phase) the 2010 FIFA WC, as well as the South African COT general volunteers’ experiences on their involvement (reflection phase) at the 2010 FIFA WC was described. The methodology employed in this study was Descriptive Phenomenology and the Duquesne Phenomenological Research Method was used to analyse the material. The differences between Descriptive Phenomenology and Interpretive Phenomenology were described. The material consisted of a written account as well as an interview, which was based on the essences that were portrayed in the written accounts. There were five participants — three spectator services volunteers and two rights protection volunteers. All of the participants were female. The findings of this study were divided into the preparation phase, participation phase and the reflection phase. In the preparation phase the COT general volunteers described two essences namely, the application process and training. In the participation phase the COT general volunteers experienced four essences namely, the working of shifts, interaction with volunteers, interaction with supervisors and lastly interaction with tourists. In the reflection phase the volunteers described two experiences, growth and value. This research project contributes to sport psychology because this study describes the experiences of volunteers at the 2010 FIFA WC.Dissertation (MA)--University of Pretoria, 2012.
Psychology
unrestricted
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Ellison, Kristen Lynn. "Adolescent Conceptualizations of Wisdom| A Phenomenological Study." Thesis, Prescott College, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1549714.
Full textAbstract:
This phenomenological study explored the concept of wisdom as perceived and experienced by adolescents. The research questions were: How do adolescents conceptualize wisdom?; Which aspects of 'being wise,' if any, do adolescents believe they possess?; Do adolescents believe wisdom is attainable or desirable?; and Do adolescents believe that their formal education (school) is guiding them toward the development of wisdom? From these research questions, interview questions were created and semi-structured interviews were conducted with 24 adolescents between the ages of 10-14 across two school locations. Through a process of coding the interview data for emergent themes, the findings of this study revealed that adolescent beliefs about and definitions of wisdom are in line with the existing literature and that adolescents find wisdom both desirable and attainable. Moreover, since formal education experiences are expected to play a role in wisdom development in adolescents, implications for educator practice are discussed. In particular, critical pedagogy and experiential education may be key elements for educator practice in facilitating learning experiences which cultivate wisdom, particularly in the context of the transformation economy.
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Suenaga, Eriko. "La méthode phénoménologique de Lévinas comme concrétisation de l’Infini." Thesis, Paris 10, 2020. http://www.theses.fr/2020PA100021.
Full textAbstract:
Le but de cette thèse consiste à montrer en quoi consiste la méthode phénoménologique d’Emmanuel Lévinas. Notre hypothèse est que sa méthode est effectuée sous le nom de « Concrétisation de l’Idée de l’Infini », et que cette Concrétisation peut être précisée comme Concrétisation (ou comme restauration du sens ainsi que du mode d’être) de l’Infini mis en moi au moyen de la Concrétisation (ou de la restitution du contenu d’idée ainsi que du mode d’idée) de l’Idée mise en moi. Il s’agit d’une exégèse de l’Infini entré dans le « Je pense » de l’aperception transcendantale selon l’incarnation de l’Idée mise dans « ma » sphère primordiale appelée le Même. Telle est la « Phénoménologie de l’Idée de l’Infini » chez Lévinas. Le mode d’idée (idein) et le contenu d’idée (idea) de cette Idée constituent l’objet de notre travail de Concrétisation. Or, cette Concrétisation s’appelle également Déduction phénoménologique, qui est la restitution des situations concrètes à partir desquelles on pourrait parvenir à la signification pleinement concrète de l’Idée en moi, à ces deux moments (idein/idea) pris dans leur signifiance complète. Ceux-ci, qui se produisent dans l’Idée en moi, correspondent à l’« indicible » chez Lévinas dans la mesure où ils peuvent néanmoins être décrits en termes de « vécu » au prix d’une certaine trahison. La Traduction de l’indicible malgré la trahison inévitable et la Réduction ininterrompue de cette trahison constituent la tâche de notre travail de Concrétisation. La méthode lévinassienne se résume ainsi comme Traduction et Réduction philosophiques exécutées sous le nom de Déduction phénoménologique (Concrétisation) et accompagnées de la Réduction de la Réduction effectuée sous le nom d’Emphase (Concrétisation proprement dite)This thesis discusses the phenomenological method of Emmanuel Levinas. Our hypothesis is that it is performed under the name of “Concretization of the idea of Infinity”, and that this method of Concretization can be defined as the Concretization (or as the restoration of the sense and of the mode of being) of Infinity placed in myself through the Concretization (or the restitution of the content of idea and of the mode of idea) of the Idea placed in myself. Our research examines an exegesis of Infinity entered in the “I think” of transcendental apperception according to the incarnation of the Idea placed in my primordial sphere called the Same, what we understand as the “Phenomenology of the idea of Infinity” in Levinas. The mode of idea (idein) and the content of idea (idea) of this Idea are the object of our work of Concretization. On the other hand, this Concretization is called phenomenological Deduction, which is the restitution of concrete situations from which we could attain the plentifully concrete signification of the Idea placed in myself, the two moments (idein/idea) grasped in their complete significance. These moments, which come into existence in the Idea in myself, correspond to the “indescribable” in Levinas in so far as they can be described in terms of “experience” at the cost of a certain “betrayal”. The Translation of the indescribable despite the inevitable betrayal and the Reduction of the latter are the task of our work of Concretization. The method of Levinas can thus be summarized as philosophical Translation and Reduction executed under the name of phenomenological Deduction (Concretization) and accompanied by the Reduction of Reduction executed under the name of Emphasis (Concretization in the original meaning)
本博論の目的は、エマニュエル・レヴィナスの現象学的方法がいかなるものであるかを示すことにある。我々の仮説では、レヴィナスの方法は「無限の観念の具体化」という名の下に実施され、この具体化は、私の内なる観念の具体化（またはその観念内容および観念様態の復元）を通した、私の内なる無限の具体化（またはその意味および存在様態の回復）として明確化されうる。そこで問題になるのは、〈同〉と呼ばれる「私の」原初的領分に設置された観念の受肉に応じた、超越論的統覚の「我思う」に入場した無限者についての釈義である。我々の考えでは、以上がレヴィナスにおける「無限の観念の現象学」である。この観念の観念様態（idein）と観念内容（idea）が、我々の具体化作業の対象となる。ところで、この具体化は、現象学的演繹とも呼ばれ、これは、私の内なる観念の充分に具体的な意義へと、その完全な意味形成性において摑まれたあの二つの契機（idein/idea）へと、そこから到達しうるような諸々の具体的状況を復元することである。この二つの契機は私の内なる観念において生起するのだが、ある種の裏切りを代価として「体験」の言葉でなお記述されうる限りにおいて、それらはレヴィナスにおける「語りえないもの」に相当する。不可避の裏切りにもかかわらず語りえないものを翻訳することと、この裏切りを絶え間なく縮減することが、我々の具体化作業の課題となる。かくしてレヴィナスの方法は、次のように要約される。すなわちそれは、現象学的演繹（具体化）という名の下で遂行され、かつ誇張法という名の下で実施される還元の還元（本来的意味における具体化）を伴うような、哲学的翻訳および還元であるということである。
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Campos, Marcos Malta. "Uma compreensão daseinsanalítica do personagem Christopher, protagonista do romance "O estranho caso do cachorro morto"." Universidade Presbiteriana Mackenzie, 2009. http://tede.mackenzie.br/jspui/handle/tede/1716.
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Previous issue date: 2009-02-19Fundo Mackenzie de Pesquisa
This research aimed a daseinsanalytical understanding of the teenager Christopher s being-in-the-world (protagonist of the novel The Curious Incident of the Dog in the Night-Time), explaining the relationships of the character with others who are presented in his world. Christopher s manifestations can also be diagnosed as Asperger s Syndrome, according to DSM-IV-TR. The phenomenological method described by Giorgi was used to emerge the Christopher s being-with others phenomena, following a daseinsanalytical understanding based on the contributions of Martin Heidegger in his Zollikon Seminars. These seminars exposed Daseinsanalysis as an instrument able to understand healthy and sick existence, from appropriated concepts to human being. The research found out that Christopher get on with others predominantly in strangeness, seeing people many times as potently nocuous and seeking lonesomeness. The phenomena being-with others was demonstrated in Christopher s life, which suggests that this study confirms some of Heidegger s postulations.
Esta pesquisa teve por objetivo realizar uma compreensão daseinsanalítica do ser-no-mundo do adolescente Christopher, protagonista do romance O Estranho Caso do Cachorro Morto, explicitando as relações do personagem com as pessoas de seu mundo. O adolescente descrito no livro pode ser diagnosticado com Transtorno de Asperger, de acordo com critérios do DSM-IV-TR. Utilizou-se do método fenomenológico, conforme descrito por Giorgi, para realizar a emersão do fenômeno ser-com os outros do referido personagem, seguindo-se compreensão daseinsanalítica embasada nas contribuições do filósofo Martin Heidegger nos Seminários de Zollikon. Estes seminários visaram expor a Daseinsanalyse como instrumento capaz de compreender o existir sadio e o existir doente em geral a partir de concepções próprias à existência humana. Os principais resultados da análise apontam que Christopher relaciona-se com os outros predominantemente no modo da estranheza, enxergando as pessoas muitas vezes como potencialmente nocivas e buscando o isolamento. O fenômeno existencial ser-com foi concretamente demonstrado na vida do personagem, o que leva a pensar que em alguns momentos da análise o estudo ganhou um certo caráter de confirmação de postulações heideggerianas.
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Enarsson, Per. "Mellan frihet och trygghet : personalgemensamt förhållningssätt i psykiatrisk omvårdnad." Doctoral thesis, Umeå universitet, Institutionen för omvårdnad, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-54573.
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Background: The common staff approach in psychiatric care has not been studied explicitly before. Earlier studies in related areas of social processes in psychiatric care highlight the importance of the interaction between the patient and the carer to understanding communication patterns and attitudes. Other studies on social order and power in psychiatric care shows carers and patients as taking part in a hierarchical system in which patients are subordinate to carers. Aim: The overall aim of this thesis is to study the phenomenon of the common staff approach in psychiatric care, how it emerges, and how it is used and experienced by both carers and patients. Method: In the first study, grounded theory was applied to data from observations and interviews carried out with carers and clients in two psychiatric care group dwellings. In the second and third studies, a phenomenological hermeneutic method was used to analyse narrative interviews conducted with nine careers working on psychiatric wards and nine patients with experience of psychiatric in-care, respectively. In the fourth study, qualitative content analysis was used to analyse data obtained by a vignette method from interviews with 13 carers with experience of working in psychiatric in-care. Results: A common staff approach can be understood as a social process in municipality-level group dwellings and psychiatric in-care, imposed by carers on clients or patients with the aim of restoring a predetermined order desired by the carers. When the order is disturbed the carers try to restore it by adopting a common and consistent approach towards the single patient perceived as the threat to order. Barriers to the success of a common staff approach, from the point of view of the carers, include the likelihood that colleagues will interpret situations differently, the chance that patients might succeed in dividing carers into “good” and “bad” camps, and the knowledge that the patient suffers under a common staff approach. The patients’ experiences partly confirm those of the carers – the dominant picture is that the patient feels persecuted and suffers under a common staff approach. However in some situations, patients can perceived the common approach as supportive and aimed to promote their recovery. Carers’ ethical reasoning about the common staff approach is usually applied on an individual basis; it can change depending upon the patient, the situation, and the proposed approach, as well as upon how the approach might affect other patients, staff members, or the carers themselves. Conclusions: The overall results from the four studies show that the common staff approach may meet carers’ needs, which under the approach take precedence over those of patients, but that the approach is more an exercise in asserting power and maintaining control than it is a therapeutic technique; that it is a difficult choice for the single carer to choose between the interests of the patient and the approval of colleagues; that the patient often suffers when a common staff approach is used; and that carers are seldom aware of the suffering experienced by the patient being managed by such an approach. A common staff approach has no part in a care-strategy; it is not an intentional care-plan; instead it appears to be a way for carers who feel vulnerable and under pressure to maintain order by controlling particular patients.
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Lewis, LaKeta L. "Understanding the newcomer socialization process| A phenomenological study." Thesis, Capella University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3617147.
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As new employees come into their new workplaces, they engage in behaviors that make it easy for them to fit in with the already-established environment. Spanning across various industries, both Federal and private sector, 10 participants indicated that they believed their childhood experiences were the source of their socialization process development. Despite previous research, this research concluded that organizational socialization tactics had no real bearing on whether or not a newcomer perceived themselves to be successful in their socialization process. Results indicated that the two most important factors of a successful socialization was that the newcomers understood their jobs, were able to reduce their level of uncertainty through asking questions and seeking feedback, and establishing relationships with their co-workers.
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McClurg, Arlene Davidson. "A phenomenological study of Baby Boomer retirement--- Expectations, results, and implications." Thesis, University of Phoenix, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3577291.
Full textAbstract:
The first wave of Baby Boomers became eligible for early retirement in January 2008. This qualitative phenomenological study of 15 Baby Boomer retirees was conducted to understand the Baby Boomer retirees lived experiences and determine if they might want to return to work after they retired. Themes extracted from the semi-structured interview process included planning and expectations, how retirement stacked up against expectations, financial impact, interest in work in the future, and new skills or training wanted. Changing economic conditions mandate that individuals assume more responsibility for their retirement. Concurrently, organizational leadership must recognize that shifts in population growth in the U. S. may affect their staffing needs and that retirees are one viable source of these skills.
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Klein, Maike, and Rebecca J. Milner. "The Use of Body-Mapping in Interpretative Phenomenological Analyses: A Methodological Discussion." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5975.
Full textAbstract:
The increasing popularity of Interpretative Phenomenological Analysis (IPA) in social research brings an increasing criticism about its validity, robustness and, more recently, its lack of expressive features. Recently, the novel arts-based research approach called body-mapping was recognized as enhancing social science research in creative and nuanced ways. Body-mapping allows for unique insights into participants’ lived experiences, the meaning thereof, and into how meaning is impacted by their socio-cultural contexts. This article provides new understandings about the potential use of body-mapping as part of an IPA framework by drawing upon existing literature to critically discuss their philosophical and methodological congruence. The following discussion demonstrates how particular strengths of body-mapping align with weaknesses of IPA and that, when merged, they may be especially useful for research with vulnerable and hard-to-reach populations. Limitations of this discussion and implications for future research are provided.