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Published: 4 June 2021

Last updated: 19 February 2022

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1

Quarta, Serena. Analysing Semi-Structured Interviews With Young NEETs in Southern Italy. 1 Oliver's Yard, 55 City Road, London EC1Y 1SP United Kingdom: SAGE Publications Ltd., 2019. http://dx.doi.org/10.4135/9781526484314.

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2

Scottish Council for Research in Education., ed. Using semi-structured interviews in small-scale research: A teacher's guide. Glasgow: SCRE Centre, University of Glasgow, 2003.

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3

Chandrasekara, Ruwangi. Using Thematic Analysis to Analyse In-Depth Semi-Structured Interviews: Tensions Between Values of Traditional and Consumerist Cultures. 1 Oliver's Yard, 55 City Road, London EC1Y 1SP United Kingdom: SAGE Publications Ltd., 2019. http://dx.doi.org/10.4135/9781526477484.

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4

Wengraf, Tom. Semi-structured comparative depth interviews: a manual: Towards a training for ethnographic interviews and an ethnography of training. [London]: [Middlesex Polytechnic], 1992.

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5

Wengraf, Tom. Researching depth interviewing by semi-structured comparative depth interviews: A manual : towards a training for ethnographic interviews and an ethnography of training. Enfield: Middlesex Polytechnic, 1992.

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6

Richard, Rogers. SIRS, structured interview of reported symptoms: Professional manual. Odessa, Fla. (P.O. Box 998, Odessa 33556): Psychological Assessment Resources, Inc., 1992.

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7

Wei, Wenchao. Analysing Semi-Structured Interview Data on Chinese Wives in Britain: What Is Behind Women’s Words? 1 Oliver's Yard, 55 City Road, London EC1Y 1SP United Kingdom: SAGE Publications, Ltd., 2019. http://dx.doi.org/10.4135/9781526488244.

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8

Richard, Rogers. SIRS-2: Structured interview of reported symptoms : professional manual. 2nd ed. Lutz, FL (16204 N. Florida Ave., Lutz 33549): Psychological Assessment Resources, Inc., 2010.

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9

Pfohl, Bruce. Structured interview for DSM-IV personality: SIDP-IV. Washington, DC: American Psychiatric Press, 1997.

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10

Diagnostic and structured interviewing: A handbook for psychologists. Odessa, Fla: Psychological Assessment Resources, 1995.

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11

Irit, Hershkowitz, and Orbach Yael, eds. Tell me what happened: Structured investigative interviews of child victims and witnesses. Hoboken, NJ: John Wiley & Sons, 2008.

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12

Steinberg, Marlene. Structured clinical interview for DSM-IV dissociative disorders (SCID-D): Marlene Steinberg. Washington, DC: American Psychiatric Press, 1994.

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13

Steinberg, Marlene. Structured clinical interview for DSM-IV dissociative disorders (SCID-D): Marlene Steinberg. Washington, DC: American Psychiatric Press, 1993.

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14

Dan, Cox, Cruz Juan 1970-, and Kettle's Yard Gallery, eds. Chewy cosmos thingly time: A conversation, annotated, interrupted- : structured around conversations recorded in Andy's studio, Dec. 24th 2010- Feb. 2nd 2011. Cambridge: Kettle's Yard, 2011.

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15

1950-, Draijer Nel, ed. Multiple personality disorder in the Netherlands: A study on reliability and validity of the diagnosis. Amsterdam: Swets & Zietlinger, 1993.

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16

Using Semi-Structured Interviews in Small-Scale Research (SCRE Publication). The SCRE Centre, 1995.

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17

Hum, Mary. Psychometric properties of a teacher semi-structured interview for childhood externalizing disorders. 2004.

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18

Halperin, Sandra, and Oliver Heath. 12. Interviewing and Focus Groups. Oxford University Press, 2017. http://dx.doi.org/10.1093/hepl/9780198702740.003.0012.

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This chapter considers different types and forms of interviewing, including focus groups, and how they should be conducted. Interviews are a popular method of data collection in political research. They share similarities with surveys, but these similarities relate mostly to structured interviews. The chapter focuses on semi-structured interviews, including focus groups, the emphasis of which is to get the interviewee to open up and discuss something of relevance to the research question. After describing the different types and forms of interview, the chapter explains how interview data can be used to confirm or disconfirm a hypothesis or argument. It also shows how to plan and carry out an interview and how the type and wording of questions, as well as the order in which they are asked, affect the responses you get. Finally, it examines the interviewing skills that will ensure a more successful outcome to an interview.

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19

Singh, Danny. Investigating Corruption in the Afghan Police Force. Policy Press, 2020. http://dx.doi.org/10.1332/policypress/9781447354666.001.0001.

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This book provides a unique study on the lower ranks of the Afghan police force due to the lack of empirical evidence of what attributes to the causes, practices and consequences of corruption in this institution. The book is divided into a number of sections. It commences with an understanding of how corruption, and narrowly police corruption, impact on the police force, state legitimacy and the strategies in place to mitigate such problems as part of broader security and post-conflict reconstruction initiatives. The theoretical framework comprises political, economic and cultural drivers of police corruption by drawing on semi-structured interviews with elites and a survey and structured interview conducted with street-level police officers. The findings infer that weak oversight and low pay are causes of police corruption which intensify bribery and roadside extortion. The lack of professionalism, partly due to short and unclear training, and patronage are deemed as meanings of police corruption. In terms of motivation, there is no sense of pride in Afghan policing to fulfil a clear mandate. Moreover, non-meritocratic recruitment is prevalent which exacerbates local influences, loyalties and job buying in either high-drug cultivating or urban areas. To curb patronage, police officers are rotated to distant provinces but economic hardship is further increased when catering for large families with fewer breadwinners. The book concludes that the problems with police corruption and failure to combat it results in low public confidence and state illegitimacy which can support violent opposition groups to create further instability in war-torn societies.

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20

Kritzer, Herbert M. Advanced Introduction to Empirical Legal Research. Edward Elgar Publishing, 2021. http://dx.doi.org/10.4337/9781839101052.

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Herbert Kritzer presents a clear introduction to the history, methods and substance of empirical legal research (ELR). Quantitative methods dominate in empirical legal research, but an important segment of the field draws on qualitative methods, such as semi-structured interviews and observation. In this book both methodologies are explored alongside systematic data analysis. Offering an overview of the broad ELR literature, the institutions of the law, the central actors of the law, and the subjects of the law are each addressed in this highly readable account that will be essential reading for legal researchers.

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21

Rizzo, Matteo. Tracing Occupational Mobility/Immobility among Informal Transport Workers. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198794240.003.0006.

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Chapter 6 unpicks the long-term dynamics of occupational mobility or immobility of daladala workers. By drawing on the list of the 121 transport workers who were members of the association in 2002, and by tracking their occupational whereabouts in 2009 and again in 2014, the chapter asks to what extent work as a daladalaman, notwithstanding its hardship and insecurity, fuelled dynamics of micro-accumulation and upward mobility. Semi-structured interviews with twenty-five of these workers aim to elicit workers’ own views on their own occupational trajectory and on the strategies they have used and the constraints they have encountered when navigating the labour market. Such interviews inform the potted occupational histories of a dozen of workers presented in the chapter.

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22

SI, Strong. Legal Reasoning Across Commercial Disputes. Oxford University Press, 2020. http://dx.doi.org/10.1093/law/9780198842842.001.0001.

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This book offers a novel, multi-pronged empirical analysis of legal reasoning in commercial disputes, comparing data across three different axes: the judicial–arbitral divide, the domestic–international divide, and the common law–civil law divide. In so doing, this text provides important insights into how judges and arbitrators resolve complex commercial disputes in both national and international settings and conducts important comparisons between different procedures. The study includes three different empirical methodologies: a large-scale international survey, a series of semi-structured interviews, and a detailed quantitative (coding) exercise. Results from the three research strands are cross-verified through various triangulation techniques and tested against conventional wisdom regarding legal reasoning. This work will help judges, arbitrators, practitioners, clients, and scholars understand how legal reasoning is conducted in different settings, thereby improving the practical and understanding of how commercial disputes are resolved.

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23

Handbook of Diagnostic and Structured Interviewing. The Guilford Press, 2001.

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24

Sobral, Rosely Cândida. A formação para docência em administração no Brasil: Os saberes docentes em uma Universidade de Fronteira. Brazil Publishing, 2021. http://dx.doi.org/10.31012/978-65-5861-168-4.

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It investigates how teacher training in administration occurs in Brazil and the effects on teaching knowledge mobilized by teachers of a course, in a border context. The question that guides the research is: how is teacher training handled in academic master's programs in Brazil and what are the reflections on teaching knowledge at a border university? Based on the concepts of teacher training and the model of teaching knowledge proposed by Tardif (1991), he analyzes the academic master's programs in administration and offers teacher training courses in his curriculum. Conducts semi-structured interview with 03 management professors from the Unioeste campus in Foz do Iguaçu. It shows that teacher training is built by classroom practice, but that the teaching internship is important in this process. In curricular knowledge there is no look at local frontier issues. It concludes that the formation of the teacher in Administration does not happen in the Master's programs, since the professional and curricular knowledge are not enough for the construction of the pedagogical practice. Even in curricular analysis, there is no concern with frontier knowledge (local knowledge) because this is not valued, neither in the interviews, nor in the political pedagogical projects of the Administration courses, nor in the programs analyzed. The results point to a model of teacher education that considers plural knowledge and that rethinks the importance of teacher education in academic master's programs in administration in Brazil.

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25

Bristow, Jennie, Sarah Cant, and Anwesa Chatterjee. Generational Encounters with Higher Education. Policy Press, 2020. http://dx.doi.org/10.1332/policypress/9781529209778.001.0001.

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The 21st century has witnessed significant changes to the structures and policies framing Higher Education. But how do these changes in norms, values, and purpose shape the generation now coming of age? Employing a generational analysis, this book offers an original approach to the study of education. Drawing on a British Academy-funded study, comprising a policy review, semi-structured interviews and focus groups with students and with academics of different generations, and an analysis of responses to the Mass Observation Study, the book explores the qualitative dimensions of the relationship between academics and students, and examines wider issues of culture and socialisation, from tuition fees and student mental health, to social mobility and employment. The book begins with a discussion of the emergence of a ‘graduate generation’, in a context where 50 per cent of young people are encouraged to go to University, on the basis that this is a personal investment in their future careers. Subsequent chapters review the policy changes that have led to this framing of Higher Education as an increasingly individualised experience, where ‘student choice’ is operationalised as the means by which Universities are funded and held to account; historical differences in the experience of Higher Education; and the impact of these changes on the role and status of academic staff and the experience of current and prospective students.

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26

Validation of the Motivation and Achievement Inventory (MAI) using the semi-structured diagnostic interview with underachieving high school students. Ottawa: National Library of Canada = Bibliothèque nationale du Canada, 1995.

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27

Yin Li, Eva Cheuk. Desiring Queer, Negotiating Normal. Hong Kong University Press, 2018. http://dx.doi.org/10.5790/hongkong/9789888390809.003.0008.

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This chapter explores the entanglement between queer desires and struggles with normativities in fandoms through the case study of Denise Ho (a.k.a. HOCC) in Hong Kong. HOCC is one of the few celebrities in the Chinese-language entertainment industry to have come out as a lesbian. Data is drawn from participant observation and semi-structured interviews with 29 fans between 2009 and 2014. By analyzing the interplay between Hong Kong sexual cultures, fans’ everyday lives, and fans’ interactions with global media, it is found that fans struggled with negotiating HOCC’s gender and sexuality and their own before HOCC’s coming-out, leading to the paradoxical celebration and self-policing of queer reading at the same time. HOCC’s coming out in 2012 has significantly reshaped her queer fandom. It is observed that fans have turned their attention to the negotiation of HOCC’s “proper” lesbian embodiment as the “correct” representation of the LGBT/tongzhi movement. By revealing the complex relations between heteronormativity and homonormativity, this chapter concludes that HOCC fans in Hong Kong, who are situated within macrostructural and micropolitical forces, desire to be queer by transgressing normal and paradoxically desire to be normal by tactically negotiating the limits of queer.

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28

Tomczak, Philippa. Prison Suicide. Policy Press, 2018. http://dx.doi.org/10.1332/policypress/9781529203585.001.0001.

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Prison suicide is a global problem, but little is known about about investigatory processes occurring after prison suicides. This book addresses this gap, providing a case study of the investigations that follow prison suicides in England and Wales. Despite the large range of prison oversight institutions in England and Wales, prison suicides reached a record high in 2016, with the rate having doubled between 2012 and 2016. These deaths represent the sharp end of a continuum of suffering, self-harm, despair and distress within prisons, which affects prisoners, their families and prison staff. This book details and critiques the lengthy and expensive police, ombudsman and coroner investigations that follow prison suicides. Drawing on extensive document analysis, including over 100 Prison and Probation Ombudsman fatal incident investigations, and original semi-structured interviews with stakeholders undertaken between 2016-2017, this book provides a novel analysis of prison oversight. This book argues that post-suicide investigations create a significant burden for bereaved families and prison staff. The investigations are valuable, but can manufacture mystery around entirely manifest prison problems and obfuscate the role of deliberate political decisions in creating those problems.

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29

Zimmerman, Mark, Bruce M. D. Pfohl, and Nancee Blum. Structured Interview for DSM-IV Personality (Package of 5 Booklets). American Psychiatric Publishing, Inc., 1997.

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30

Lamb, Michael E., Irit Hershkowitz, Yael Orbach, and Phillip W. Esplin. Tell Me What Happened: Structured Investigative Interviews of Child Victims and Witnesses. Wiley & Sons, Incorporated, John, 2011.

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31

Lamb, Michael E., Irit Hershkowitz, Yael Orbach, and Phillip W. Esplin. Tell Me What Happened: Structured Investigative Interviews of Child Victims and Witnesses. Wiley & Sons, Incorporated, John, 2008.

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32

Lamb, Michael E., Irit Hershkowitz, Yael Orbach, and Phillip W. Esplin. Tell Me What Happened: Structured Investigative Interviews of Child Victims and Witnesses. Wiley & Sons, Incorporated, John, 2011.

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33

Silva, Sandra Célia Coelho Gomes da. Peregrinação Acadêmica: A mulher Romeira do Bom Jesus da Lapa. Brazil Publishing, 2020. http://dx.doi.org/10.31012/978-65-86854-04-6.

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This work is the result of the doctoral thesis entitled Pilgrimage of Bom Jesus da Lapa: Social Reproduction of the Family and Female Gender Identity, specifically the second chapter that talks about women in the Pilgrimage of Bom Jesus da Lapa, emphasizing gender relations, analyzing the location of the pilgrimage as a social reproduction of the patriarchal family and female gender identity. The research scenario is the Bom Jesus da Lapa Pilgrimage, which has been held for 329 years, in that city, located in the West part of Bahia. The research participants are pilgrim women who are in the age group between 50 and 70 years old and have participated, for more than five consecutive years in the Bom Jesus da Lapa Pilgrimage, belonging to five Brazilian states (Bahia, Minas Gerais, São Paulo, Espírito Santo and Goiás) that register a higher frequency of attendance at this religious event. We used bibliographic, qualitative, field and documentary research and data collection as our methodology; we applied participant observation and semi-structured interviews as a technique. We concluded that the Bom Jesus da Lapa Pilgrimage is a location for family social reproduction and the female gender identity, observing a contrast in the resignification of the role and in the profile of the pilgrim women from Bom Jesus da Lapa, alternating between permanence and the transformation of gender identity coming from patriarchy.

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34

L, Spitzer Robert, and National Institute of Mental Health (U.S.), eds. User's guide for the Structured clinical interview for DSM-III-R: SCID. Washington, DC: American Psychiatric Press, 1990.

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35

Gibbon, Miriam, Robert L. Spitzer, Janet B. W. Williams, and Lorna Smith Benjamin. Structured Clinical Interview for DSM-IV Axis II Personality Disorders (SCID-II). American Psychiatric Publishing, Inc., 1997.

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36

Mendes, Kaitlynn, Jessica Ringrose, and Jessalynn Keller. Digital Feminist Activism. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190697846.001.0001.

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In recent years, feminists have turned to digital technologies and social media platforms to dialogue, network, and organize against contemporary sexism, misogyny, and rape culture. The emergence of feminist campaigns such as #MeToo, #BeenRapedNeverReported, and Everyday Sexism are part of a growing trend of digital resistances and challenges to sexism, patriarchy, and other forms of oppression. Although recent scholarship has documented the ways digital spaces are often highly creative sites where the public can learn about and intervene in rape culture, little research has explored girls’ and women’s experiences of using digital platforms to challenge misogynistic practices. This is therefore the first book-length study to interrogate how girls and women negotiate rape culture through digital platforms, including blogs, Twitter, Facebook, Tumblr, and mobile apps. Through an analysis of high-profile campaigns such as Hollaback!, Everyday Sexism, and the everyday activism of Twitter feminists, this book presents findings of over 800 pieces of digital content, and semi-structured interviews with 82 girls, women, and some men around the world, including organizers of various feminist campaigns and those who have contributed to them. As our study shows, digital feminist activism is far more complex and nuanced than one might initially expect, and a variety of digital platforms are used in a multitude of ways, for many purposes. Furthermore, although it may be technologically easy for many groups to engage in digital feminist activism, there remain emotional, mental, or practical barriers that create different experiences, and legitimate some feminist voices, perspectives, and experiences over others.

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37

Harding, Duncan. Generic approach 2: Generic templates. Edited by Duncan Harding. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198768197.003.0019.

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This chapter continues to consider a generic approach in the interview, and describes a generic template that can be applied to any answer to questions in the interview. It details the steps in this template, and each of these steps is examined in turn. The focal problem looks at what is actually being asked by the interviewer and how the answer should be moulded to be relevant to the interview. Casting a wider net involves checking for cues from the interviewer that you are going in the correct direction for the given task. Moving forwards shows the interviewer that you are working through the task in a structured way, leading up to a careful resolution before showing your cards, and once sure of the final answer, delivering the finished question.

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38

Blackman, Melinda. The Effective Interview. Edited by Susan Cartwright and Cary L. Cooper. Oxford University Press, 2009. http://dx.doi.org/10.1093/oxfordhb/9780199234738.003.0009.

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The face of the employment interview has been gradually transforming over the past fifty years with the culmination of new research, theory, and practices. Now more than ever, researchers and human resource professionals are demanding interview formats that accurately and reliably predict a plethora of criteria in addition to the job candidate's skill set. No longer is the implementation of the traditional structured interview format sufficient for screening applicants. The effective interview is on its way to being transformed into a multifaceted instrument that aims to surpass the predictive precision of standardized selection tests. This article outlines the impetus of research, theory, and practice that spurred on the interview's transformation and the long-term payoff which employers are receiving from the changes. It gives a glimpse of where the employment interview is headed in the upcoming decade and the factors that make today's employment interview so effective.

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39

1956-, First Michael B., ed. User's guide for the structured clinical interview for DSM-IV axis II personality disorders: SCID-II. Washington, DC: American Psychiatric Press, 1997.

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40

1956-, First Michael B., ed. User's guide for the Structured clinical interview for DSM-IV axis I disorders SCID-I: Clinician version. Washington, DC: American Psychiatric Press, 1997.

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41

Gibbon, Miriam, Robert L. Spitzer, Janet B. W. Williams, and Michael B. First. User's Guide for the Structured Clinical Interview for Dsm-IV Axis I Disorders: Scid-1 Clinician Version. American Psychiatric Publishing, Inc., 1997.

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42

Harding, Duncan. Skills toolkit 2: An authentic narrative. Edited by Duncan Harding. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198768197.003.0015.

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This chapter is concerned with narrative, and suggests a method for infusing your own interview answers with a narrative thread that will make them more accessible and interesting for the interviewer. It considers the value of narrative, then discusses being authentic: the importance of appearing authentic to our listeners, what it actually means to be authentic, and how to aim for congruence in what we say and how we come across. The chapter discusses a narrative framework, how to reframe an abstract fact, then considers a method by way of a structured exercise to find narrative within an answer to an interview question. Finally, the chapter considers the importance of believing the story and how to inject emotion into our narrative.

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43

Baobaid, Mohammed, Lynda Ashbourne, Abdallah Badahdah, and Abir Al Jamal. Home / Publications / Pre and Post Migration Stressors and Marital Relations among Arab Refugee Families in Canada Pre and Post Migration Stressors and Marital Relations among Arab Refugee Families in Canada. 2nd ed. Hamad Bin Khalifa University Press, 2019. http://dx.doi.org/10.5339/difi_9789927137983.

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The study is funded by Doha International Family Institute (DIFI), a member of Qatar Foundation, and is a collaboration between the Muslim Resource Centre for Social Support and Integration of London, Ontario; University of Guelph, Ontario; and University of Calgary, Alberta, all located in Canada; and the Doha International Family Institute, Qatar. The study received research ethics approval from the University of Guelph and the University of Calgary. This study aims to assess the impact of pre- and post-migration on marital relationships and family dynamics for Arab refugee families resettled in Canada. The study also examines the role of professional service providers in supporting these Arab refugee families. The unique experiences of Arab families displaced from their countries due to war and political conflict, and the various hardships experienced during their stay in transit countries, impact their family relations and interactions within the nuclear family context and their interconnectedness with their extended families. Furthermore, these families encounter various challenges within their resettlement process that interrupt their integration. Understanding the impact of traumatic experiences within the pre-migration journey as well as the impact of post-migration stressors on recently settled Arab refugee families in Canada provides insight into the shift in spousal and family relationships. Refugee research studies that focus on the impact of pre-migration trauma and displacement, the migration journey, and post-migration settlement on family relationships are scarce. Since the majority of global refugees in recent years come from Arab regions, mainly Syria, as a result of armed conflicts, this study is focused on the unique experiences of Arab refugee families fleeing conflict zones. The Canadian role in recently resettling a large influx of Arab refugees and assisting them to successfully integrate has not been without challenges. Traumatic pre-migration experiences as a result of being subjected to and/or witnessing violence, separation from and loss of family members, and loss of property and social status coupled with experiences of hardships in transit countries have a profound impact on families and their integration. Refugees are subjected to individual and collective traumatic experiences associated with cultural or ethnic disconnection, mental health struggles, and discrimination and racism. These experiences have been shown to impact family interactions. Arab refugee families have different definitions of “family” and “home” from Eurocentric conceptualizations which are grounded in individualistic worldviews. The discrepancy between collectivism and individualism is mainly recognized by collectivist newcomers as challenges in the areas of gender norms, expectations regarding parenting and the physical discipline of children, and diverse aspects of the family’s daily life. For this study, we interviewed 30 adults, all Arab refugees (14 Syrian and 16 Iraqi – 17 males, 13 females) residing in London, Ontario, Canada for a period of time ranging from six months to seven years. The study participants were married couples with and without children. During the semi-structured interviews, the participants were asked to reflect on their family life during pre-migration – in the country of origin before and during the war and in the transit country – and post-migration in Canada. The inter - views were conducted in Arabic, audio-recorded, and transcribed. We also conducted one focus group with seven service providers from diverse sectors in London, Ontario who work with Arab refugee families. The study used the underlying principles of constructivist grounded theory methodology to guide interviewing and a thematic analysis was performed. MAXQDA software was used to facilitate coding and the identification of key themes within the transcribed interviews. We also conducted a thematic analysis of the focus group transcription. The thematic analysis of the individual interviews identified four key themes: • Gender role changes influence spousal relationships; • Traumatic experiences bring suffering and resilience to family well-being; • Levels of marital conflict are higher following post-migration settlement; • Post-migration experiences challenge family values. The outcome of the thematic analysis of the service provider focus group identified three key themes: • The complex needs of newly arrived Arab refugee families; • Gaps in the services available to Arab refugee families; • Key aspects of training for cultural competencies. The key themes from the individual interviews demonstrate: (i) the dramatic sociocul - tural changes associated with migration that particularly emphasize different gender norms; (ii) the impact of trauma and the refugee experience itself on family relation - ships and personal well-being; (iii) the unique and complex aspects of the family journey; and (iv) how valued aspects of cultural and religious values and traditions are linked in complex ways for these Arab refugee families. These outcomes are consist - ent with previous studies. The study finds that women were strongly involved in supporting their spouses in every aspect of family life and tried to maintain their spouses’ tolerance towards stressors. The struggles of husbands to fulfill their roles as the providers and protec - tors throughout the migratory journey were evident. Some parents experienced role shifts that they understood to be due to the unstable conditions in which they were living but these changes were considered to be temporary. Despite the diversity of refugee family experiences, they shared some commonalities in how they experi - enced changes that were frightening for families, as well as some that enhanced safety and stability. These latter changes related to safety were welcomed by these fami - lies. Some of these families reported that they sought professional help, while others dealt with changes by becoming more distant in their marital relationship. The risk of violence increased as the result of trauma, integration stressors, and escalation in marital issues. These outcomes illustrate the importance of taking into consideration the complexity of the integration process in light of post-trauma and post-migration changes and the timespan each family needs to adjust and integrate. Moreover, these families expressed hope for a better future for their children and stated that they were willing to accept change for the sake of their children as well. At the same time, these parents voiced the significance of preserving their cultural and religious values and beliefs. The service providers identified gaps in service provision to refugee families in some key areas. These included the unpreparedness of professionals and insufficiency of the resources available for newcomer families from all levels of government. This was particularly relevant in the context of meeting the needs of the large influx of Syrian refugees who were resettled in Canada within the period of November 2015 to January 2017. Furthermore, language skills and addressing trauma needs were found to require more than one year to address. The service providers identified that a longer time span of government assistance for these families was necessary. In terms of training, the service providers pinpointed the value of learning more about culturally appropriate interventions and receiving professional development to enhance their work with refugee families. In light of these findings, we recommend an increased use of culturally integrative interventions and programs to provide both formal and informal support for families within their communities. Furthermore, future research that examines the impact of culturally-based training, cultural brokers, and various culturally integrative practices will contribute to understanding best practices. These findings with regard to refugee family relationships and experiences are exploratory in their nature and support future research that extends understanding in the area of spousal relationships, inter - generational stressors during adolescence, and parenting/gender role changes.

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44

Kendler, Kenneth S. Introduction to “Psychiatry made easy: operation(al)ism and some of its consequences”. Oxford University Press, 2015. http://dx.doi.org/10.1093/med/9780198725978.003.0022.

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Chapter 22 is an introduction to Chapter 23, which covers operationalism, Bridgman, DSM-III, the structured interview, phenomenology, and the origins of this term, its historical permutations, and its current status in the diagnostic manuals.

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45

Schaffner, Kenneth F., and Kathryn Tabb. Hempel as a critic of Bridgman’s operationalism: lessons for psychiatry from the history of science. Oxford University Press, 2015. http://dx.doi.org/10.1093/med/9780198725978.003.0024.

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Chapter 24 is a commentary on Chapter 23, which covers operationalism, Bridgman, DSM-III, the structured interview, phenomenology, and the origins of this term, its historical permutations, and its current status in the diagnostic manuals.

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MacDonald, Raymond, David J. Hargreaves, and Dorothy Miell. Musical identities. Edited by Susan Hallam, Ian Cross, and Michael Thaut. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780199298457.013.0043.

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This article presents a number of key themes relating to the concept of musical identities. It provides a definition of identity, with a discussion of why identity is a timely topic for consideration. The article then presents an overview of a series of studies investigating musical identities of jazz musicians. These highlight the utility of qualitative techniques, and in particular focus-group and semi-structured interview methods, for understanding how professional musicians construct their identities in relation to both their musical activities and wider psychological and cultural issues. The article looks next at how theories of motivation and the self can help to explain some of the behavioural aspects of musical identities. It provides evidence that children's self-concepts, and in particular their levels of confidence (both of which are related to musical identities), can influence the rate of musical development and musical achievement, drawing briefly on a study which compares the views of pupils, parents, and teachers about what it is to be ‘good at music’.

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Hardt, Heidi. Dilemmas in Design. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190672171.003.0003.

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Chapter 3 constitutes the first of four empirical chapters. The chapter describes NATO’s learning infrastructure, explains how the design of such infrastructure constrains knowledge-sharing of strategic errors and reveals which types of actions NATO elites consider to be errors. The chapter begins by explaining the research design of conducting structured interviews with 120 NATO elites across North America and Europe. The sections that follow present findings from interviews about what elites consider to be strategic errors, how they categorize them and what are examples. The chapter explores how consensus in IOs, such as NATO, constrains elite behaviour in knowledge-sharing. Moreover, NATO’s formal learning processes present disincentives for elites to employ them. Drawing on quotes from NATO civilian and military elites, the chapter identifies these disincentives, describes a lack of incentives to report strategic errors, as well as a lack of incentives for reading the formal lessons learned documents that are produced.

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Danckaerts, Marina, and David Coghill. Children and adolescents. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198739258.003.0032.

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ADHD is a common neurodevelopmental disorder that is underrecognized and underdiagnosed in many parts of the world but overdiagnosed in others. As there are presently no biological tests or markers available to support the diagnostic process, the cornerstone of case identification remains the clinical interview and assessment. Evidence suggests that a structured approach to assessment can foster good clinical practice and facilitate building a treatment plan that can be adequately monitored over time. Whilst there are several evidence-based clinical guidelines that describe the assessment process, these are not used in routine clinical practice as regularly as they should. This chapter describes the elements of a structured approach to assessment, including commentary on recognition, the clinical interview, observation, school information, questionnaires, diagnostic formulation, and cognitive and somatic examination. Special attention is needed to assess comorbidities and with special populations such as those in preschool and with intellectual impairments.

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Hardt, Heidi. Hear No Evil. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190672171.003.0005.

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Chapter 5, the third empirical chapter, provides evidence of specific processes in the development of NATO’s institutional memory. The first part of the chapter describes process tracing as a methodology for testing competing explanations for how memory develops. The second part of the chapter applies process tracing tests to assess evidence from structured interviews and primary NATO documents. In these sections, the chapter demonstrates evidence in support of three mechanisms by which elites share knowledge of strategic errors. Interview evidence reflects elites’ use of these mechanisms. To assess the use of interpersonal networks (one mechanism), a social network analysis is applied. A visualization identifies who are the knowledge guardians within the network. The chapter provides discussion on what leads to someone becoming a guardian. Evidence from the process tracing tests and network analysis indicate that elites rely on a handful of individuals to maintain institutional memory across time.

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Casteleira, Rodrigo Pedro. (Des)pregamentos e táticas nos cotidianos narrados por travestis: Desalojamentos em espaços prisionais como modos de (r)existências. Brazil Publishing, 2021. http://dx.doi.org/10.31012/978-65-5861-325-1.

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This book aims to analyze four crossdressers narratives who have been imprisoned for different periods of time in order to raise debates on resistance ways carried out by each one of them. The crossdressers interviewed here were reached by different connections such as friends in common, social media or phone calls, which did not represent a closed and narrowed field but one that it is open and flexible. The issues raised here tried to sketch the crossdresser category through the words by crossdressers writers along with the concepts about themselves and self- determinations, therefore shaping a kind of autobiography even if it is led by a semi- structured script. The existing connections among them, beyond the crossdresser category, lie at first in their access to the prison system and later in finding ways to make it possible to go through life imprisonment. These articulated methods are tactics thought in the space and time web, that is, on a daily basis. This is also one of the book investigation focuses, once it matters to understand not the crossdressers heroic actions, but the ordinary ones, the usual ones, articulated according to educational backgrounds thought as being a less important education.

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