Thèses sur le sujet « Metodi narrativi »

La tesi indaga, in prospettiva pedagogica, le dimensioni esperienziali e di senso connesse alla genitorialità in donne migranti arabo-musulmane in Italia, a partire dall’osservazione di alcuni gruppi di donne all’interno di luoghi di incontro e scambio e dalla raccolta di storie di vita di madri di origini marocchine o egiziane residenti a Milano. L’obiettivo è quello di esplorare le loro esperienze in quanto donne-madri migranti e le loro rappresentazioni su genitorialità ed educazione. L’aumento di stabilizzazioni di progetti migratori nelle comunità di origini arabe e, di conseguenza, il crescente numero di presenze di donne con bambini nei contesti educativi italiani (Giacomello, Mastropietro, Serusi, & Lobello, 2018a, 2018b; Simina Duma et al., 2018a), insieme alla diffusione di pregiudizi, sentimenti islamofobici ed episodi discriminatori soprattutto nei confronti delle donne arabo-musulmane (Dessi, 2016; Liepyte & McAloney-Kocaman, 2015; Lunaria, 2019; Perry, 2014), mostrano come sia particolarmente urgente esplorare da un punto di vista pedagogico la dimensione della genitorialità in connessione con l’esperienza della migrazione in questi gruppi di donne. Da un punto di vista teorico, la tesi si colloca nell’ambito degli studi pedagogici recenti sul costrutto della genitorialità migrante (E. Balsamo, Favaro, Giacalone, Pavesi, & Samaniego, 2002; Favaro & Colombo, 1993; Iavarone, Marone, & Sabatano, 2015; Portera, 2004; Silva, 2006, 2008; Webb, 2001). Si pone, inoltre, in continuità con le ricerche che, in campo pedagogico, hanno analizzato le migrazioni attraverso il prisma del genere (Cambi, Ulivieri, & Campani, 2003a; Campani, 2000; Donato, Gabaccia, Holdway, Manalansan, & Pessar, 2006; Favaro & Tognetti Bordogna, 1991; Morokvasic, 1984b; Pessar, 1984; Ulivieri, 2017; Vianello, 2013, 2014). Infine, sviluppa alcune indicazioni di metodo emergenti dalla tradizione di ricerche sull’educazione familiare, in particolare sul sostegno alla genitorialità (Catarsi, 2006; Dusi, 2007; Formenti, 2000, 2008; Gopnik, 2017; Milani, 2001, 2009, 2018, Sità, 2005, 2007). Alla luce di questi riferimenti, la ricerca sul campo si è posta gli obiettivi di: indagare le dimensioni esperienziali e di senso connesse alla genitorialità nelle donne-madri protagoniste della ricerca; approfondirne la dimensione formativa individuando nelle loro storie fattori di rischio e risorse; dedurre criteri orientativi per rileggere il costrutto della genitorialità e del sostegno alla genitorialità e per sviluppare approcci metodologici di avvicinamento all’alterità. Metodologicamente, la ricerca si rifà alla tradizione di ricerca qualitativa in educazione (Bove, 2009c; Cardano, 2003; Caronia, 1997, 2011; Denzin & Lincoln, 2005; Lumbelli, 1980, 1995; Mantovani, 1998b; Mortari & Ghirotto, 2019). Si colloca, in particolare, sulla scia delle recenti ricerche empiriche in educazione che hanno adottato metodologie etnografiche (Bove, 2009b, 2019; Caronia, 2018; Caronia & Vassallo, 2015; Gobbo, 2004b, 2011; Leoncini, 2011; Sclavi, 1989; Tobin, 2016; Tobin, Wu, & Davidson, 2000; Tobin, Hsueh, & Karasawa, 2011) insieme a quelle che hanno approfondito la dimensione narrativo-biografica (Cambi, 2002; D’Ignazi, 2008, 2016, Demetrio, 1996, 2004; Ferrarotti, 1981; Formenti, 2006; Mantovani, 1998a; Merrill & West, 2012). L’analisi dei dati evidenzia alcuni temi emergenti rilevanti, tra cui: questioni di genere tra paese di origine e migrazione; essere madre tra significati culturali, migrazione e trasmissione culturale; la rete di sostegno sociale; il rapporto con le istituzioni educative; le identità culturali, religiose, multiple. La discussione pedagogica dei dati suggerisce, nel campo del sostegno alla genitorialità, l’adozione di un approccio che valorizzi le risorse e le competenze e l’utilizzo di metodi e dispositivi che si ispirino all’etnografia.
The dissertation investigates Arab-Muslim migrant women’s experiences and meanings of parenting in Italy, from a pedagogical perspective. The study originates from observations of a selection of places of encounter and exchange between women, as well as the collection of life stories of mothers of Moroccan or Egyptian origin living in Milan. The aim is to explore their experiences as migrant women-mothers and their representations of parenting and education. The increase in stabilization of migration projects in communities of Arab origin, and the resulting increasing number of women with children in Italian educational contexts (Giacomello et al., 2018a, 2018b; Simina Duma et al., 2018a), together with the spread of prejudices, Islamophobic feelings and discriminatory episodes, especially against Arab-Muslim women (Dessi, 2016; Liepyte & McAloney-Kocaman, 2015; Lunaria, 2019; Perry, 2014), show the urgency to examine parenting in connection with the experience of migration for these groups of women from a pedagogical perspective. From a theoretical point of view, the dissertation is seen in the context of contemporary educational studies on the construction of migrant parenthood (E. Balsamo et al., 2002; Favaro & Colombo, 1993; Iavarone et al., 2015; Portera, 2004; Silva, 2006, 2008; Webb, 2001). It also expands on previous educational research analyzing migration through the gender prism (Cambi et al., 2003a; Campani, 2000; Donato et al., 2006; Favaro & Tognetti Bordogna, 1991; Morokvasic, 1984b; Pessar, 1984; Ulivieri, 2017; Vianello, 2013, 2014). Finally, it develops some indications of method emerging from the tradition of research in family education, specifically concerning parenting support (Catarsi, 2006; Dusi, 2007; Formenti, 2000, 2008; Gopnik, 2017; Milani, 2001, 2009, 2018, Sità, 2005, 2007). In light of these references, field research aimed to: investigate the experiences and meanings of parenting for the women-mothers involved in the research; delve into its formative dimension by determining risk factors and resources in their stories; deduce guiding criteria to re-interpret the construct of parenting and parenting support programs and to develop methodological strategies to approach otherness. Methodologically, the study is based on the tradition of qualitative research in education (Bove, 2009c; Cardano, 2003; Caronia, 1997, 2011; Denzin & Lincoln, 2005; Lumbelli, 1980, 1995; Mantovani, 1998b; Mortari & Ghirotto, 2019). In particular, it positions itself in the wake of recent empirical research in education, adopting ethnographic methodologies (Bove, 2009c, 2019; Caronia, 2018; Caronia & Vassallo, 2015; Gobbo, 2004b, 2011; Leoncini, 2011; Sclavi, 1989; Tobin, 2016; Tobin et al., 2000, 2011), along with others exploring the narrative-biographical dimension (Cambi, 2002; D’Ignazi, 2008, 2016, Demetrio, 1996, 2004; Ferrarotti, 1981; Formenti, 2006; Mantovani, 1998a; Merrill & West, 2012). This research highlights some relevant emerging topics, such as: gender issues between the country of origin and migration; being a mother amongst cultural meanings, migration and cultural transmission; the social support network; the relationship with educational institutions; cultural, religious, and multiple identities. In the area of parenting support, the pedagogical discussion of research findings suggests the adoption of a resources and skills-based approach and the use of methods, and tools derived from ethnography.

L’affido familiare è un processo sistemico complesso e temporaneo, che coinvolge molti attori (bambini, operatori, famiglia affidataria, famiglia d’origine, istituzioni, Tribunale), coinvolti in processi di apprendimento interconnessi e interdipendenti, determinati da temporalità esplicite e implicite, nelle quali si intrecciano dimensioni sistemiche, sociali e culturali. Il concetto di tempo è stato scelto in questo lavoro per mettere a fuoco la complessità, la composizione e il coordinamento tra questi processi incorporati e simultanei. Da una prospettiva pedagogica, la ricerca si interroga in particolare sul ritmo come categoria analitica e pratica nei processi di affido familiare: da cosa è determinato e cosa determina? Queste domande di ricerca sono volte a delineare una teoria/modello del ritmo nei processi di affido, che possa ispirare la formazione degli operatori impegnati nei processi di affido in modo utile e innovativo. La cornice metodologica della ricerca è narrativa, partecipativa e interpretativa. Sono state condotte 18 interviste semi-strutturate a ricercatori e professionisti, centrate sulla rappresentazione e sulla pertinenza del concetto di ritmo per pensare i processi di affido. Un secondo studio ha realizzato una co-operative inquiry con il coinvolgimento diretto e la com-partecipazione di 12 operatori, con i quali si sono esplorate criticamente le cornici di significato e le teorie implicite e le loro implicazioni pratiche riguardanti le dimensioni temporali che sostengono, nascondono o trasformano i ritmi individuali, relazionali e istituzionali. Una delle riflessioni ricorrenti nell’analisi dei dati è stata la presenza di ritmi antagonisti, contradditori e complementari. Queste polarità ritmiche aiutano a riconoscere la complessità, la composizione e il superamento degli opposti, verso il coordinamento delle dimensioni temporali e dei loro effetti sui processi di affido.
Foster care is a complex and temporary process in which many actors (children, social workers, birthparents, foster families, social and health agencies, court) are involved, interacting and learning by their explicit and implicit temporalities intertwined with systemic, social and cultural dimensions. Thus, the concept of rhythm has been used in this work to illuminate the complexity, composition and coordination of these embodied and simultaneous processes. From a pedagogical view, this research will investigate rhythm, as an analytical and practical category in foster care: how does it affect and is affected by foster care processes? These research questions are aimed at outlining a theory/model of rhythm in foster care processes, apt to inspire useful and innovative professional training for professionals in foster care. A narrative, participatory and interpretative methodological framework guides the research. Semi-structured interviews with 18 researchers and professionals were used to explore their representations and the pertinence of the concept of rhythm in thinking about foster cares. A second study was based on a co-operative inquiry with 12 practitioners, aimed at illuminating the frames of meaning and implicit theories, as well as practical implications, regarding the temporal dimensions which may sustain, hinder or transform individual, relational and institutional rhythms. A main line of reflection from the analysis of data concerns the presence of antagonistic, contradictory, and complementary rhythms in foster care. These rhythmic polarities sustain the recognition of complexity, the composition and the overcoming of the opposing dimensions, towards the coordination of temporal dimensions and their effects in foster care.

Syftet med studien är att utforska den narrativa arbetsmetoden Livets träd som karriärvägledningsinstrument och i vilka sammanhang metoden är som mest användbar inom vägledning. I undersökningen har vi använt en kvalitativ ansats med fyra enskilda intervjuer som datainsamlingsverktyg. Respondenter delar gemensamma drag angående det grundläggande syftet och utvärdering av metoden Livets träd. De menar att metoden bidrar till att stärka individers tro på sin egen förmåga. Genom bättre självkännedom får individen även en meningsfullhet i tillvaron och större möjligheter till att utforska sig själv och sina drömmar. Metoden i sig beskrivs som både filosofisk och kreativ, vilket gör att metoden inte passar alla, både vad som gäller deltagare och personal. För att arbetet i metoden ska ge bästa utdelning krävs det att man arbetat upp en trygghet inom gruppen. Det handlar om att både delge av sina egna tankar likväl som att få respons av de andra deltagarna. Metoden anses ha störst utvecklingsmöjligheter i arbetet med barn, vilket även är metodens ursprungliga målgrupp. Metoden passar även unga vuxna utan sysselsättning, ungdomar som lever i svåra familjeförhållanden, ensamkommande flyktingbarn, nyanlända invandrare, ungdomar som på grund av olika anledningar misslyckats att nå fullkomliga betyg på grundskola eller gymnasiet som tänkbara målgrupper och sammanhang för metoden.
The purpose of this study is to explore the application of the narrative method The Tree of Life as a career guidance instrument and to investigate the career counselling contexts in which the method could be most usable. As research strategy, we have chosen to perform a case study without intervention with four individual interviews as data collection method. The results show that the interviewees share common features regarding the fundamental purpose and the evaluation of the method The Tree of Life. They argue that the method helps to strengthen individuals’ belief in their own abilities. Through better self-knowledge individuals may perceive their life as more meaningful and they may get more opportunities to explore themselves and their dreams. The method itself is described as both philosophical and creative, which means that it cannot be applied automatically by all the counsellors and within every kind of target groups. The study shows that the method’s potential is better exploited when the counsellor succeeds in creating the appropriate sense of safeness within the group so that the participants can fully share the stories of their lives and get feedback from the others. According to the collected data, the method is considered to have its greatest potential for development in the work with children, who on the other hand have been its peculiar target group, since the method was developed in 2005. Nevertheless, the interviewees could see the method as applicable also within other target groups. They have referred in particular to young people who are neither in education nor in employment, to young people who live in a difficult family background, to unaccompanied refugee children, to newly arrived immigrants, and to youth who for various reasons are not able to fulfil their course of education.

Det finns ett antal berättarmetoder inom datorspel. De vanligaste formerna som används är linjärt och förgrenat berättande, men det finns en metod som inte används i samma utsträckning, kallad emergent berättande. Detta är en typ av berättande där spelaren själv baserat på samspelet mellan spelets system kan forma sitt egna narrativ. Det är dock inte helt definierat vad emergent berättande innebär. Denna studie använder sig av en artefakt för att utforska emergent berättande med hjälp av system kallade Drama Managers som syftar till att kontrollera händelseförloppet i ett spel så det bildar ett narrativ. Syftet med studien var att utforska om en förenklad Drama Manager kunde åstadkomma ett emergent narrativ eller om den enbart skulle producera ett förgrenat narrativ. Artefakten prövades på personer insatta inom ämnena spel och narrativ och de intervjuades om deras uppfattningar av artefakten. Slutsatsen är att element av emergens kunde identifieras, men inte till den grad att artefakten upplevdes innehålla ett emergent narrativ. Kunskapen ifrån studien skulle kunna hjälpa till att definiera skillnaden mellan emergenta narrativ och förgrenade narrativ.
There are a few storytelling methods for video games. The most common forms are linear and branching narratives, but there is one method not used to the same extent, known as emergent narrative. This study uses and artifact to explore emergent narrative using systems known as Drama Managers that aim to control the sequence of events in a game to create a narrative. The purpose of the study was to explore if a simplified drama manager could produce emergent narratives. The conclusion is that elements of emergence could be identified, but the artifact could not be considered to contain an emergent narrative. This knowledge could be used to help define the difference between emergent and branching narratives.

Det övergripande syftet med föreliggande uppsats har varit att bidra till en djupare förståelse om självhjälp på Internet genom att belysa individens medvetande och interaktion med andra. Studiens forskningsobjekt har utgjorts av sju individers livsberättelser som återfinns på ett diskussionsforum på Internet och har genomförts enligt en narrativ forskningsmetod och hermeneutiskt ansats. Studien är av kvalitativ art och individens handlande och självupplevda verklighet har stått i fokus. Teorin som applicerats i studien är det pragmatiska mikroperspektivet, symbolisk interaktionism, med följande teoretiska utgångspunkter: symboler, bortträngning, identitetsberövande och ömsesidigt stöd. Analysen är tematiserad enligt studiens tre frågeställningar. I det första temat framgår att bortträngning och identitetsberövande utgjorde två centrala teman i livsberättelserna. Det andra temat behandlade betydelsen av grupptillhörighet, där det tydligt framkommer att diskussionsforumet betyder mycket för stärkandet av informanternas personliga identitet. Det tredje temat visade att förändringar i levnadssätt och levnadsvanor har visat sig i både psykiska och fysiska avseenden. Slutligen diskuteras huruvida en kombination av professionell hjälp som exempelvis terapi och diskussionsgruppen som komplement vore ett bra förfarringssätt att nå den känslomässiga separation, som ännu inte uppnåtts efter den rumsliga separationen som många informanter gjort från sina föräldrar.
The overall aim of this essay has been to contribute to a deeper understanding of self-help on the Internet by illuminating the individual's awareness and interaction with others. The study's subject of research has been seven individual life stories found on a newsgroup on the Internet and was implemented with a narrative research method and a hermeneutic approach. The study is qualitative in its nature and the individual's behavior and self-perceived reality has been the main focus. The theory that has been applied in the study is the pragmatic micro perspective symbolic interactionism with the following theoretical starting points: symbols, displacement, deprived of identity and mutual aid. The thematic structure of the analysis has been based on the study’s three research questions of which the first theme highlighted displacement and deprived of identity as the two main themes in the life stories. The second theme dealt with the importance of group membership, which clearly showed that the newsgroup means a great deal for strengthening their personal identity. The third theme revealed that the changes in lifestyle and habits have been both psychological and physical. Whether or not the spatial separation many informants made ​​from their parents can measure up to an emotional separation that they have not yet reached were discussed and lastly an implication that a combination of professional help such as therapy and newsgroup as a supplement may be a good method to reach the emotional separation.

Den här studien utgår från livsberättelser baserad på såväl narrativ teori som metod där fyra vuxna personer som säger sig ha upplevt matematikångest har blivit intervjuade. Syftet med studien är att identifiera specifika episoder i matematiksammanhang som kan kopplas till matematikångest men även känslor som är knutna till dessa episoder samt om det förekommer likheter mellan de olika intervjupersonernas upplevelser. Resultatet visar att det finns en rad gemensamma drag i livsberättelserna som till exempel liknande känslor men även situationer. Möjliga orsaker som beskrivs i litteraturbakgrunden återfinns även i intervjupersonernas livsberättelser. Det som främst framkommit är att läraren och arbetssättet har en betydande roll för hur eleven påverkas av matematiken i skolan men även hur detta har påverkat framtida livsval. Livsberättelser är en intressant metod eftersom man i rollen som intervjuare kommer intervjupersonen nära och berättelsen upplevs därmed som genuin och ärlig. Utifrån analysen av resultatet är det viktigt att läraren är medveten om att dennes arbetssätt och bemötande kan påverka elevens upplevelse av matematik såväl negativt som positivt. Blir upplevelsen för negativ kan den i värsta fall leda till att eleven utvecklar matematikångest.

Många av de skador som inträffar inom ridsport är ofta orsakat av ett trauma (Havlik, 2010) vilket för det mesta resulterar i allvarliga skador. De psykologiska reaktionerna som uppkommer hos skadade ryttare är mångfacetterade och rehabiliteringsprocessen och resultatet är ofta en följd av ryttarens kognitiva värdering av sin skada (Wiese-Bjornstal, Smith, Shaffer & Morrey, 1998). Syftet med studien var att ur ett holistiskt perspektiv (1) skapa en förståelse över vilka psykologiska reaktioner ryttare upplever efter att ha råkat ut för en allvarlig idrottsskada, (2) förstå hur deras upplevelse av rehabiliteringsprocessen påverkade deras kognitiva värdering samt (3) förstå vilka faktorer som underlättade eller försvårade vägen tillbaka till aktiv ridsport igen. En kvalitativ metod i form av narrativa intervjuer användes och analysmetoden var holistiskt-innehåll (II), holistiskt-form (III) och kritisk narrativ analys (VI). Antalet deltagare var två ryttare som har tagit sig tillbaka till ridsporten efter en allvarlig skada. Resultatet av holistiskt-innehålls analysen redovisas enligt studiens frågeställning. Resultatet av holistiskt-form analysen visade 4 vändpunkter i ryttare A´s berättelse och 5 vändpunkter i ryttare B´s berättelse. Den kritisk narrativa analysen visade att ryttare A och B berättade om sig själva i relation till 3 olika teman. Resultaten diskuteras i relation till teoretiska referensramen samt tidigare forskning.
Many of the injuries occurring in equestrian sports are often caused by some form of trauma (Havlik, 2010) and they often results in a serious injury. The psychological reactions that equestrian riders may experience are multifaceted and the rehabilitation process and the result is often a result of the rider's cognitive appraisal of the injury (Wiese-Bjorn Stal, Smith, Shaffer & Morrey, 1998). The purpose of this study was from a holistic perspective (1) create an understanding of the psychological reaction a equestrian rider may feel after having suffered a serious sport-related injury, (2) understand how their experience of the rehabilitation process affected their cognitive appraisal, and (3) understand the factors that helped/did not help them get back to equestrian-sport. A qualitative approach through narrative interviews were used and the analysis was holistic-content (II), holistic-form (III) and critical narrative analysis (VI). Two equestrian riders who made a comeback to equestrian-sport after a serious injury participated. The result of the holistic-content analysis was reported according to the study questions. The result of the holistic-form analysis indicate 4 turning points in the rider A's story and the 5 turning points in the rider B's story. The critical narrative analysis illustrates that rider A and B described themselves in relation to 3 different themes. The results are discussed in relation to the theoretical framework and previous research.

Cette recherche investigue d’un point de vue clinique le processus d’adhésion à la religion protestante évangélique (plus spécialement sa version pentecôtiste). En France, ce fait religieux gagne de l’ampleur et se développe depuis peu chez des populations issues de la migration. Historiquement, l’évangélisme s’installe dans des milieux défavorisés socialement et se montre assez polymorphique, s’adaptant aux singularités culturelles et subjectives des groupes. C’est un phénomène transculturel qui s’appuie sur des notions chrétiennes comme la conversion et les dons du Saint-Esprit (glossolalie, prophétie, guérison avec les mains, etc.). Afin d’étudier le travail psychique impliqué, nous avons discuté avec les sciences sociales, lesquelles s’inquiètent dès leur fondation des phénomènes religieux et de leurs composants psychologiques. L’exploration de la bibliographie sur la réforme protestante et l’évangélisme nous signale l’importance de la conversion, les formules « naître de nouveau » ou « devenir une autre personne » étant souvent répétées par les évangéliques. Cette conversion est envisagée par nous comme une technique religieuse de re-création biographique. Suivant notre disposition clinique psychanalytique, les problématiques dessinées s’accompagnent de lectures de la psychopathologie et de la psychanalyse sur la religion et la religiosité : le jalon fondamental étant que l’objet religieux s’ancre dans les fondations de la vie psychique. À partir d’entretiens cliniques avec des sujets convertis (certains ayant fait recours à des soins psychosociaux), nous explorons leur activité discursive et narrative avec les théories et méthodes issues de la narrativité et de la phénoménologie herméneutique. Nous concluons sur la pertinence de penser à une psychopathologie du fait religieux : il s’agit d’une disposition éthique et épistémologique du clinicien et du besoin d’hospitalité de cet objet religieux, ceci étant présent dans le pathos et dans le travail de chaque sujet sur soi dans le langage
This research investigates, from a clinical perspective, the processes of adhesion to evangelical Protestant religions (that of Pentecostal Christians in particular). In France, this religious fact is growing and developing among immigrant populations. Historically, Evangelicalism installs itself in socially disadvantaged backgrounds and shows the polymorphic and adaptive capacity to espouse cultural singularities and accord itself to the subjectivity processes of different groups. It’s a transcultural phenomenon that relies on Christian notions such as conversion and gifts of the Holy Spirit (glossolalia, prophecy, cure with the hands, etc.). In order to study the psychic work involved in adhesion to evangelical Protestantism, we first consider the social sciences, which since their foundation have explored religious phenomenon and their psychological components. The bibliographical exploration about the Protestant Reformation and Evangelism underlines the importance of conversion, to which expressions such as “born again” or “become another person” are frequently repeated by evangelicals. We consider conversion as a religious technique of biographical re-creation. Then, from a psychodynamic (psychoanalytical) standpoint, we review psychopathology and psychoanalytic literature in their views of religion and religiosity: the fundamental milestone is that the religious object is anchored in the foundations of the psychic life. We have interviewed converted persons (some of them had been treated by psychosocial professionals) so as to analyze their narratives and discursive activities with methods and theories from hermeneutic phenomenology and narrative psychology. We conclude our discussion by addressing the relevance of reflecting about the psychopathology of the religious fact, which we identify as an ethical and epistemological disposition for the clinician. Concurrently, this research suggests a need for more hospitality towards this religious object, which is present in the pathos and in the psychic work of the construction of the “self” in language

La tesi vuole analizzare le influenze del pensiero narrativo, fondamentale modo di funzionamento della mente, nella costruzione delle esperienze formative degli adulti. È noto il potere pervasivo della dimensione narrativa nei percorsi di apprendimento. Ciò che ci interessa è individuare come la narrazione delle esperienze e sulle esperienze orienti l’identità professionale, le costruzioni di senso dell’agire, le epistemologie implicite ed esplicite sottese alle prassi, la produzione di modelli significativi e di dispositivi efficaci. Si tratta di esaminare i diversi approcci culturali alla dimensione narrativa dell’individuo, da quelli letterari, a quelli psicologici e terapeutici, fino agli ambiti scientifici delle neuroscienze e degli studi riguardo l’apprendimento e il lifelong learning. L’intento è di ricavare indicatori validi per definire una proposta di metodo o, forse, sarebbe meglio parlare di metodi narrativi utili a supportare la problematicità dei ruoli professionali, in particolare di quelli educativi e sociali.

O intuito desta tese é introduzir a narrativa como operador comparativo para o estudo de casos clínicos. Partimos do princípio de que a psicanálise, ao longo da história, construiu e reformulou seus conceitos através da articulação entre o método clínico e as práticas psicoterapêuticas, produzindo uma experiência narrativa: uma modalidade da linguagem que articula discurso e história. Entendemos que a construção dessa experiência só foi possível devido às mudanças paradigmáticas pelas quais a psicanálise passou, reformulando constantemente seus métodos de observação, intervenção e racionalidade. A narrativa, como um procedimento das teorias práticas que não exclui a história de sua formalização, seria o operador principal para indicarmos essas transformações paradigmáticas que, na tese, são apresentadas a partir da análise da construção de três casos clínicos freudianos (Dora, Homem dos Ratos e Schreber) e das Entrevistas com Pacientes de Lacan, realizadas no Sainte-Anne. Essa análise, realizada de forma interdisciplinar, apresenta, nos casos freudianos, a relação entre literatura, teoria e história para a construção do caso e seus movimentos transformativos. Nas entrevistas de paciente temos a articulação de distintos materiais para a realização das mesmas (prontuários, entrevistas anteriores realizadas por médicos, anamneses e passagens por outras instituições), os quais são utilizados por Lacan para narrativizar o discurso trazido pelo paciente, articulando as relações entre o público e o privado (ou intimidade), dando, assim, coerência e transmissão da experiência a esses discursos. Neste sentido, enquanto em Freud temos o caso clínico como função de transmissão e construção teórica, nas Entrevistas de Pacientes de Lacan temos a narratividade como elemento de intervenção terapêutica com a apresentação da linguagem como método e objeto em psicanálise. Tanto em Freud quanto em Lacan, essas operações só se tornaram possíveis devido à articulação entre linguagem e transferência, o que torna o caso clínico uma escrita de prova das relações entre o necessário, o possível, o impossível e o contingente na psicanálise
he purpose of this thesis is to introduce narrative as a comparative operator for the study of clinical cases. We assume that psychoanalysis, throughout history, has constructed and reformulated its concepts through the articulation between the clinical method and the psychotherapeutic practices, producing a narrative experience: a modality of language that articulates discourse and history. We understand that the construction of this experience was only possible due to the paradigmatic changes that psychoanalysis has undergone, constantly reformulating its methods of observation, intervention and rationality. The narrative, as a procedure of practical theories that does not exclude the history of its formalization, would be the main operator to indicate these paradigmatic transformations that, in the thesis, are presented from the analysis of the construction of three Freudian clinical cases: Dora, Rat Man and Schreber and of the Interviews with Patients of Lacan, that took place in the Sainte-Anne hospital. This analysis, carried out in an interdisciplinary way, presents, in Freudian cases, the relation between literature, theory and history for the construction of the case and its transformative movements. In the patients interviews we have the articulation of different materials for the interviews: records, previous interviews by doctors, anamneses and passages by other institutions that are used by Lacan to narrate the discourse brought by the patient, articulating the relations between the public and the private (or intimacy), thus providing coherence and transmission of experience to these discourses. In this sense, while in Freud we have the clinical case as a function of transmission and theoretical construction, in the Interviews of Patients of Lacan we have the narrativity as an element of therapeutic intervention with the presentation of language as method and object in psychoanalysis. In both Freud and Lacan, these operations were only made possible by the articulation between language and transference, which makes the clinical case a proof of the relations between the necessary, the possible, the impossible and the contingent in psychoanalysis

The objective of this study was to investigate the dynamics in the athlete-coach relationship in the course of athletic career, from the perspective of one individual sport athlete and one team sport athlete. The study tried to answer the following questions: (1) How one team sport athlete and one individual sport athlete perceive the athlete-coach relationships at different stages of the athletic career? (2) How the athlete-coach relationships change in the course of the athletic career from the perspective of a team sport athlete and an individual sport athlete? (3) How athletes perceive the characteristics of their most influential coaches? As theoretical frameworks the 3+1Cs conceptualization of coach-athlete relationship (Jowett, 2007), the multidimensional model of leadership (Chelladurai, 1990), and the developmental model on transitions faced by athletes (Wylleman & Lavallee, 2004) were used. In-depth narrative interviews were used. One team sport athlete and one individual sport athlete that had been active in their sport for at least 10 years were interviewed. Four analyses were made: sjuzet-fabula analysis, holistic-content analysis, categorical-content analysis, and critical narrative analysis. Poetic representations were used to present parts of the results. The results show that the athletes perceive their relationship to their coach differently in different stages of their career. They perceived the athlete-coach relationship as dynamic in structure. Finally their most influential coach could be found in the developmental stage of their career and this coach was important to them in different ways. The results were discussed in relation to theoretical frameworks and previous research.
Syftet med denna studie var att undersöka dynamiken i relationen mellan idrottare och tränare under idrottarens karriär detta från en lagidrottare och en individuell idrottares perspektiv. Studien försökte svara på följande frågor: (1). Hur upplever en lagidrottare och en individuell idrottare relationen till tränaren under olika stadier av idrottskarriären? (2.) Hur relationen mellan tränare och idrottare förändras under idrottskarriärens gång ur en lagidrottares och en individuell idrottares perspektiv? (3). Hur upplever idrottarna deras mest inflytelserika tränares egenskaper? Som teoretisktramverk användes 3+1Cs begreppsmässighet av relationen mellan tränare och idrottare (Jowett, 2007), den multidimensionella modellen av ledarskap (Chelladurai, 1990), och utvecklingsmodellen för övergångar upplevda av idrottare (Wylleman & Lavallee, 2004). Djupgående narrativa intervjuer användes. En lagidrottare och en individuell idrottare som varit aktiv i minst 10 år intervjuades. Fyra analyser utfördes: sjuzet-fabula analys, holistisk innehållsanalys, kategorisk innehållsanalys, och kritisk narrativ analys. Poetisk representation användes för att presenterar delar av resultatet. Resultatet visade att idrottarna upplevde deras tränare olika i olika steg i deras karriär. De upplevde relationen mellan idrottare och tränare som dynamisk i sin struktur. Slutligen kunde deras mest inflytelserikaste tränare hittas i utvecklingssteget i deras karriär och tränaren var viktig för dem på olika sätt. Resultaten diskuterades i förhållande till teoretiskt ramverka och tidigare forskning.

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Esta Tese de Doutorado em História Social tem como objeto de estudo a obra do fotógrafo Mario Baldi, austríaco radicado no Brasil a partir de 1921. A trajetória profissional de Baldi foi marcada pela fotografia etnográfica e jornalística, com ênfase nos povos indígenas brasileiros. O objetivo do estudo é abordar as representações da alteridade cultural presentes na produção do fotógrafo, desde sua imigração até os anos 1950. A pesquisa apresenta também o círculo de sociabilidades do fotógrafo e o circuito das suas imagens, com o objetivo de delinear suas práticas fotográficas e como elas compuseram a experiência fotográfica brasileira na primeira metade do século XX.
This doctoral thesis hás the work of the photographer Mario Baldi as its object of study. Baldi, an Austrian who immigrated to Brazil in 1921, dedicated his career as a photographer to ethnography and journalism, especially among Brazilian indigenous peoples. The aim of this study is to address the representations of cultural otherness in the photographer’s work, since his immigration until the 1950s. The research stresses as well the social relations of Baldi and the circuits of his images, so that one can grasp the Brazilian photographic experience in the twentieth century through his photographic practices.

Detta kandidatarbete undersöker och skapar en djupare förståelse för olika narrativa strukturer och tekniker som finns i litteratur, film och digitala spel. Detta har gjorts genom att besvara frågan hur man kan applicera narrativa strukturer och tekniker från litteratur och film i ett digitalt spel. För att svara på denna fråga har vi utvecklat en gestaltning som består av ett digitalt spel som använder sig av olika narrativa strukturer och tekniker som är mer vanliga inom litteratur och filmer. Till hjälp för detta har vi använt oss av metodologin MDA-ramverket samt berättelseskrivarmetoderna Snöflingemetoden och The Fantasy Fiction Formula. Undersökningen visar hur en berättelse i ett digitalt spel, med hjälp av ett antal narratologiska begrepp, kan använda sig av narrativa strukturer och tekniker från litteratur och film. Snöflingemetoden visade sig vara användbar, men inte anpassad för denna typ av skrivande. På grund av tidsbrist kunde vi inte använda oss av så många tekniker och strukturer från film som vi ville.
This Bachelor Thesis aims to explore and create a deeper understanding of various narrative structures and techniques found in literature, film and digital games. This has been done by answering the question how one can apply narrative structures and techniques from literature and film in a digital game. To answer this question, we have developed a digital game that uses different narrative structures and techniques that are more common in literature and films. For this, we used the MDA-framework methodology as well as the story writing methods The Snowflake Method and The Fantasy Fiction Formula. This thesis shows how a story in a digital game, using a number of narratological concepts, can make use of narrative structures and techniques from literature and film. The Snowflake Method proved useful, but not adapted for this type of writing. Due to time limitations we were not able to use as many structures and techniques from films as we wanted to.

The purpose of this study was to examine how some young mothers, who previously have been in foster care or residential care, describe the way motherhood has affected their lives and identities. Narrative interviews were conducted with three teenage mothers and one mother aged 23. As tools for analyzing the narratives, theories about narrative psychology and how people present themselves through story-telling and language were used. The results of the study show that becoming a mother was life-changing in a positive way, according to the young mothers. They described how they, since becoming mothers, had become more mature and now lived less risk-full lives. Motherhood had brought a new focus to their lives and had given them motivation to study and to become self-supporting. The mothers expressed a wish to give their children a better childhood, than they themselves had. The results of the study were similar with the results reported in previous, qualitative studies of the experiences of young mothers.

The purpose of this study is to illustrate and analyze what the socializing process of the Finn­ ish woman looks like ant to discuss what contributes to the feeling of inclusion, or the feeling of exclusion. The questions asked in the study aim to classify what influenced the decision to move to Sweden. Furthermore they aim to describe what the life in Sweden has been like and what the socialization process for the Finnish woman  looks like. Finally I will study what kind of impact the change of life has had for the feeling of inclusion and for social identity.   Initially the Finnish immigration to Sweden, through time, is described and then earlier stud­ ies relation to this study is accounted for. Then the role of social pedagogy in this study is presented. My theoretical concepts are Giddens theory regarding socialization and socializa­ tions processes and Jenkins theory regarding identity and identity processes. I have prepared the concepts by breaking them down to their core with the purpose to analyze how the con­ cepts coincide and interact. My means of approach to the area is then accounted for in the method chapter. I have chosen a narrative method and have studies stories of five women , about what their lives in Finland was like, what affected the decision to move to Sweden and what has their lives been like in Sweden. By using a self made process chart for analyze I have charted different themes from the stories I collected in Finnish. These themes have then been connected to my theoretical concepts and earlier studies related to this one. The primary reason for the women to move to Sweden was work. Also search for adventure, the dream of welfare and the duty to follow their husbands is mentioned as reasons. Mostly the life in Sweden is perceived as good and only a few have negative experiences, which usu­ ally is due to the own attitude regarding the move. The women have experiences of socializa­ tion in the areas of work, housing, language and communication and association with others. Changes in the identity of the women, have appeared due to changes in context and values or when they have been positively acknowledged by others and finally in situations when the acknowledgment has defaulted, after which an identity crises occurs, which culminates in a changes identity.

The aim of this study is to create a deeper understanding of the disease known as eating disorder. The study is based on four autobiographies written by individuals who themselves have been affected by eating disorders. These stories have been studied using a narrative approach. To achieve the purpose, the study is focused on what participants describe as the factors underlying the onset of the disease, the factors that participants describe maintained their eating disorders, as well as what is described to be the factors responsible for their recovery. By my interpretation of the stories, I have been able to identify common factors that all participants describe to be influential in their disease course. The common factors that have been identified are relationships, expectations and emotions. The result shows that it is possible to see a variation in how these factors have influenced the participants' disease course. The variety of how these factors have influenced suggests that each individual's care is unique. The results have been analyzed by using the theory of social construction.

Studies show that the use of narratives enhances the lecture method of teaching. The model and manual developed in this study focus on the needs of lecturers who require creative guidance in all aspects of creating and using didactic narratives. This study suggests that the subject content of a lecture has a deep structure that can be used to generate the surface structure of a didactic narrative. The model and manual are informed by theories and models from a variety of disciplines that have been adapted for analyzing subject content, transforming subject content structure into a parallel narrative structure, and integrating the narrative into lecture.

Följande studie syftar till att undersöka hur industriföretag på den värmländska glesbygden uppfattar pedagogikämnet vid Karlstads universitet. Studien har en tydlig inriktning mot arbetslivspedagogik, och det är framförallt arbetspedagogiska teorier som utgör studiens teoretiska grund.

Studien bygger på intervjuer med representanter från fem värmländska industriföretag.

Dessa intervjuer har sedan analyserats med avseende på respondenternas berättelser och de uttalande som kan kopplas till ämnet pedagogik, vilket är brukligt vid användandet av narrativ metod och analys.

Resultatet visar att de värmländska industriföretagen har behov av pedagogisk kunskap, men att de föredrar att anlita konsulter framför att ha någon anställd som arbetar med dessa frågor.

This study aims to investigate how industrial companies, situated in the sparsely populated areas of Värmland, understand the subject pedagogy at Karlstad University. The study focuses on educational science in working life.

The study is based on interviews with representatives from five industrial companies in Värmland. The interviews were analysed according to the respondents’ stories and statements which were referable to the subject pedagogy. This approach is customary when using narrative method and analysis.

The result shows that the industrial companies in Värmland have a need of educational knowledge, but that they prefer to engage consultants prior to employing someone to work continuously with these issues.

Uppsatsens syfte var att undersöka processen för hur socionomers professionella yrkesidentitet framträder. Hur identiteten utvecklas i förhållande till professionen, utvecklingen från student och i övergången till yrkeslivet. En narrativ intervjustudie har genomförts där fyra socionomer intervjuats, två socionomstudenter och två yrkesverksamma socionomer. Intervjuerna har sammanställts till narrativ. Det teoretiska ramverket som används är socialkonstruktivistiskt perspektiv, det framträdande jaget och begreppet professionell identitet. Tidigare forskning visar att utvecklingen av den professionella identiteten påbörjas innan utbildningen där utvecklingen fortsätter, det viktigaste inslaget anses vara praktiken. Socionomen har ett brett arbetsfält och den professionella identitetens utveckling har en stark påverkan av kollegor och lagar. Resultatet överensstämmer till stor del med tidigare forskning men visar också på en påverkan av samhällets uppfattning om socionomer. Under studierna skapas en förståelse för den professionella identiteten, den verksamhetsförlagda utbildningen ger studenten tillfälle att testa sin professionella identitet. Tidigare yrkeserfarenhet tolkas ha en roll i förståelsen av professionell identitet och skillnad mellan privat och professionell. I början av yrkeslivet görs en tydlig skillnad mellan professionell och privat identitet men med tiden flyter dessa ihop. De professionella understryker en stark påverkan av lagar och egenskaper som inte förenas med den privata identiteten. Socionomers professionella identitet är en oändlig process.
The purpose of this study was to examine the process of social workers professional identity emerges and its development from education to profession. Narrative interviews were conducted with four informants, two students and two social workers. Tools for analyzing the narratives and the identities are the term professional identity and narrative perspectives which are represented by the social constructivist perspective and prominent self.Previous research shows that the development of the professional identity can begin before and within the education. In the professional life, development of the professional identity has a strong influence dependent on colleagues and laws. The results are largely in line with previous research but also underline an impact on society's perceptions of social workers. During the studies, an understanding is created of the professional identity that students test in their internship. Previous professional experience is interpreted to have a role in understanding professional identity and the difference between private and professional. At the beginning of career, a clear distinction is made between professional and private identity, but over time, these also merge. The professionals emphasize a strong influence of laws that are not associated with private identity. Social workers professional identity is a never-ending process.

Olyckor med polisfordon fortsätter att öka. Litet är dock känt om polisers egna upplevelser av kritiska händelser under utryckningskörning. För att bidra till ökad förståelse för utryckningskörning var studiens syfte att undersöka hur poliser beskriver sina upplevelser av utryckningsförloppet. I denna studie använde vi oss av en semistrukturerad intervjuguide för att undersöka hur fem poliser berättade om sina upplevelser. Genom narrativ analys av intervjuerna studerades likheter och skillnader av kritiska händelser under utryckningskörning. Vi identifierade fem återkommande teman, så kallade typnarrativ: viljan att fånga, att köra fort, att det är känsligt att kritisera kollegors utryckningskörning, att bedöma när höga hastigheter är befogade, samt att hitta balansen i utryckningskörningen för att uppleva kontroll. Dessa fem typnarrativ gav en god förståelse för hur poliserna berättade om oväntade händelser som skapat riskfyllda situationer i deras tjänsteutövning. Likheter i berättelserna gällde främst beteende och attityder. Skillnaderna bestod framförallt i omständigheter, exempelvis hur utryckningen startade och vilken information poliserna fick eller inte fick under utryckningen. Skillnaderna kopplades till möjliga konsekvenser av utryckningen utifrån teorier om beslutsfattande, riskmedvetenhet och skadeprevention. Vidare indikerade resultaten att upplevelsen av utryckningskörning var dynamisk och varierade med kontextuella förhållanden.
Accidents with police vehicles continue to increase. However, little is known about the police's own experiences of critical events during emergency driving. To contribute to increased understanding of emergency driving, the study's purpose was to investigate how policemen describe their experiences of the emergency driving. In this study, we used a semistructured interview guide to investigate how five policemen talked about their experiences. Through narrative analysis of the interviews, similarities and differences of critical events during emergency driving were investigated. We identified five recurring themes, so-called narrative types: the will to capture, to drive fast, difficulties in questioning a colleague's driving style, deciding when high speeds are justified, and finding the balance in emergency driving to experience control. These five types gave a good understanding of how the policemen talked about unexpected events that created risky situations in their service. Similarities in the stories mostly concerned behaviors and attitudes. The differences consisted mainly of circumstances, such as how the start-up began and what information the police received or did not receive during the reprisal. The differences were linked to the possible consequences of the expression based on theories of decision making, risk awareness and injury prevention. Furthermore, the results indicated that the experience of emergency driving was dynamic and varied with contextual conditions.

This essay aims to study the teachers’ view of narratives and how they use narratives in their teaching. To chart this, I have conducted five interviews with active teachers in pre-school class to grade three. My ambition was to find out what teachers are telling, how they use narrative elements and their purpose. The survey is qualitative with the intention of giving a broad picture of the teachers' opinions. The view of the sociocultural perspective where learning takes place in interaction with others was adopted as the theoretical point of departure for the work. The survey shows that teachers tell different kinds of stories like fairy tales, stories with facts, metaphors and background stories. How teachers use narration in their teaching is individual and there is no clear picture of their approach. The teachers emphasized that catching the students’ attention as well as increasing their understanding were their purpose and they were all positively motivated by a narrative approach.
Mitt arbete syftar till att undersöka hur lärare ser på berättande samt hur de använder det i sin undervisning. För att kartlägga detta genomförde jag fem intervjuer med verksamma lärare i förskoleklass till årskurs tre. Min ambition var att ta reda på vad lärare berättar, hur de använder sig av berättande inslag samt deras syfte med detta. Undersökningen är kvalitativ med avsikt att ge en bred och fördjupad bild av lärarnas uppfattningar. Det sociokulturella perspektivets syn där lärande sker i samspel med andra antogs som teoretisk utgångspunkt för arbetet. Undersökningen visar att lärarna berättar olika sorters berättelser i form av sagor, berättelser där fakta vävts in, liknelser och bakgrundsberättelser. Hur de använder sig av berättande inslag är individuellt och det framkommer ingen entydig bild av deras tillvägagångssätt. Att fånga eleverna samt öka deras förståelse framhöll lärarna som sitt syfte och samtliga var positivt inställda till ett berättande arbetssätt.

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Busca-se neste trabalho analisar a configuração do ponto de vista em narrativas curtas do escritor contemporâneo brasileiro Marcelino Freire, com destaque para alguns contos nos quais se verifica a ausência do narrador e a utilização de mecanismos e recursos expressivos pertencentes à dramaturgia. Para isso, apresentaremos reflexões conceituais acerca das relações existentes entre a literatura e o teatro, ilustrando-as com um breve levantamento de como se apresenta o posicionamento do narrador em alguns contos brasileiros contemporâneos, para que possamos situar e compreender de que modo o autor em estudo consegue explorar nos seus textos a ausência e/ou presença do narrador. O corpus é constituído por cinco contos cuja forma assenta-se nos diálogos e outros cinco que se configuram como monólogos
This study pretends to analyze the configuration of the short narratives by the contemporary brazilian writer Marcelino Freire, especially some tales in which is seem the absence of the narrator and the use of some mechanisms and expressive resources that belong to dramaturgy. For this, will be shown some conceptual reflections about the relations between literature and theater, illustrating them with a summary study about the presence of the narrator in some brazilian contemporary tales, in order to situate and understand the way the author in this study is able to explore in his texts the absence and/or the narrator's presence. The corpus is composed by five tales whose form settle in the dialogs and other five that configure as monologs

The aim of this undergraduate thesis was to study what the participation in the activities of the Fontain House in Stockholm means to its members. The research questions dealt with how the members describe their participation in the activities, whether they say that it has helped them, and, in that case, in which way. Furthermore, they dealt with how the members argue about their experiences of mental illness and of social help. The study was carried out within the framework of the narrative method. As tools for analyzing the narratives, parts of An-tonovsky’s theories as well as the theoretical concepts of inclusion and exclusion as described by Madsen, were used. Furthermore, earlier research on the Fontain House was applied in the analysis. The results of the study showed that all of the respondents said that the Fontain House was of great importance in their lives and that they could participate in its activities in regard to their own needs and resources. The thesis discusses whether the selection and the execution of the study may have affected the results toward a positive tendency. Concerning how the re-spondents argue about mental illness and about social help, the answers varied strongly.

I denna studie utreds om utvecklandet av emotionell intelligens behövs i religionskunskapsundervisningen på gymnasiet, samt om en sådan pedagogik kan motarbeta främlingsfientlighet. I studien utreds också hur kunskap värderas i religionskunskapsundervisningen, samt i skolan i övrigt. I undersökningen har vi använt oss av olika forskares studier, samt kvalitativa intervjuer med åtta elever från två olika skolor i landskapet Gästrikland, Sverige. Vi har sedan jämfört och analyserat resultatet av dessa. Resultatet av undersökningen visade att utvecklandet av social intelligens värderades högst i religionskunskapsundervisningen, samt i skolans övriga ämnen och att social och emotionell intelligens främjar olika sorters förmågor. Vidare visade resultatet att utvecklandet av social intelligens inte kan motarbeta främlingsfientlighet, då denna förmåga endast utvecklar empati i syfte att anpassa sig till samhällets sociala normer, vilket kan leda till en falsk empati. Emotionell intelligens kräver, till skillnad från social intelligens, reflektion över egna och andras känslor, vilket kan leda till att en genuin empati utvecklas, samt en förståelse för människors känslor som allmänmänskliga processer. Således kan främlingsfientlighet motarbetas om emotionell intelligens används i pedagogiken, vilken bör genomsyra alla årskurser och ämnen med hjälp av narrativa metoder.
This study investigates if the development of emotional intelligence is needed in religious studies in upper secondary school and if that kind of pedagogy can oppose xenophobia. The study also investigates how knowledge is measured in religious studies and in school in general. We have used different researchers' theories to enrich our own research. We have also utilized quantitative interviews with eight students from two different schools in the county of Gästrikland, Sweden, which we have compared and analyzed. The result of the study showed that the development of social intelligence was the most valued trait in religious studies and also in other subjects in general. We also discovered that social and emotional intelligence encourages different kinds of abilities. Social intelligence can not oppose xenophobia since people who use this kind of intelligence only develops empathy in order to adapt to the social norms of society, which could lead to false empathy. Emotional intelligence, on the other hand, demands that the person in question reflect upon both their own and others' feelings. This can lead to the development of genuine empathy and an understanding of feelings as a general human process. Emotional intelligence can therefore be used to oppose xenophobia, which should permeate all education no matter the grade or subject, with the help of narrative methods.

This thesis examines the role of the narrative interview as an assessment method. The main aim of the study was to ascertain the value of subjective and holistic methods of assessment in facilitating and enabling psychological processes. Traditional psychometric techniques of assessment are compared with narrative interviews, based on Bartram's (1990) 'Factors to consider when choosing an assessment method'. Data collection was in two phases. During phase one, 40 participants were administered traditional assessment tasks: Differential Aptitude Tests, Career Interest Inventory and structured guidance interviews. This enabled an evaluation of traditional assessment techniques to allow a comparison of the open-ended narrative interview. For phase two 10 participants from phase one and 30 new participants were administered the narrative interview in order to ascertain its value. Assessment profiles which were formulated, feedback questionnaire results and focus group feedback results portrayed particular strengths of the narrative interview. The narrative interview is seen to provide rich, holistic and deep assessments. It also instilled motivation and encouraged participants thereby facilitating the overall psychological process. The narrative interview thus fulfils aspects of assessment, which traditional assessment techniques fail to provide. The phenomenological and subjective nature of narrative interview aids reconceptualisation of the term 'assessment' from classification and categorization to understanding and exploration.

Within the literature and film sciences there are clear models of storytelling and methods of creating a good story. In the game industry it's more difficult because the games are often non-linear, and games are a less established medium than the other two. With this study our purpose was to examine game developers and methods they used when creating a videogame, with focus on storytelling. Four interviews were made with representatives from four different videogame companies in Sweden. The information from the interviews was put in relation to theories regarding the structure of videogames and an established model for creating videogames. The results show that methods for creating videogames were sometimes lacking if not completely missing. Each videogame company had their own methods of creating videogames and the storytelling was often the least prioritised. They all pointed out that the story of a game is of great importance, but it also seemed to be the first thing to get cut when compromises had to be made. The conclusion can be drawn that using a established model when developing a videogame could make it easier for the developers, as well as benefit the story of games yet to be released to the market.

I denna studie undersöks hur narrativ och äventyr kan användas som en konstpedagogisk metod. Syftet med ett studien är att hitta metoder för att tillgängliggöra, engagera och skapa intresse för konstupplevelser till barnfamiljer. I barnkonventionen, som blev lag år 2020, står det att alla barn skall ha rätt till att ”till fullo delta i det kulturella och konstnärliga livet”. Därför är det viktigt att utveckla metoder som syftar till att nå målgruppen genom engagemang och intresse. På historiska museer används ofta äventyr och narrativ som ett pedagogiskt grepp, vilket har visat sig blivit populärt för målgruppen. Men skulle detta arbetssätt kunna användas i konstsammanhang också? Undersökningen genomförs genom semistrukturerade intervjuer av konstpedagoger och museipedagoger, samt genom utvecklandet av ett konstpedagogiskt material utformat som ett narrativ. Materialet prövas tillsammans med en barnfamilj som efteråt uttryckt hur deras upplevelse varit. Resultatet visar på att narrativet kan skapa engagemang och lust för att lära samt att det kan öppna upp för barns fortsatta fantasiskapande.

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The search for edit teachers narratives through the records that marked the path of the TEACCH method application in the field of autism and existential consequences , gives access to the dynamics of words that seem important in the decoding of the concepts , practices and effects process employed the voices that require interpretation . In this sense the interlocutors that permeate teaching and learning about the reality of the disease, as the production of history belongs to this reality, reflecting the meanings and create meanings in the process inherent in the autistic spectrum. Our goal was to identify the current state of autism, considering the narratives of teacher s reconstructions of experiences and experiences in applying the TEACCH method. As a method of data generation, we fix our attention on the use of narrative interview. By approaching the inclusion criteria, a sample of 04 (four) teachers were chosen. We seek, through the sample, favoring the subjects who had the information and experiences, considering sufficient time to recurrence of number information , allowing the seizure of similarities and differences . The method TEACHH heard the viewpoint of teachers is synonymous with intervention. However , the terminology used to view it emphasizes the assertion that early intervention is a key strategy , requiring therefore a priori be demarcated within their own educational activities in order to foster greater commitment to the needs of teachers in their doubts and questions to be subsequently equalized the logic of surrounding reality .
A busca de (re)editar narrativas docentes através dos registros que marcaram o caminho de aplicação do método TEACCH no campo vivencial do autismo e suas consequências, abre acesso à dinâmica de palavras que parecem importantes no processo de decodificação dos conceitos, práticas e efeitos empregados nas vozes que carecem de interpretação. Nessa acepção os interlocutores que permeiam o ensino e a aprendizagem sobre a realidade da síndrome, quanto à produção da história pertencente a esta realidade, refletem os significados e criam significados no processo inerente ao espectro autista. Nosso objetivo foi identificar as narrativas docentes sobre as reconstruções das experiências vividas na vivencia e aplicação no método TEACCH. Como método de geração de dados, fixamos nossa atenção na utilização da entrevista narrativa com fins de pesquisa social, reconstruindo os acontecimentos, a partir da perspectiva do informante, tão diretamente quanto possível. Numa busca do que, do como envolvidos na recontextualização daquilo que provoca, ao falar, uma maneira própria de traduzir a situação vivida. Foi escolhida, por aproximação aos critérios de inclusão, uma amostra de 04 (quatro) docentes. Buscamos, através da amostra, privilegiar os sujeitos que possuíam as informações e experiências, considerando um número suficiente para a reincidência das informações, possibilitando a apreensão de semelhanças e diferenças. O Método TEACCH na ótica dos docentes escutados é sinônimo de intervenção. Todavia, a terminologia empregada para visualizá-la realça a assertiva de que intervenção precoce é uma estratégia chave, necessitando, portanto ser balizada a priori dentro dos próprios espaços educacionais, no intuito de favorecer um maior compromisso com as necessidades dos docentes em suas dúvidas e questionamentos, para a posteriori ser equalizada a lógica da realidade circundante.

This thesis concentrates on the treatment of women with breast cancer in the 19th and 20th century. It analyses written published patient narratives linking them with clinical developments. Medical history holds a rich source of information providing the view of the clinician. This includes case reports and case series from one surgeon or one hospital for the earlier period of the study and has progressed to the double blind randomised controlled trial that dominates comparative research today. There is an imbalance in the material available for the analysis of patients’ perceptions of their treatment. The patient view is not represented well in the history of medicine. This thesis attempts to provide a more complete assessment of the developments in breast cancer treatment by including the patient’s view. Three narratives provide an insight into the perception of women who were treated with breast cancer prior to the introduction of anaesthesia and infection control. The novelist, Fanny Burney (1752-1840), underwent a mastectomy in 1811. In a letter to her sister she wrote about her experience providing details of her diagnosis and treatment. In comparison, Emily Gosse (1806-1857) refused a mastectomy for her breast cancer and sought alternative treatment with caustics. Her husband, Phillip Gosse and friend, Anna Shipton, wrote narratives about Emily’s suffering. A third narrative provides the view of a woman with breast cancer who received no treatment and died of metastatic breast cancer; Zelie Martin died in 1877. These narratives were linked to a case report by Lorenz Heister (1683-1758). Heister described the procedure for amputation of the breast in detail. His method prevailed until new scientific developments in surgery such as anaesthesia and infection control improved the short-term survival of patients and enabled surgeons to operate sooner with a greater attention to detail.

The aim of this study is to investigate how employees in consulting companies develop their competence in order to perform their daily work. The focus is on informal competence development. The theoretical framework consists of theories concerning learning and competence development in working life, theories on organizational change and evaluation, a well as professional reflection. The methods applied are narrative research and interviews based on the assumption that knowledge about reality is only obtainable through language and communication.

The main results show that competence is developed through experience, social interaction, communication and dialog with co-workers and customers. The post-modern conceptions of the rapid (technical) development and need to be up-to-date has a strong hold on the informants apprehension of working life, as does the notion of not having enough time for all the competence development they would like. Time also work in favour of competence as experience is developed over time. The results lead to the conclusion that both the motive for and the aim of competence development is the creation of a meaningful and manageable reality.

Undersökningens syfte är att studera hur anställda i kunskapsföretag utvecklar kompetens för att klara det dagliga arbetet Fokus ligger på den informella kompetensutvecklingen. De teoretiska utgångspunkterna innefattar teorier om lärande och kompetensutveckling, organisationsförändring och utvärdering samt professionell reflektion. I undersökningen används narrativ analys och intervjuer vilket baseras på uppfattningen att kunskap om verkligheten bara kan nås genom språk och kommunikation.

De huvudsakliga resultaten visar att kompetens utvecklas genom erfarenhet, social interaktion, kommunikation och dialog med medarbetare och kunder. De postmoderna uppfattningarna om den snabba (tekniska) utvecklingen och kravet på att vara uppdaterad påverkar starkt informanternas syn på arbetslivet, liksom känslan av att inte ha tillräckligt med tid för all den kompetensutveckling som önskas. Men tiden arbetar också för kompetensen eftersom erfarenhet är något som utvecklas över tid. Resultaten leder fram till slutsatsen att både drivkrafterna till och målet för kompetensutveckling är att skapa en begriplig och hanterbar verklighet.

En livsstilsförändrings motivationsprocess ser olika ut för människor beroende på deras förändring, mål och motiv. Syftet med undersökningen var att belysa livsstilsförändringar genom att tolka människors livsberättelser mot motivationsteorier. Undersökningen genomfördes med en narrativ metod där människors livsberättelser tolkades mot motivationsteorier.  Tre motivationsteorier, Maslows behovstrappa, Självbestämmandeteorin och Transteoretiska modellen tillämpades parallellt för att åskådliggöra förändringsprocessen. I resultatet framkom att tillämpning av flera motivationsteorier gav bredare förståelse för förändringsprocessen då det visade sig att teorierna kunde användas som kompletterande verktyg eller för att framhäva olika händelser under en process.

The research in this thesis focuses on the ways in which participants represent highly charged negative emotional experiences in narrative form through vocal disclosures, and the relationships between disclosure style and psychophysiological activity. This thesis also attempts to theorise some of the psychophysiological mechanisms that may be associated with the effects of emotional disclosure. Participants were randomly assigned to an emotion (disclosure) group (n = 16) in which they talked about a particular highly charged negative experience, or a neutral (control) group (n = 16) in which they talked about their typical morning. Participants undertook these tasks on three separate occasions, each separated by one week. Skin conductance levels (SCLs) were measured throughout. Statistical analyses were conducted to look at possible SCL differences between the two groups and associations between the disclosure style and SCL variations. Although there were no statistically significant differences between the two groups' SCLs, there were significant differences in SCLs with regard to disclosure style. Qualitative narrative and discourse analyses were undertaken on 4 selected participants, chosen on the basis of clinically significant SCL moves. These analyses revealed that neutral participants also engaged in forms of emotional disclosure through forms of identity negotiation that were constructed within their talk concerning their typical mornings. The qualitative analysis also identified disclosure styles that may be associated with variations in psychophysiological activity.

Thesis advisor: Thomas H. Groome
The mid-twentieth century upsurge in scholarship on the methodological and conceptual importance of narrative for theology - established in the work of H.R. Niebuhr, Hans Frei and Stephen Crites inter alia - was a watershed moment for narrative pedagogy in Christian religious education. By and large, narrative approaches have however tended to privilege one form of narrative embodiment - literary (or discursive narratives) - over action (or non-discursive narratives). This dissertation points to the equivocal and pluriform nature of narrativity, and its codification in much more than oral and written textuality. I extend it to refer to a distinct competency for establishing a meaningful world (or ethos) to inhabit, which congeals in varied forms of human expression including our lived narratives. Narrative competency allows us to understand ourselves as persons and communities in (synchronic) relationship with the rest of creation, as well as in (diachronic) relation with persons and communities from the past and in the anticipated future. I propose a narrative pedagogy for transformative faith based on the concept of story-making, which draws on this expanded understanding of narrativity. My story-making approach is grounded in Christian praxis that aims to establish the experiential matrix that, through the working of God's grace, invites and aids the re-storying of the learner's life. Story-making also has as its vision narrative historic praxis that incarnates in social action the understanding that human subjectivity is lived in responsible agency in the present, retrieving the memory of suffering and possibility from the past, in the hope of a more just future. This dissertation is inspired by the Caribbean heritage of survival and grace-filled possibility, but ultimately extrapolates for universal wisdom. It is sustained by a belief that Christian religious education is about forming disciples with agency for furthering the Great story of the reign of God in history and society. The creative, even poetic, enterprise of Caribbean existence is iconic of this existential challenge that remains ubiquitous for life in the modern globalized economy
Thesis (PhD) — Boston College, 2013
Submitted to: Boston College. Graduate School of Arts and Sciences
Discipline: Religious Education and Pastoral Ministry

The proposed method enables us to identify cultural standards, i.e. the underlying norms of thinking, sensing, perceiving, judging, and acting that the vast majority of individuals in a given culture is considering as normal for themselves and others. Norms of behaviour can be different across societies even if the underlying values are the same and can cause critical incidents to emerge. A sequence of methodological steps allows systematically dealing with sampling, interviewer, interpretation, construct, and culture bias in cross-cultural qualitative research based on narrative interviews.(author's abstract)
Series: EI Working Papers / Europainstitut

There has been a rapid increase in the number of women entrepreneurs during the last decade. Yet, the number is still rather low why the Swedish Government is performing encouraging efforts. The encouragement of female‟s entrepreneurship is a necessity since women account for a rather new group of entrepreneurs who contributes to the growth of the economy. For most entrepreneurs, the success or failure depends on the ability to create a network of support and access to external capital. Previous research has shown that women entrepreneurs have a harder time to access external capital. These researchers have, however, mostly focused on individual traits and through these explained the financial situation of women entrepreneurs. This research, on the contrary, adopts a sociological research perspective where the everyday experiences of women entrepreneurs are emphasized.

The purpose of this study is to understand and describe the financial situations faced by women entrepreneurs within the region of Jönköping. This will be achieved by examining the women‟s experiences in asking for banks‟ capital and the perceptions of the banks in supplying the capital.

The study takes on an ethnomethodological research approach and applies a narrative data collection method. Due to the adopted ethnomethodological perspective, the study engages in the mapping of the everyday reality of the researched participants. The narrative data collection method allows the participants to express their stories and experiences.

On the basis of an a priori model, the narratives were systematically studied and the financial situation of women entrepreneurs analyzed. The study applies a micro- and a macro analysis under which narratives of two different structures are examined. The micro analysis takes account of the narratives produced by the researched participants without involving any theory. It is found that the women entrepreneurs‟ narratives are more varied and action-oriented whereas the narratives of banks are more conformative and gen-eral. The macro analysis puts the narratives into a broader framework by in-volving both earlier research and a theory developed by Bourdieu. This analysis contributes to an understanding of that the social setting affects the structure, rules and norms of the entrepreneurial field. This may act as hin-ders for women entrepreneurs in terms of accessing capital, networking and overall feeling exhorted to be entrepreneurs. Hence, the reality of women entrepreneurs can be argued to be socially constructed where the women are unfairly seen through influenced eyes.

Denna studie bygger på lärarstudenters livsberättelser i relation till matematikängslan. Studien syftar till att identifiera lärarstudenters känslor och upplevelser av matematikängslan utifrån deras livsberättelser samt att finna likheter i deras berättelser. Den narrativa teorin och metoden ligger till grund för denna studie. Med hjälp av livsberättelser skapas en möjlighet att studera lärarstudenternas känslor och upplevelser av matematikängslan. Resultatet i studien visar att det finns likheter i lärarstudenternas livsberättelser både gällande känslor och upplevelser, såsom rädsla och gruppindelning. Vidare stämmer resultatet till viss del överens med den tidigare forskning som berörs i studien, såsom att självtilltro och lärarens roll har stor påverkan på matematikängslan. Utifrån resultatet dras slutsatsen att det inte bara är en händelse och känsla som ligger till grund för matematikängslan, det är snarare ett flertal orsaksfaktorer som samspelar med varandra och leder till matematikängslan.

Partiendo de un concepto amplio de diversidad, esta tesis doctoral focaliza su atención en las respuestas sociales y educativas que las personas con diversidad funcional encuentran en sus respectivas trayectorias vitales. El objetivo de esta investigación es explicar y analizar la trayectoria vital de un adolescente con diversidad funcional desde los ámbitos educativo, familiar y social. A través del método biográfico-narrativo, concretamente las historias de vida, y con la participación de 17 participantes del entorno del protagonista, se realiza un análisis de datos estructural y narrativo que permite la construcción de la historia de vida. Algunas de las principales conclusiones apuntan al cuestionamiento de las etiquetas, la necesidad de los apoyos adecuados y la importancia de la familia.
Starting from the concept of diversity, this doctoral thesis focuses on social and educational responses that people with functional diversity find in their respective life trajectories. The objective of this research is to explain and analyze the life trajectory of an adolescent with functional diversity from educational, family and social levels. Through the biographical-narrative method, specifically life stories, and with 17 participants, a structural and narrative data analysis is carried out that allows the construction of this life history. Some of the main conclusions point to the questioning of disability labels, the need for supports and the importance of the family.

Oavsett om man är lärare eller elev i dagens gymnasieskola innebär det ett ständigt integrerande med andra människor. I läroplanerna poängteras vikten av att det formas fungerande relationer mellan elev och lärare för att optimera elevens utveckling. Syftet med denna studie var att undersöka gymnasieelevers uppfattning av elev-lärare-relationen, med fokus på deltagarnas upplevelse av elev-lärare- relationen som begrepp, vad som kännetecknar en fungerande relation samt hur detta i sin tur påverkar studieresultatet. Deltagarantalet uppgick till fyra och valdes strategiskt efter undersökningens syfte. Studien har en kvalitativ ansats och med hjälp av en narrativ metod, i form av brevintervju, har empiri samlats in. Deltagarnas berättelser har bearbetats med hjälp av en narrativ analysmetod för att besvara de uppställda frågeställningarna. Resultatet visar att deltagarna upplever begreppet elev- lärare-relation som mångsidigt och att det innefattar fler olika områden, vilka inte enbart är knutna till skolan. En fungerande elev-lärare-relation kännetecknas av att läraren fungerar som en handledare och vän, denne ska stötta eleven samt vara engagerad i sitt arbete. Deltagarna upplever det som positivt för relationen då de får inflytande över sin skolgång, vilket i sin tur reducerar känslan av maktlöshet. Fortsättningsvis visar resultatet på att lärarens makt över eleverna uppfattas som något negativt då det ger till följd att relationen inte upplevs som jämställd. Vidare framgår det i berättelserna att deltagarna lägger stort ansvar på läraren i arbetet med att skapa och upprätthålla en fungerande elev-lärare-relation och väger sällan in sitt eget ansvar i sammanhanget. Gällande elev-lärare-relationens inverkan på studieresultatet framgår det att icke fungerande relationer mellan elev och lärare bland annat bidrar till en minskad motivation och försämrad psykisk hälsa hos eleven vilket i sin tur påverkar dennes studieresultat.

Att vara emotionell intelligent innebär att kunna hantera och anpassa känslor till en situation så att det blir ändamålsenligt. Ett flertal studier som gjorts visar att den emotionella intelligensen har betydelse för framgång i arbetslivet både för organisationers verksamhet som helhet och för enskilda individer. Hur stor betydelse är än så länge omtvistat men det finns forskare som hävdar att den emotionella intelligensen har en positiv påverkan på arbetsprestationer. Emotionell intelligens kan därmed vara något som utmärker effektiva anställda.

Denna uppsats vill bidra till en djupare förståelse för den emotionella intelligensens betydelse i arbetslivet. Syftet med studien är att undersöka vilka kompetenser eller förmågor som är utmärkande för är en effektiv anställd samt studera om dessa kan kopplas till emotionell intelligens.

Studien har genomförts med en kvalitativ ansats. Resultatet visar att formell kompetens och erfarenhet betraktas som en plattform för effektiva anställda. Det kan inte kopplas till emotionell intelligens. Fyra kategorier av förmågor har kunnat urskiljas som kan kopplas till begreppet. Dessa är förmåga att samarbeta internt, förmåga att samarbeta externt, förmåga att vara självständig och förmåga att använda sina inre drivkrafter. Det innebär att emotionell intelligens kan vara en faktor som påverkar anställdas effektivitet men kan inte förklara en anställds totala förmåga.

Resultatet visar även att det troligtvis krävs vissa förutsättningar för att en anställd ska kunna använda sin totala förmåga. De förutsättningar som identifierats är ledningen och ”vi andan” men det finns förmodligen fler.

The aim of this research is to investigate and analyse how narrative poems and sonnets, two types of traditional poetry, have been handled in books, in England, in terms of typographic presentation. It focuses on how far the earliest printed editions of a poem establish a pattern for its subsequent presentation, and how far other influences might determine the typographic form. The main focus of the analysis is segmentation, the visible division of the text into units which, to a greater or lesser extent, reflect its underlying structure. This division is seen through methods of segmentation in the opening and closing of the poem and, within the poem itself, through typographic features such as indentation, capitalization, line spaces and the placing of each poetic line on a new typographic line. These methods are related to the poetic whole, stanzas. rhyme scheme units, verse paragraphs and line.

La presente investigación doctoral “objetnografía: una investigación narrativa sobre una práctica educativa en las artes” apertura una indagación autobiográfica que me permite posicionarme desde una mirada docente-investigadora para emprender una acción educativa autoetnográfica que se concreta en una práctica de campo. A partir de una vivencia educativa en el aula de clase y con un colectivo de veinticinco estudiantes (25), se traza una narrativa sobre los procesos creativos y la necesidad de ejercitar la escritura en jóvenes estudiantes de las artes visuales. La objetnografía bosqueja un movimiento de indagación metodológica que nos conecta con la investigación narrativa y que nos permite transitar por una pedagogía creativa, detectando en la implicación del objeto, la memoria y las emociones que modelan, la introspección de un sujeto vinculados con las artes.
This research “objetnography: a narrative research on educational practice in the arts” unfolds an autobiographical inquiry that allowed to position myself from a teacher-researcher regard in order to undertake an educational autoethnographic action on a fieldwork. Plotted from an educational lived experience in the classroom and with a group of twenty-five students (25), this narrative traces the creative process and the need to exercise the writing of young art students. Objetnography outlines a motion of methodological inquiry that connect us with narrative research and allows us to transit through creative teaching, discovering into the implication of the object, the memory and the emotions that shape the introspection of a subject related to the arts.

The book of 1-2 Samuel, originally one scroll, is an episodic narrative recounting how the ancient Israelite monarchy was established around 1000 BC by the prophet Samuel and the kings Saul and David. For well over a century historical critics have sought to discern the process of its composition, proposing various conclusions with little consensus. Presently it is generally believed that several blocks of traditional material on common themes (e.g. the History of David's Rise) were brought together in the later pre-exilic period as part of the so-called Deuteronomistic History. This thesis chooses to begin with the present limits of 1-2 Samuel (without including, for example, 1Kgs 1-2), and undertakes to apply rhetorical analysis to all fifty-five chapters, episode by episode, each in its final-form position. The particular structural technique that has been discerned throughout this book is inverted parallelism with an unparalleled centre, here termed 'concentrism'. The unique contributions of this thesis are firstly a careful methodology for concentrism in Hebrew narrative, based on Hebrew poetic and oral composition and proposing specific criteria for identifying and verifying such structures. Secondly, the thesis attempts to account for the current position of every episode in the book, discerning how each contributes to the larger work as regards literary structure and rhetorical message. The resulting arrangement demonstrates an overall unity of technique and authorial perspective, focused on the themes of prophecy (hence the thesis title), deliverance from military attack, religious devotion and dynastic succession. The centre of this thesis therefore provides a detailed description of the discovered structure, one chapter for each of the book's two primary segments (1Sam 1 - 2Sam 6; 2Sam 7-24). A lengthy preceding chapter addresses various theoretical issues often raised relating to such concentric patterns (often inadequately labelled 'chiasmus'/'chiastic'). A summary chapter likewise follows the central chapters, revisiting themes of the methodology and drawing conclusions together. An initial chapter outlines past and present compositional theories, and a concluding chapter suggests further avenues of future research.

The thesis aims to increase our understanding about parents reasoning about the elementary school choice by studying which factors parents perceive as important during the decision making process and also by giving meaning to Pierre Bourdieu’s concept of capital through the parents perspective. The empirical material comes from seven BNIM-interviews made with parents, which has been analyzed according to the thematic field analysis. The results show that the parents are not especially concerned about making an active school choice. Stability, closeness, friends, rumors, development and adaptability to the reality are the factors that are perceived as the most important in the decision making process. The school choice has a limited meaning as an investment in social capital, from Bourdieu’s perspective. The cultural capital has a somewhat more prominent meaning for the school choice, but the parents’ seems to mainly use the school choice as a reproduction strategy.

Judith Butler’s theory of performativity provides gender theorists with a rich theoretical language for thinking about gender. Despite this, Butlerian theory is difficult to apply, as Butler does not provide guidance on actual analysis of language use in context. In order to address this limitation, we suggest carefully supplementing performativity with the notion of performance in a manner that allows for the inclusion of relational specificities and the mechanisms through which gender, and gender trouble, occur. To do this, we turn to current developments within discursive psychology and narrative theory. We extend the narrative-discursive method proposed by Taylor and colleagues, infusing it with Butlerian theory in order to fashion a dual analytical lens, which we call the performativity-performance approach. We provide a brief example of how the proposed analytical process may be implemented.