The purpose of this paper is to challenge some of the stigma that surrounds voice-hearing. This excerpt of creative writing comes from a self-published memoir, that tells a young…
Abstract
Purpose
The purpose of this paper is to challenge some of the stigma that surrounds voice-hearing. This excerpt of creative writing comes from a self-published memoir, that tells a young woman's story of her struggle with hearing voices, and her journey through the mental health system.
Design/methodology/approach
Writing provides a useful filter for Emily to reflect on what it was like to receive various diagnoses, treatments and therapies when she was hearing voices.
Findings
Emily learns to accept that she hears voices. This is a journey that takes all of her new-found strength and resolve.
Originality/value
This memoir describes voices (auditory verbal hallucinations) that need to be more widely understood.
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This chapter focuses on Norman K. Denzin's vast and enduring contributions to sociology and the study of research methods and methodology, particularly with respect to “us[ing…
Abstract
This chapter focuses on Norman K. Denzin's vast and enduring contributions to sociology and the study of research methods and methodology, particularly with respect to “us[ing] the tools of the critical sociological imagination” (Denzin, 1989) as we conduct our research. Through revisiting and extending lessons and principles from his book The Research Act (1989) – especially the need for “triangulation” – in relation to C. Wright Mills' Sociological Imagination (1959), this chapter explores how cultivated critical sociological imaginations can help researchers best meet our “obligations to change the world, to engage in ethical work that makes a positive difference” (Denzin, 1989) throughout all phases of the research act.
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The study explores how a novice English teacher’s motivation is sustained as she navigates a range of complex educational contexts in her teaching career. Through the lens of…
Abstract
Purpose
The study explores how a novice English teacher’s motivation is sustained as she navigates a range of complex educational contexts in her teaching career. Through the lens of self-concept, the purpose of this paper is to gain an in-depth understanding of the role of this construct when navigating the challenges often faced in the early stages of the teaching profession.
Design/methodology/approach
In this case study, data were drawn primarily from a series of interviews with one English teacher over the course of three years. Teaching materials, together with teaching evaluations, were used to compare and validate the information obtained during the interview.
Findings
Despite the challenges faced in each new teaching context, the teacher’s motivation and commitment to the profession were driven and sustained by the high integration of personal goals with one’s self, goal fusion. Furthermore, an inherently strong drive to minimise the discrepancy between her current self and her ideal future self, helped the novice teacher navigate each new setting and its respective demands.
Practical implications
English teachers need specific support and professional development that goes beyond pre-service education into in-service training. It is important that continuous professional development be undertaken to allow opportunities for the conception of reflective practice and reflective practitioners.
Originality/value
Self-concept is not only a means of self-evaluation, but also a key driver for goal-relevant cognitions and behaviours effective for teaching practice.
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Adopting a feminist constructionist perspective, this article proposes an analysis of the micro-level processes and dynamics of interpersonal, gendered, business relationships…
Abstract
Purpose
Adopting a feminist constructionist perspective, this article proposes an analysis of the micro-level processes and dynamics of interpersonal, gendered, business relationships between female entrepreneurs, therefore constituting an extension to network theory in the women's entrepreneurship research field.
Design/methodology/approach
The qualitative research builds on a single, longitudinal case study of a successful, 15-years long collaboration between two female entrepreneurs. Qualitative data were collected over two years, through formal and informal interviews with the entrepreneurs, observations and complementary documentation. The data analysis is based on a grounded theory and narrative approach.
Findings
The article proposes a thick narrative of the evolution of the dyadic business relationship, and reveals the power of gender role stereotypes in its progressive formation and development.
Research limitations/implications
The article produces situated knowledge about female entrepreneurs and strong interpersonal business ties. The limitations relate to the specificity of the case analysed, representing the viewpoint of privileged, white, Western, educated and wealthy female entrepreneurs. It therefore does not account for the diversity of women's entrepreneurship.
Originality/value
The article enriches and extends social network theory in the women's entrepreneurship field through analysing how gender is done in discursive and social practices at the interpersonal level. The case also constitutes an illustration of social feminism in women's entrepreneurial practice, challenging dominant gender stereotypes.
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Phyllis Annesley, Adedayo Alabi and Laura Longdon
The purpose of this paper is to describe the Eye movement desensitisation and reprocessing (EMDR) treatment of an adult female patient detained within a high secure hospital with…
Abstract
Purpose
The purpose of this paper is to describe the Eye movement desensitisation and reprocessing (EMDR) treatment of an adult female patient detained within a high secure hospital with complex mental health difficulties, including complex trauma, factitious disorder, self-injury and a history of offending. The EMDR treatment addressed the patient’s urges to engage in severe and sometimes life-threatening self-injury, a primary motive of which was to access physical healthcare interventions within a general hospital. The paper describes the wide-ranging benefits of the treatment and incorporates feedback from the patient and clinicians within her multi-disciplinary team (MDT).
Design/methodology/approach
Four triggers for self-injury were processed during the therapy using the DeTUR Protocol (Popky, 2005, 2009) and the Constant Installation of Present Orientation and Safety (CIPOS, Knipe, 2009a) method. In total, 18 one hour therapy sessions were delivered plus three follow-up sessions to continue to offer support and complete the post-treatment evaluation.
Findings
The level of urge for each trigger was reduced to 0 which the patient defined as “no urge to self-injure”. Benefits went well beyond self-injury with reported positive impacts on mood, thinking, sleep, concentration, memory and experience of flashbacks.
Practical implications
This case report demonstrates that the EMDR DeTUR Protocol together with the CIPOS method can be extremely valuable in the treatment of patients who self-injure.
Originality/value
The case report offers an important contribution to an area that requires much further research.
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Bongi Bangeni, Carla Fourie and June Pym
Co-authored by three South African academics working in higher education development, this chapter uses the transition from professional practice to academic contexts as an entry…
Abstract
Co-authored by three South African academics working in higher education development, this chapter uses the transition from professional practice to academic contexts as an entry point into a discussion of transitions broadly. We reflect on the role of mentoring in supporting the multiple transitions which dual professionals navigate and what this means for the provision of inclusive, quality education (SDG 4) with a focus on higher education. In reflecting on this Sustainable Development Goal, we approach the topic of mentoring from a critical perspective which allows us to attend to the themes of power, access and equity that it invokes. The body of scholarship on the transition experiences of practitioners into academia has challenged the assumption that professional expertise translates into teaching expertise in the classroom. The opening vignette contextualizes this challenge. The vignette protagonist offers to support an academic colleague and approaches a mentoring expert to explore her guiding principles for mentoring within and beyond the classroom. The dialogue surfaces the need for mentoring that considers the various transitions that dual professionals navigate. We engage critically with international literature on the role and positionality of dual professionals in academia and reflect on selected concepts from this literature to highlight the importance of an adaptive mentoring approach for meeting academics in transition at their point of need. We offer a synthesis of literature on holistic approaches to mentoring, critically reflecting on how they enable inclusive quality education for the benefit of society.
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Discusses the difficulties women experience in speaking and writing as women. Outlines feminine problems of using the word “I”. Looks at the writing of Marguerite Duras and charts…
Abstract
Discusses the difficulties women experience in speaking and writing as women. Outlines feminine problems of using the word “I”. Looks at the writing of Marguerite Duras and charts her attempts at producing a feminine “I”. Profiles excerpts from her books in some details, looking at specific examples of her work and advocating further use of her style.
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Joseph C. Rumenapp, Colleen E. Whittingham and Emily Brown Hoffman
To explore the use of video-stimulated reflection during read aloud activities in early childhood to promote self-awareness, reading comprehension, and metacognitive literacy…
Abstract
Purpose
To explore the use of video-stimulated reflection during read aloud activities in early childhood to promote self-awareness, reading comprehension, and metacognitive literacy practices.
Methodology/approach
The increasing visibility and accessibility of video recording devices across learning environments is the cause for investigating their potential utility as effective instructional tools. This chapter outlines a pedagogical approach to the implementation of video reflection in early childhood education. Grounded theory is used to build an understanding of how video can support effective emergent literacy and metacognitive strategy instruction.
Findings
Video recordings facilitated students’ reflection. Common reflective themes include revisiting the recorded event in reflective discussion, elaboration on story elements toward increasing comprehension, and explaining students’ own thinking. These findings indicate students’ ability to engage in emergent practices fundamental to a disciplinary literacy perspective.
Practical implications
The use of tablets as a video device in early childhood can be utilized to promote reading instruction and metacognition. Video reflection can leverage practices that are necessary for disciplinary literacies.