Empowering parents to regulate child screen media use through strength-based coaching: interpretative phenomenological analysis

BackgroundBelonging is critical for the development and wellbeing of medical students. Belonging, particularly within a ‘relational being’ paradigm, presents a significant challenge for students, especially within clinical learning environments. Co-creation is a learning relationship in which students are actively involved in the education process. It is inherently relational and promotes belonging within higher education environments. Little is known about utilising co-creation in the curriculum, within medical education. The aim of this study was to explore medical students’ experience of co-creation of learning resources within the clinical learning environment.MethodsFollowing ethical approval, medical students were invited to become co-creators of a learning bulletin resource, within the paediatric acute receiving unit, at a paediatric teaching hospital. Interpretative phenomenological analysis (IPA) was used to enable an in-depth exploration of how medical students experienced co-creation within the clinical learning environment. Medical students participated in semi-structured interviews about their experience, which were transcribed verbatim and analysed using IPA. The analysis integrated individual lived experiences into an analytic summary.ResultsNine medical students participated. Three group experiential themes were identified: identity maturation; learning community and workplace integration. The support found within this co-created learning community, along with maturation of their identity, allowed the participants to experience a challenge to their existing worldview. This shift in perspective resulted in them responding and behaving in the workplace in new ways, which enabled them to belong as themselves in the clinical learning environment. These findings were situated within the developmental concept of self-authorship, as well as contributing to a new understanding of how co-creation promoted social integration.ConclusionsCo-creation enabled students to learn in a meaningful way. The relational power of co-creation, can be harnessed to deliver participatory learning experiences, within our increasingly complex healthcare environment, to support the learning, development and integration of doctors of the future.

Previous research has shown attachment avoidance in adulthood to be a strongnegative predictor of desire to have children, bonding in pregnancy, and abilityto relate to children after birth (Rholes, Simpson, & Blakely, 1995; Rholes,Simpson, Blakely, Lanigan, & Allen, 1997). Other research has shown that relationships between adult attachment and prenatal bonding and parenting style are sometimes mediated by caregiving style (Walsh et al., 2011; Millings, Walsh, & O’Brien, 2008). The two studies presented here explore the roles of attachment and caregiving in how individuals without children think about their intentions to become a parent and their expectations of what future parenting will be like. Study 1 demonstrated that, in accordance with other literature, attachment avoidance was a good negative predictor of desire to have children, but that caregiving style did not mediate this relationship. There appeared to be different predictors for young men and young women such that attachment avoidance predicted desire to have children for women, but caregiving responsiveness to partner predicted desire to have children for men. The second study sought to replicate and extend these results by examining attachment, caregiving, and relationship influences on expectations of future parenting. This research adds to our understanding of the correlates and predictors of parenting intentions and expectations, and the relative importance of relationship and individual processes.

Children who are adopted have frequently experienced a range of aversive experience which impact on their ability to form secure attachments. Dyadic Developmental Psychotherapy (DDP) is an intervention designed to develop and promote secure attachments with children who have experienced developmental trauma. Eight adoptive parents participated in semi-structured interviews regarding their experiences of attending the 'Nurturing Attachment' group informed by DDP. The transcripts of their interviews were explored using Interpretative Phenomenological Analysis. The analysis revealed five inter-connected superordinate themes which were as follows: A supportive group, A shift in perspective, 'Turning trauma into secure attachment', 'Am I doing it right?' and Continuing the adoption journey. Themes are considered in relation to the theoretical underpinnings and practice of DDP. Some further implications for clinical and research practice are also discussed.

The paper describes the inclusivity of two methodological approaches, applied in PhD study, completed in 2021. The study combined Interpretative Phenomenological Analysis (IPA) and elements of Interpretive Poetics (IP). The focus of the study was understanding the live experiences of educated professionals from selected. African countries, living in Finland. The data were collected through semi-structured interviews with ten participants, five females and five males from Kenya, Zimbabwe, Nigeria, Zambia and Ghana. At the time of the study, they were employed by Finnish companies. The data was analyzed by adopting phenomenological analytical tools and elements of interpretative poetics (IP). By incorporating elements of IP into IPA, the study created an additional analytical perspective within IPA, thus enriching it as a methodology. Adopting this additional narrative tool (IP) within IPA demonstrated that IPA can be successfully utilized by researchers from outside such fields as psychology, health psychology and medicine, where IPA is adopted. It further showed that experiences other than those connected to illness and health can be successfully investigated. It proved of value in this cross-cultural study, where a close analysis of the spoken words at the textual level, reinforced and confirmed the findings of the phenomenological (IPA) analysis, thus providing additional validity to the findings. The findings of IPA correlated and were supported by the findings of IP analysis. The identified personal experiential statements (PETs), were clearly expressed through the form of address, as divided. The story threads added a deeper layer to the meaning of the PETs. The sensemaking of lived experiences in the host culture was deeply rooted in and influenced by the values of the native cultures of the participants.

Purpose: The objective of the present study was to explore Emotional Freedom Techniques (EFT) practitioners’ experiences of using EFT to support chronic disease patients. This was part of a larger study exploring chronic disease patients’ and EFT practitioners’ experiences of using EFT to support chronic disease healthcare.Methods: A qualitative approach was deemed suitable for this study. Eight practitioners were interviewed using semi-structured interviews via telephone or Zoom (an online video-conferencing platform). Interviews were transcribed verbatim and data was analyzed using Interpretative Phenomenological Analysis methodology.Results and conclusion: This article presents two super-ordinate themes which explore application of EFT for addressing emotional issues faced by chronic disease patients, and for management of physical symptoms, respectively. Chronic disease patients may benefit from a holistic biopsychosocial, patient-centered healthcare approach. EFT offers potential as a technique that may be used by health practitioners to support the psychosocial aspect of chronic disease healthcare.Implications for RehabilitationRehabilitation professionals should incorporate suitable psychological interventions (e.g., EFT) to improve coping and acceptance in physical chronic disease patients and alleviate their fears about the future.Rehabilitation professionals are also recommended to address in chronic disease patients, long-standing or unresolved emotional issues, including past traumas from early life, using EFT or another suitable intervention.Rehabilitation professionals should help improve patients’ emotional states using EFT to enhance physical symptom management.

There is a continued need to build research capacity within the allied health professions (Council for Allied Health Professions Research, 2016). As one of the larger allied health professions, this is also the case for occupational therapy. Each year there are approximately 1,000 graduate occupational therapists entering the health and social care workforce, joining what is a current UK community of 38,183 qualified occupational therapists (HCPC, 2018). One requirement of being a professional occupational therapist is adherence to professional standards, including a commitment to advancement of the evidence base through engagement with research activity (COT, 2015). This study provides in-depth understanding of the research capacity experiences of early career occupational therapists. The study aims to contribute to the UK Occupational Therapy profession’s knowledge about research capacity in practice and to use the research findings to inform the development of local Occupational Therapy undergraduate programme provision. This study used Interpretive Phenomenological Analysis as the discrete research approach. Through purposive homogenous sampling, eight early career first class (Hons) occupational therapists who graduated from one UK University, participated in this study. Data were collected using semi-structured interviews and a ‘participant profile’, and analysed using the interpretative phenomenological analysis step guide (Smith, Flowers and Larkin, 2009). Findings suggest that the early career occupational therapists in this study face professional challenges that have an impact on their current and future contribution to research capacity. These challenges are discussed using three topic areas:- professional identity of early career occupational therapists, professional socialisation of early career occupational therapists, and research capacity and how it is defined. Contributing to research capacity is not fully integrated into the professional identity of early career first class (Honours) occupational therapists. Professional socialisation within the workplace appears to have an impact on the research capacity contribution of early career occupational therapists. Occupational therapy undergraduate students should be better prepared for research utilisation and research production during their undergraduate learning. Strategies to further embed research capacity contribution within the occupational therapy curriculum are identified. This study suggests that acknowledging a continuum of research activities would be helpful to promote a more inclusive perspective on research capacity contribution.

The aim of this study was to explore the physiotherapists' lived experiences of providing pain education (PE), to people living with non-specific low back pain (NSLBP). In previous studies, PE has been associated with positive clinical outcomes within the physiotherapeutic management of NSLBP. However, the meaning of providing PE, as experienced by physiotherapists, has not been specifically explored. This study adopted a hermeneutic phenomenological approach to explore PE experiences. Six semi-structured interviews were conducted, interviews were transcribed and analysed in line with the 'interpretative phenomenological analysis' framework. Five main thematic meaning structures emerged: Experienced significance of assessment in understanding NSLBP, PE as explaining the nature of NSLBP, Experienced challenges in providing PE, individualisation as key to PE for NSLBP and Reassurance as central to PE for people living with NSLBP. The significance of subjective assessment, was a key component of PE, as experienced by participants. However, differences were noted between participants in addressing the sense of assessment; in seeking a physiotherapeutic understanding of the NSLBP, and in seeking to understand the situation of those who are in pain. Within the participant experience, the significance of 'patient' reassurance was highlighted, related to the individualisation and outcome of PE. Reassurance, as described by participants, was emotive and practically grounded and linked with physical activity promotion. Individualisation in PE was meaningfully related to language modification and developing positive therapeutic relationships. Physiotherapists described PE particularly challenging related to pain chronicity and psychosocial factors, which may have significant implications to practice.

The journey to advanced practice and skeletal trauma reporting; an Interpretative Phenomenological Analysis of preparation for the role

Education is not only the issue of curriculum and demand, it is far beyond this. It also involves personal interest, preferences, and other socioeconomic factors. Currently, many Ethiopian youths join public higher educational institutions which are not their first choice, and enroll in a department that is not their first choice. Thus, the present study aimed to show lived experience of one student who joined Bahir Dar University School psychology program without her interest. The study used a phenomenological qualitative research approach specifically interpretative phenomenological analysis (IPA). The data for the purpose of the study gathered through semi-structured interviews. The findings of the present study revealed that quota-based department placement highly affects university student’s academic life and their future life. Lived experience of the participant of the present study witnessed that a student who joined Ethiopian universities with the lowest pass mark does not get a chance of joining dreamed department. Due to this, the student: felt regret for missed opportunities of not studying hard for entrance exam; get depressed, become anxious, develop a feeling of inferiority because of the failure experienced in controlling once own fate; fail to properly accomplish academic tasks that lead to low academic achievement; and develop a feeling of uncertainty in planning about life after school.

To investigate African Caribbean women's subjective accounts of stroke and how this impacted on their lives and identify beliefs attributed to the causes of stroke in this post stroke. In the UK, those from African or African Caribbean ethnicity are at an increased risk of stroke, and stroke risks are double that of the UK White population. This is because diabetes and hypertension are more common in those of African and African Caribbean ethnic groups. The main risk factors for stroke are high blood pressure, alongside obesity and overweight, poor diet and lack of physical activity. A qualitative study using interpretative phenomenological analysis. Data were collected via semi-structured indepth interviews for six African Caribbean women. Interviews were audio recorded and transcribed verbatim. Interpretative Phenomenological Analysis was used to deconstruct the data and facilitate developing themes. Six semi-structured interviews were completed with women aged 47-85years. Two themes emerged (1) the role of lifestyle and biological risk factors linked to the causes of stroke and (2) the role of spirituality, in identifying the lay beliefs and causes of stroke. Alternative explanations of the causes of stroke that include witchcraft, or wishing someone wrong suggests a lack of perceived control over stroke. This may suggest a focus on less visible risk factors such as hypertension, familial history or diabetes and will need inclusion in health promotion materials. Lay beliefs such as witchcraft can co-exist amicably alongside modern medicine, as long as they do not hinder access to medication, treatment or risk factor management of stroke. The results demonstrated that nursing care and health promotion materials should emphasise on obesity, overweight and management of these through diet and physical activity to prevent stroke occurring.

Understanding the psychology of pre-service teachers and the factors that affect their well-being have received relatively little attention in the relevant literature. Therefore, the present study seeks to investigate how pre-service teachers perceive their wellbeing during their practicum by collecting data from pre-service teachers via narratives and semi-structured interviews. Interpretative Phenomenological Analysis (IPA) was used to analyze the data. The results revealed a number of factors influencing the well-being of pre-service teachers, including motivation, students, their appreciation of the profession, feelings of inadequacy, relationship management, their multiple roles, technical concerns, and future perceptions. The findings highlight how pre-service teachers’ well-being influences their professional practices and provide insights for teacher educators, pupils, and researchers who are concerned with the well-being of pre-service teachers and work in the field of teacher education. Overall, the study sheds light on the complex and multifaceted nature of pre-service teacher wellbeing during practicum and emphasizes the need for a more holistic approach that considers the various factors that influence pupils' psychological and emotional states.

This study aimed to describe the perceptions of latchkey early adolescents related to their unsupervised experiences after school. The sample consisted of 16 early adolescents (8 female-8 male) who accepted to participate in the research voluntarily, aged from 11 to 14 years old, attending a secondary school in the city of Denizli/Turkey. The qualitative research methodology was used in this research and the phenomenological was chosen as a study design. Based on interpretative phenomenological analysis following the semi-structured interviews which were audio-recorded, the results revealed the following six main themes: positive self patterns, negative self patterns, lack of perceived social support, perceived academic achievement, communication, and emotional state.

Through in-depth, semistructured interviews with former White supremacists (N = 9), the authors explored how and why former White supremacists left their hate groups, and why some chose to then speak out against their former racist ideologies. Using interpretative phenomenological analysis (IPA; Smith et al., 2009), the authors identified nine themes related to the process of leaving one's hate group and becoming an antihate activist. Participants initially left their hate groups because of both painful and encouraging interactions with members of marginalized communities, which led to the disintegration of their White supremacist ideological convictions. Upon exiting, participants navigated threats to their safety, experienced shifts in their social networks, encountered new emotional states, and healed through introspection and connection with others. Finally, participants connected with former White supremacists who had become antihate activists, spoke out publicly against hate, and developed antihate activist identities. The authors offer directions for future research, as well as provide implications for clinical interventions supporting hate group members through their exit processes. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Context: Acquired Brain Injury (ABI) is responsible for multiple deficits affecting motor skills, language, cognition, behavior and also emotional regulation, which impair the quality of life of patients and their families. Purpose: The aim of this study is to explore the emotional experience of this population after learning to regulate emotions using a dialectical behavior therapy (DBT) approach called GREMO (Groupe de Régulation ÉMOtionnelle). Method: Semi-structured interviews were conducted with 17 patients (mean age: 38.9 years) with ABI (traumatic brain injury, stroke, encephalitis, cerebral anoxia) sustained on average of 10.5 years before the interview. Data was analyzed using Interpretative Phenomenological Analysis (IPA). From 20 hours 26 minutes of interviews, transcripts totaling 185,471 words were analyzed using double coding. Results: Four superordinate themes were identified: (1) identification and regulation of emotions facilitated by DBT; (2) pervasive emotions: a constant challenge for emotional regulation even after DBT; (3) emotions and relationship with others; (4) meaning, rereading one's life and desire for the future; in the light of emotional regulation. During the interviews, participants were able to identify a range of emotions such as anger, fear, sadness, shame, as well as pleasant ones. They noted an increased awareness of their emotions since their participation in DBT, enabling them to better understand, know and recognize their emotional states. In addition, they noted an improvement in the control of their emotions and found that learning DBT skills facilitated their ability to regulate them. Despite this, they stressed that emotional management remains a daily challenge, and some expressed persistent difficulties in their interpersonal relationships, including feelings of misunderstanding and social isolation. The interviews also offered participants the opportunity to reflect on their emotional functioning and future aspirations. Conclusion: It is therefore essential to integrate the participants' emotional experiences and goals into a perspective of post-traumatic growth and identity reconstruction, paying particular attention to this dimension in speech and language therapy.

To understand the lived experiences of nurses resuscitating children in community hospital emergency departments. Emergency department nurses exposed to paediatric resuscitations are at a high risk of developing post-traumatic stress. This may be especially true in community hospital emergency departments, where nurses have less exposure to, knowledge about, and resources for managing these events. Interventions to proactively prevent nurse trauma in these contexts remain largely uninvestigated. To inform such interventions, a detailed understanding of the largely unknown lived experiences of these nurses is necessary. In-depth, semi-structured interviews were conducted with four registered nurses that had experienced at least one paediatric resuscitation while working in a community hospital emergency department in Ontario, Canada. Data were analysed using interpretive phenomenological analysis. Reporting follows the COREQ checklist. Analysis revealed three superordinate themes (i.e. 'Conceptualising Paediatric Resuscitations', 'Seeing What I See', and 'Making Sense of What I Saw') and nine corresponding subthemes. This study provides insight into the infrequent, but profound experiences of nurses resuscitating children in community hospital emergency departments. Nurses, who conceptualise these events as unnatural, emotional, and chaotic, are comforted by those who understand their experiences and are distressed by those who cannot see what they see. To reconcile what they have seen, nurses may reflect and ruminate on the event, ultimately restructuring their experiences of themselves, others, and the world to make room for a new reality where the safety of childhood is not certain. Our findings contribute to pragmatic recommendations for interventions to proactively prevent nurse distress in these contexts, including psychoeducation, psychological support and in-situ simulation activities. Nursing leaders should consider staff that have resuscitated children as valuable sources for information on how to improve practice settings.