Preface: Understanding Women’s Lives and Trauma Through Narrative Research and Analysis

1. Locating Narrative Inquiry in the Interdisciplinary Context Scientific Research and Qualitative Research in Tandem Narrative Inquiry Narrative Inquiry in Different Disciplines Some Cautionary Tales About Narrative Inquiry Narrative Inquiry as the Synergy of Interdisciplinarity Learning to be a Storyteller in the Interdisciplinary Context Conclusion: A Falling Apple 2. Philosophical/Theoretical Underpinnings of Narrative Inquiry The Role of Theory Philosophical/Theoretical/Interpretive Paradigm Theory and Narrative Inquiry Critical Theory Critical Race Theory Feminist Theory Phenomenology Poststructuralism/Postmodernism/Deconstruction Dewey's Theory of Experience Bakhtin's Theory of Novelness Conclusion: No Theory Used as a Procrustean Bed 3. Narrative Research Design: Engaging in Aesthetic Play Engaging in Aesthetic Play Standards for Humanities-Oriented Research Learning to Think Narratively Plowing Before Sowing: On Reviewing the Literature Developing Good Research Questions Imagining the Researcher-Participant Relationship: From Spy to Friend Ethical Issues in Narrative Inquiry Qualitative Writing vs. Scientific Writing Imagining Narrative Writing as Aesthetic Play Conclusion: Where Your Heart Belongs 4. Narrative Research Genres: Meditating Stories Into Being Narrative Inquirer as a Midwife Narrative Research Genres Autobiographical Narrative Inquiry Biographical Narrative Inquiry Arts-Based Narrative Inquiry Literary-Based Narrative Inquiry Visual-Based Narrative Inquiry Conclusion: Blurring Genres 5. Narrative Data Collection Methods: Excavating Stories Narrative Thinking Interview Logistics Types of Qualitative Interview Narrative Interviewing Fieldwork Artifacts: Cabinets of Curiosities or Cabinets of Wonder Visual Data Digital Archival Data Conclusion: Excavating Stories as Data 6. Narrative Data Analysis and Interpretation: Flirting With Data On Flirtation Qualitative Data Analysis Theorizing Narrative Data Analysis and Interpretation Methods of Narrative Data Analysis Narrative Analysis in Narrative Genres Conclusion: Variegations of Narrative Analysis and Interpretation 7. Narrative Coda: Theorizing Narrative Meaning On Coda Researching Signature Answering the Question So What? Desiring and Audience Avoiding an Epic Closure Theorizing Findings Planting the Seed for Social Justice Becoming a Scheherazade Conclusion: Ongoing Stories 8. Critical Issues in Narrative Inquiry: Looking Into a Kaleidoscope Looking into a Kaleidoscope Contradicting Stories: The Rashomon Effect Temptation of Backyard Research On Reflexivity On Bricolage and Bricoleur On Small Stories Storytelling as Performance Conclusion: Pushing the Boundary of Narrative Inquiry 9. Examples of Narrative Inquiry: Theory Into Practice Narrative Inquiry as Phenomenon and Method Narrative Inquiry as Oral History Narrative Inquiry as Life Story Narrative Inquiry as Autoethnography Narrative Inquiry as Creative Fiction Narrative Inquiry as Fiction Conclusion: Learning to be a Storyteller 10. Epilogue

У статті обґрунтовано концептуальні основи розвитку емоційного інтелекту в онтогенезі, визначено теоретико-методологічні підходи, які дають змогу створити цілісне уявлення про сутність емоційного інтелекту людини з точки зору: системного підходу (природа, структура, функції, психологічні механізми розвитку, форми і рівні розвитку в онтогенезі); суб’єктно-діяльнісного підходу (через характеристику основних структурних компонентів діяльності – мотиваційного, змістового, операційного та результативного; визначення сенситивного періоду – найбільш сприятливого для розвитку емоційного інтелекту; аналіз особливостей його прояву в суб’єкта діяльності); особистісно-орієнтованого підходу (через прояв індивідуально-психологічних особливостей розвитку емоційного інтелекту); компетентнісного підходу (шляхом розвитку і формування емоційної компетентності молодших школярів, учителів початкових класів, шкільних психологів, батьків учнів).Визначено, що емоційний інтелект є інтегральною властивістю особистості, яка відображає пізнавальну здатність людини до розуміння емоцій та управління ними шляхом когнітивної обробки емоційної інформації та забезпечує психологічне благополуччя особистості й успішність соціальної взаємодії. Відповідно до рівнів психічного відображення (сенсорно-перцептивного, когнітивного, особистісного, суб’єктного, духовного) виокремлено форми (емоційний інтелект як властивість: індивіда, суб’єкта діяльності, особистості, суб’єкта життєтворчості, суб’єкта життєдіяльності), психологічні механізми (ідентифікація, наслідування, емоційне зараження, рефлексія, емоційна децентрація, емоційна саморегуляція, антиципація, емпатія), критерії та рівні розвитку емоційного інтелекту в онтогенезі (психофізіологічний, когнітивний, соціопсихологічний, креативно-суб’єктний, екзистенційно-духовний). На основі результатів емпіричного дослідження здійснено порівняльний аналіз особливостей розвитку емоційного інтелекту в старшому дошкільному, молодшому шкільному і підлітковому віці. Доведено, що молодший шкільний вік є сенситивним періодом розвитку емоційного інтелекту.

The measurement of a major childhood risk for depression: Comparison of the Parental Bonding Instrument (PBI) ‘Parental Care’ and the Childhood Experience of Care and Abuse (CECA) ‘Parental Neglect’

Preliminary Comments This special issue focuses on the significance of the use of narrative inquiry, autoethnography and collective biography in higher education research in Europe. These methodological approaches – often positioned under the broad umbrella term of ‘narrative research’ – have been growing in popularity in the social sciences, medicine and the humanities in recent decades, but narrative/biographical texts have been integral to the Europeanisation of research and methodological approaches for some years, dating back to Thomas & Znaniecki’s work on Polish peasants (1918-20). One reason for their current popularity is that researchers who favour them appreciate the universality of storytelling and work with it as a way of understanding people’s collective experiences, while acknowledging the individual differences. Importantly, they acknowledge that the stories that can be told – and the ways in which they are told – are context dependent. In addition, these methodological approaches are remarkably powerful in researching professional identities and in enabling voices that have traditionally been silenced or marginalised to be heard. Seeking to foreground people’s lived experiences, often including those of the researcher(s), these approaches thus strive to gain – and provide – insight into the local contexts in which those experience narratives are constructed. There is a plethora of researchers in higher education employing these methodologies but the topics seldom focus on higher education and its complexities. The purpose of this special issue, therefore, is to highlight the value and richness of these contemporary methodological approaches in investigating different dimensions of European – and European-influenced – higher education. Biesta and Simons (2009) draw attention to the responsibilities of European universities to engender ‘cultural, social and civic development’ (p. 142) and I have written extensively (see, for example, Trahar, 2011) of the potential for twenty-first-century higher education to effect greater understanding between people in our turbulent epoch of globalisation and internationalisation. The university is a space within which the multilayered complexities of a variety of values, cultures and academic traditions can be illuminated and critiqued. Lawn and Grek (2012) refer to ‘crossborder travellers’ who, although ‘expert at crossing boundaries’, rarely have their tales used in order to develop ‘an understanding of the bordered nature of the research case’. Scott and Hobson (2013) speak of the ‘forgotten things’ in pointing to those dimensions of the university that can be reclaimed through telling ‘rare tales – oddly shaped personal narratives, group narratives, narratives with unusual characters’ (p. 17). The methodological approaches in this special issue enable us, albeit in different ways, to hear ‘rare tales’ from European ‘cross-border travellers’ to enable the reader to gain a deeper understanding of the ‘research case’, and, in particular, the research case in a European Higher Education Area (EHEA) shaped by Europeanisation processes.

Nursing students in the present sample who have experienced childhood adversity have a certain level of post-traumatic growth. If introduced into nursing curricula, emotional intelligence interventions may increase emotional coping resources and enhance social skills for nurses, which may benefit their long-term occupational health. As researchers consider personal resilience a strategy for responding to workplace adversity in nurses, resilience building should be incorporated into nursing education. This is a preliminary study that may guide future investigations of the curvilinear relationship rather than linear relationship between post-traumatic growth and positive factors in the special sample of nursing students. Resilience, emotional intelligence and post-traumatic growth may benefit nursing students' careers and personal well-being in clinical work. Developing both their emotional intelligence and resilience may assist their individual post-traumatic growth and enhance their ability to cope with clinical stress. To investigate the relationships among post-traumatic growth, emotional intelligence and psychological resilience in vocational school nursing students who have experienced childhood adversities, a cross-sectional research design with anonymous questionnaires was conducted and self-report data were analysed. The Childhood Adversities Checklist (Chinese version), Posttraumatic Growth Inventory, Emotional Intelligence Scale and the 10-item Connor-Davidson Resilience Scale were used. Survey data were collected from 202 Chinese vocational school nursing students during 2011. Post-traumatic growth was associated with emotional intelligence and psychological resilience. Results indicated a curvilinear relationship between emotional intelligence and post-traumatic growth, and between psychological resilience and post-traumatic growth. Moderate-level emotional intelligence and psychological resilience were most associated with the greatest levels of growth. The results imply that moderate resilience and emotional intelligence can help nursing students cope with adversity in their future clinical work. This study first provided preliminary data suggesting the curvilinear relationship rather than linear relationship between post-traumatic growth and positive factors in the sample of nursing students.

Purpose: Post-traumatic growth in police officers is important. This study was performed to determine the impact of emotional intelligence and vocational calling on post-traumatic growth. Methods: For this descriptive correlation study, participants were 184 police officers, working in one of eleven police stations. Data were collected from February 15 to February 28, 2017 using self-report questionnaires. Analysis was done using t-test, one-way ANOVA, Pearson correlation coefficients, and multiple regression with IBM SPSS 19.0. Results: Emotional intelligence and vocational calling were positively correlated with post traumatic growth. Analysis of the impact of emotional intelligence and vocational calling on post-traumatic growth showed that emotional intelligence was the most significant predictor variable. Moreover, there was a mediating effect of vocational calling in the relationship between emotional intelligence and post-traumatic growth. Conclusion: The study results suggest that improvement in police officer''s emotional intelligence and vocational calling increases their post-traumatic growth. It is necessary to device strategies which strengthen emotional intelligence and vocational calling in order to improve the post-traumatic growth of police officers.

Curriculum can be interpreted broadly to include not only what is taught but how a subject is taught or enacted. Over recent years reflection has become an accepted practice as educators seek to develop their awareness about both what and how they teach. Narrative inquiry is one way in which educators can engage in such reflection. this paper I describe narrative inquiry, briefly outline my own experience of how narrative inquiry supported a deeper exploration of my thinking about mathematics curriculum (the what and how), and propose that narrative inquiry is a valuable means to deepen one's understandings of curricula. Introduction A broad interpretation of curriculum to include not only what is taught but also how it is taught or enacted appears to be embedded in both Mathematics in the New Zealand Curriculum (Ministry of Education, 1992), and The New Zealand Curriculum (Ministry of Education, 2007). For example, in The New Zealand Curriculum the achievement objectives for each level are prefaced with the statement, In a range of meaningful contexts, students will be engaged in thinking mathematically and statistically. They will solve problems and model situations that require them to: ... This gives a broad outline of how mathematics may be taught in the classroom and is followed by a list of achievement objectives that outline what is to be taught. The what and how of curriculum are intimately linked, and an educator's beliefs and perceptions of what a particular subject area such as mathematics is will influence how they might go about supporting learning in this curriculum area. Narrative inquiry is one way to learn more deeply about one's practice, including beliefs and perceptions, and is regarded as a powerful means by which learners can reflect on and develop their own professional practice (Chambers, 2003; McCormack, 2002; Rushton, 2001). It follows that such inquiry can also be an effective way to reflect on curriculum in the broadest sense. Beattie (1995) makes a particularly strong case for the use of narrative inquiry within educational research, writing, at the heart of meaningful educational reform and change, lie the narratives (p. 66). Recently I engaged in narrative inquiry for a period of approximately 20 months to investigate my professional practice while working with preservice primary teachers in mathematics education. One theme that emerged centred on the use of mathematical investigations as a vehicle for supporting preservice primary teachers to consider what the learning and teaching of mathematics may entail; that is, how the mathematics curriculum might be enacted. As part of this process I personally undertook several mathematical investigations. This combined mathematical and narrative process resulted in significant learning about previously unrecognised beliefs that I held about the nature and learning of mathematics; that is, the what of mathematics. A consequence of this was some changed beliefs and teaching practices; in other words, change in how I envisage mathematics and mathematics education curricula. Narrative inquiry, a form of action research, thus appears to be a way in which educators can become aware of their perceptions about what and how the curriculum can be enacted in their classroom. this article I describe narrative inquiry and then, in order to illustrate the potential of narrative inquiry for education practitioners, I briefly describe my own experiences of how such inquiry supported a deep exploration of mathematics curriculum in the context of preservice primary teacher mathematics education. Narrative inquiry Over the past two decades the practice of reflection has been recognised as a legitimate aspect of action research in education (Adler, 1993; Francis, 1995; Schon, 1983). More recently, narrative inquiry has also become valued (Chambers, 2003; Luwisch, 2001; O'Connell Rust, 1999). …

Actuality. Contemporary society adopts an ideal of personality, which describes humans, much from the point of view of emotional intelligence. The ever-increasing complexity of contemporary society makes emotional intelligence insufficient for children (the young generation) in the context of solving everyday problems. Aware of these things, we increasingly reveal the importance of emotional intelligence in supporting control over difficult social situations, leading to correct behavior, guaranteeing an adequate level in society. Academic performance and children's adaptation to the demands of social life are a priority for parents as well as for teachers. The ever-changing ideals of contemporary society make the intelligence acquired both in the family and in educational institutions insufficient for most of the children. Research in recent decades has focused on the tendency to theoretically and practically substantiate the concept of emotional intelligence, demonstrating its importance for personal development and socio-professional insertion, and current concerns in this field branch out into several fields such as sports. The perspective of developing emotional competence by practicing motor activities involves improving well-being, increasing the decision-making capacity to solve problems in a responsible way, coping with everyday and stressful demands. P. Salovey and J.D. Mayer consider that emotional intelligence involves the ability to perceive emotions as correctly as possible and to express them, the ability to generate feelings when they facilitate thinking and the ability to know, perceive emotions and regulate them, in order to promote emotional and intellectual significant development. Emotional intelligence represents "the ability to accurately perceive, understand and positively express certain emotions, to use emotional valences to facilitate the resolution of problematic situations". The sports environment requires solving emotional problems through specific training and competition that create conditions for the athlete to develop emotional intelligence, to increase self-confidence. Judo is the model sport for emotional development. The means and methods implemented in Judo, its special principles and forms, are oriented towards the training of athletes in order to acquire the technique of procedures and motor actions for the development of motor qualities; to increase the capacities of the functional systems of the athletes' body, which ensure the results of the competitive activity; towards the formation of moral and volitional qualities, towards expanding the possibilities of developing emotional intelligence. Judo sports activity: - provide pleasant physical and mental sensations. - improves motor behavior - gesture quality, precision and strength. - ensures the improvement of major functions and adaptation to effort - mental-emotional resistance at the same time. - guarantees the balance and consistency of psycho-emotional manifestations - the development of emotional intelligence. The topicality of the topic addressed is determined by the valorization of the sport of Judo, in the development of emotional intelligence. The most important styles of martial arts are increasingly popular in recent years, one of them being Judo, which is not just a simple sport, but also a form of mental development, namely emotional stability, self-esteem and respect for the opponent ( empathy) main components of emotional intelligence. In this context, we note the need to capitalize on the sport "Judo" as an alternative to technologies for developing emotional intelligence in psychology. Research hypothesis. It is assumed that the practice of the sport of Judo, through the specific techniques and methodologies of mental preparation of the judocan, can be a psychotherapeutic alternative for the development of emotional intelligence. The purpose of the research consists in capitalizing on the sport of Judo as an alternative to the psychological methods of developing emotional intelligence during the adolescent period. Research objectives: 1. Analysis of epistemological benchmarks regarding the role of Judo sport in the development of emotional intelligence during the adolescent period. 2. Emphasizing through a sociological survey the problem of emotional intelligence in society and highlighting the role of the sport of Judo in the development of emotional intelligence. 3. The elucidation of mental training mechanisms in the sport of Judo having an impact on the development of emotional intelligence during the adolescent period. 4. Experimental argumentation of the effectiveness of the sport of Judo in the development of emotional intelligence. Methods of research: At the level of theoretical conceptualization: the method of analysis and synthesis, the method of theoretical generalization, theoretical modeling, interpretation and conclusion. At the praxeological level - the pedagogical experiment; survey based on a questionnaire for specialists in the field. The importance of the research represented by: substantiating the methodological approach of the sport of Judo in the training/development of emotional intelligence in adolescents; examination and interpretation of theoretical benchmarks regarding the problem of emotional intelligence in the adolescent period. Findings and results. The data of the sociological research allowed us, along with the characteristics of the de facto state, to obtain information about the possible perspectives of Judo sport activities in overcoming emotional intelligence. The exposed and generalized opinions of the specialists predetermined the development of experimental events for the scientific foundation of the problem of emotional intelligence and the ways of development through the sport of Judo. The basic pedagogical experiment, carried out in the training conditions of the experimental group, evaluated emotional control through projective psychodiagnostic tests. The evaluation tests confirmed a significant final increase in emotional intelligence, with a discrepancy between the initial and final testing, relevant from a statistical point of view. This proves that the implemented independent variable confirms the initial expectations, and can be considered an optimal solution in improving the process of developing emotional intelligence in adolescents. The results obtained as a result of the statistical processing of the recorded data are significant, in the post-test compared to the pre-test, a fact that determines the confirmation of the hypothesis according to which: Practicing the sport of Judo, through the specific techniques and methodologies of mental training of the judo artist, induces the development of emotional intelligence. Conclusions and recommendations. Through the research carried out, it was capitalized with an overall vision on the development of emotional intelligence by practicing the sport of Judo. Based on the investigative results, we can formulate the following general conclusions: 1. At the present moment, a negative aspect in the early school period are the emotional consequences, which negatively influence the success of the educational process and the formation of the personality as a whole. Obviously, scientific notions were identified with reference to solving the problems of emotional intelligence in adolescents. At the same time, the knowledge in the development of emotional intelligence in practice is insufficient, it requires a specific, current approach to the components of the development of emotional intelligence by focusing on other fields that can have a significant contribution in emotional establishment such as Sports. 2. The analysis of the peculiarities of mental training in the sport of Judo demonstrated the synergy and consolidation of the complex factors of the The dynamic study of the pedagogical experiment allowed us to establish the level of emotional intelligence development. The emotional state of the teenager at the end of the experiment is stable. The subjective perception of one's own conditions and possibilities is at a good level. There is no situational nervousness, the surrounding factors do not influence motivation. the final results according to the studied tests are significantly higher compared to the initial ones, both dynamically and between groups (Р<0, 05-0, 01).

Background As the immigration population continues to grow; little is known about this phenomenon from the immigrants’ perspective. In recent years, nurses have embraced narrative inquiry to better understand the human experience. When relaying their stories, vulnerable groups legitimize their behavior, share their emotional experiences, and amplify their voices that may have otherwise remained silent. Objective Eight elderly Portuguese women who immigrated to the United States (US) were interviewed about their experience of immigration by nursing students from Portugal and U.S., as part of a student exchange. The objective of this project was to better understand the impact of immigration through narrative inquiry. Results On average, the women lived in the US for approximately fifty years; immigrating in their early twenties. Most women arrived alone or accompanied by spouse and/or children. Their first memories were related to snow, and solitude of being in a new country. The participants attended classes to obtain documents or learn English. All worked in the textile industry; their greatest accomplishment was buying their own house. Challenges faced were related to language and difficult jobs. Overall, they had no regrets except in leaving family members behind. Their message to the students was that love and family are most important in the world. Students were able to realize emigration and immigration from their respective countries. Conclusions Rich descriptions provided an in-depth understanding of the details of the women’s experience. Student nurses gained valuable skills and knowledge to understand the impact of immigration among Portuguese women using narrative inquiry. Key messages The use of narrative inquiry proved to be a valuable method to interview Portuguese immigrant women. Every immigrant has a unique narrative to share that allowed for nursing student’s appreciation of the experience across generations.

B - 68 Executive Functioning Skills of Verbal and Emotional Intelligence and Borderline Personality Predict Posttraumatic Growth

Development of a retrospective interview measure of parental maltreatment using the Childhood Experience of Care and Abuse (CECA) instrument — A life-course study of adult chronic depression — 1

Purpose: This study aimed to elucidate the experiences of post-traumatic growth among spouses of alcoholics. Methods: This study used narrative inquiry. The participants were three middle-aged women who had suffered domestic violence from their husbands, the latter of whom had been diagnosed with alcohol use disorders. In-depth interviews with each participant were conducted twice from June to July 2019. Results: The participants reappraised the intrusive symptoms and negative feelings caused by their husbands' drinking problems and domestic violence, and they deliberately repeated reflective pondering through cognitive and emotional flexibility. The perception of social support from actively explored support resources led them to choose a problem-focused coping strategy. Their views of themselves, interpersonal relationships, and philosophical views that had collapsed due to trauma were reconstructed, thus attaining self-transformation. Conclusion: The subjective perception of social support among spouses of alcoholics was affected by the social and cultural contexts and the means of support. Using an emotional-focused coping strategy to accommodate negative emotional response from trauma as well as helping deal with the emotions themselves are important for driving growth motivation and post-traumatic growth. Post-traumatic growth is the process of reconstructing narratives and integrating them into life stories, thereby giving meaning to life.

Narrative research is a qualitative research methodology in the narrative inquiry tradition. Narrative inquiries elicit and analyzes stories in order to understand people, cultures, and societies. Narrative inquiry emerged from social constructionism and the narrative turn, which attuned narrative researchers to the importance of story and the belief that people's lives are forged through stories. Narrative inquiries can be categorized as narratives of the self, narratives and society, and narratives for/of social justice. They are distinguished by their focus on the author's story, composition and analysis of narrative within broader cultural and social discourses, and use of critical theories to tell counterstories of oppressed and marginalized groups. Future influences on narrative inquiry and research include new materialist and posthumanist theories, large and small scale political and social activism, and mass production of narratives via social media.

This chapter advocates intentional use of narrative with elder learners. Narrative and paradigmatic modes of thought are relational and linear, respectively; they are antithetical but complementary cognitive processes that lead to different kinds of knowing, regardless of age and cultural context (Bruner J, Actual minds, possible worlds. Harvard University Press, Cambridge, 1985a; Bruner J, Narrative and paradigmatic modes of thought. In: Eisner E (ed) Learning and teaching the ways of knowing. The National Society for the Study of Education, Chicago, pp 97–115, 1985b). Narrative thought links past experience, interpretations of the present, and future implications of action to discern the meaning of experience in context. The storied nature of lived experience lends itself to narrative inquiry and analysis. This discussion (1) leads to proposing a research-based narrative learning model derived through narrative inquiry and analysis and (2) considers the implications of narrative for educators, researchers, and other professionals addressing learning and longevity challenges. The model interprets cognitive and behavioral narrative processes as contributory elements of active human learning. How and to what extent can narrative inquiry and analysis applied to stories of experience contribute to active ageing with capacity, to lifelong learning, and to longevity potential?

This paper describes the procedures undertaken in a qualitative study that used nurses' stories to examine the influence of Gestalt therapy training on the professional practice of psychiatric nurses. The paper places narrative research methodologies within a nursing context before introducing narrative inquiry, specifically narrative analysis methodology. Procedures used in the study are subsequently described in sufficient detail to serve as a guide for novice researchers interested in undertaking a narrative analysis study. An exemplar of a storied outcome is provided to evidence the product of the narrative analysis research process. The paper concludes with reflections on the importance of articulating the process of narrative analysis as a means of developing interest and competence in narrative research, and using nurses' stories as a means of exploring, understanding, and communicating nursing practice.