Sudden Loss and Indicators of Resilience: A Narrative Therapy Case Study

In this study, narrative therapy and solution-focused brief therapy, which are the postmodern psychotherapy methods, are compared in terms of similarities and differences. In the study, primarily theoretical information about narrative therapy and solution-focused short-term therapy, which differs from traditional psychotherapy methods, the techniques used, and information about therapeutic application processes are given. Then, narrative therapy and solution-focused short-term therapies are compared in terms of similarities and differences. As a result, although narrative therapy, which is a postmodernist and social constructivist psychotherapy method, and solution-focused short-term therapy, which is a postmodern, inductive, and constructivist psychotherapy approach, have great similarities in terms of both theoretical and therapeutic processes; they also seem to have some differences.

Much research on identity (re)construction in periphery countries (e.g., Pakistan, Thailand) continues to shed light on how English learners negotiate and construct their identities. This narrative case study explores how two Indonesian learners of English who have been learning English for many years reflect on their journey of identity construction as English learners in their local contexts. Nested in a narrative inquiry methodology, this study examined the participants’ personal stories that were unique, rich and nuanced with the interplay of social, cultural and political dimensions (re)shaping their experiences. The initial phases of identity construction revealed from the participants’ early years indicated that the emergence of identity as English learners was largely marked by a false or negative association of the English language in relation to various aspects of being a school subject leading to a false sense of positive identity. Pedagogical implications of the study are also presented in this article.

Stories of the Self: Surviving In a World With No Truth Story Revisions: Narrative Therapy in the Postmodern World A. Parry and R.E. Doan. New York: The Guilford Press, 1994, 216 pp., $15.95 (softcover). Postmodern writings, the most part have earned reputations thick, impenetrable, overly intellectualized styles which belie most mortal Attempts at understandings. The standard postmodern sentence, it seems, contains less than six dependent clauses and encompasses at least one full page text. Rife with nonoffensi ve language, neologisms and round-about sentence constructions, such writings have alienated a large majority of readers who have been raised on modernist, straightforward svelte and words which arc actually included m Webster's New World Dictionary (Guralnik, 1982) And rightfully so. Thankfully, Parry and Doan have largely forgone such convoluted writing us their book. In actuality, this is two books under one corer. The first part, written largely by Alan Parry, focuses on the literary and epistemological precedents therapy. In this section, Parry points to the fundamental differences between paradigmatic-modernist therapy and narrative postmodern therapy, suggesting that the chief goal of modernist therapy and, thus, language is to reduce, to limit one word to one clear, strictly operartionally defined meaning. On the other fund, the central goal of postmodernist therapy and language is to elaborate, to allow a word more than one possible met, to invite the client to use words as he or she interprets them. In the first chapter of this book, Parry succinctly outlines the heart of what he sees as the big problem of modernist thinking in a postmodern world-all of our stories, our narratives have been invalidated and rendered impotent. Parry asserts that as science, truth and progress supplanted sacred and mythical as the operative narratives in the modern age, we had choice but to begin comparing our own personal against those meta-stories. However, as the world developed and became more complex, even these became insufficient to explain the tangled intricacy of events surrounding us. Thus, as the more cynical populace of the world moved into the postmodern era, we were left with no single story, however understood, [which was] able to provide either legitimacy or sufficiency equal to the pace of change (p. 11) Therefore, Parr, advocates an adaptation of therapeutic technique to the postmodern world, where the ideals and certainties of the modernist search truth have given way to a more individual search meaning. In Chapter 2, Parry turns his discussion to the challenges of doing story-based therapy in a world which has largely been stripped of its grand Parry uses the theme of family therapy, which he suggests is for postmodernism what psychoanalysis was modernism (p. 5), presumably because it exemplifies the demonic interplay of different stories within a system, none of which can be assumed to have superiority over any other. He asserts that, even within an individual, there are many influencing the person at any one time, in the same way that there are many and voices within a family system. Paraphrasing Maturana, Parry indicates that: since there are metapositions anywhere in the universe, all we can know are systems in a never-ending process of perturbing and coupling with one another to form new systems. Furthermore, we can only know what our own biological structures permit us to know. But since it is our structurally determined capacity language that even enables us to make such distinctions as systems in the first place, all our perceived truths are, in the very first instance, constructed Truths, (p. 16) By endorsing this perspective, Parry situates therapy in a broadly constructivist (see Kelly, 1955). Parry goes on to suggest that, Whether the viewer is a person, a family, a community, or a people, the world is unavoidable viewed through the lens of a succession of stories-not only 3 personal story, but gender, community, class, and cultural (p. …

Loss of growth resilience towards the alpine shrubline

Globalization has urged many students across the globe to be proficient in achieving academic success and career, including those Muslim students studying in boarding school settings. Scholars have debated the intertwin between English and Western culture. However, empirical studies that discusses the relationship between English and Islam is not well explored. This study aims to provide new insights into this complex matter, particularly on how teachers’ beliefs and experiences in English teaching at Islamic-affiliated schools is delivered. The method applied in this present research is a qualitative design, particularly using a narrative case study. Applying the design, this study explores the participants’ personal stories that are unique and rich with the relationship of social, cultural, and political measurement in reshaping their experiences. Thus, to achieve the answers, four teachers’ belief and their pedagogical practices in teaching English to students at the International Islamic Boarding School (IIBS) in Malang Region Indonesia were investigated through a semi-structured interview. Results reveal that English teaching at the schools was contextualized to the school vision and value which is to instill Islamic principles; teachers believe English has conflicting norms to Muslim students’ values; English activities are massively exposed to the Muslim students through several English enrichment programs; and English is prepared for students to be both competent in their future professional works and to spread the message of Islam. This finding has shed light that English teaching at Islamic-based schools can be contextualized to students’ needs and school cultures. Thus, this study contributes to explaining how teachers’ belief shapes their English teaching practices through designing Islamic pedagogy for their Muslim students.

Documented research and client feedback have demonstrated the effectiveness of reviewing taped sessions with clients across different mental health professions. In the case study presented, the author illustrates one manner of utilizing video recordings in narrative therapy and the client’s perspective of the approach’s usefulness. As a means to adapt the narrative therapy practices of definitional ceremonies in the absence of the availability of an audience, the author engaged the client in a conversation of self-reflection. The author’s goal of implementing the video was to position the client as her own witness to change in order to strengthen and sustain her new perception of self. The client encourages other therapists to incorporate taped sessions in the process of therapy.

Educating students and informing clinicians regarding developments in therapy approaches and in evidence-based practice are important elements of the responsibility of specialist academic posts in universities. In this article, the development of narrative therapy and its theoretical background are outlined (preceded by a general outline of how the topic of fluency disorders is introduced to students at an Irish university). An example of implementing narrative therapy with a 12-year-old boy is presented. The brief case description demonstrates how narrative therapy facilitated this 12-year-old make sense of his dysfluency and his phonological disorder, leading to his improved understanding and management of the problems, fostering a sense of control that led ultimately to their resolution.

The 1994 genocide against the Tutsi in Rwanda caused profound psychological trauma among survivors, with long-lasting effects such as anxiety, depression, and post-traumatic stress disorder (PTSD). Narrative therapy, known for its ability to help individuals reconstruct their personal stories, is emerging as a promising intervention, though its effectiveness within Rwandan context has not been fully explored. This study therefore, aimed to assess the impact of narrative therapy on reducing symptoms of anxiety, depression, and PTSD in genocide survivors. It focused on how narrative therapy helps survivors reconstruct their narratives, enhance resilience, and foster emotional well-being. Eleven qualitative interviews were conducted with survivors of the 1994 Genocide against the Tutsi in Rwanda who participated in narrative therapy. Through purposive sampling, participants were selected for in-depth, semi-structured interviews. The interviews were transcribed and analyzed using thematic analysis to identify key themes and patterns. Thematic analysis revealed several key themes: survivors reported positive transformation in their narratives, which helped them reframe traumatic experiences and develop resilience. Participants strongly testified reduction in symptoms of anxiety, depression, and PTSD after engaging in narrative therapy. The communal aspects of therapy, such as group support, were also instrumental in fostering emotional recovery and a renewed sense of belonging. Narrative therapy appears to provide an effective framework for addressing psychological distress in genocide survivors by offering a structured process for narrative reconstruction and community healing. Further research is needed to confirm these findings and explore long-term outcomes. Culturally relevant mental health interventions, supported by sustainable funding, are essential to improving survivors’ well-being and fostering resilience.

The 1994 genocide against the Tutsi in Rwanda caused profound psychological trauma among survivors, with long-lasting effects such as anxiety, depression, and post-traumatic stress disorder (PTSD). Narrative therapy, known for its ability to help individuals reconstruct their personal stories, is emerging as a promising intervention, though its effectiveness within Rwandan context has not been fully explored. This study therefore, aimed to assess the impact of narrative therapy on reducing symptoms of anxiety, depression, and PTSD in genocide survivors. It focused on how narrative therapy helps survivors reconstruct their narratives, enhance resilience, and foster emotional well-being. Eleven qualitative interviews were conducted with survivors of the 1994 Genocide against the Tutsi in Rwanda who participated in narrative therapy. Through purposive sampling, participants were selected for in-depth, semi-structured interviews. The interviews were transcribed and analyzed using thematic analysis to identify key themes and patterns. Thematic analysis revealed several key themes: survivors reported positive transformation in their narratives, which helped them reframe traumatic experiences and develop resilience. Participants strongly testified reduction in symptoms of anxiety, depression, and PTSD after engaging in narrative therapy. The communal aspects of therapy, such as group support, were also instrumental in fostering emotional recovery and a renewed sense of belonging. Narrative therapy appears to provide an effective framework for addressing psychological distress in genocide survivors by offering a structured process for narrative reconstruction and community healing. Further research is needed to confirm these findings and explore long-term outcomes. Culturally relevant mental health interventions, supported by sustainable funding, are essential to improving survivors’ well-being and fostering resilience.

Editors’ Note James M. DuBois and Ana S. Ilitis This issue completes the second volume of Narrative Inquiry in Bioethics. The narrative symposium, research article and case study in this issue focus on caring for children as parents and as health care professionals. Our commitment to publishing first person accounts of important experiences relevant to bioethics led us to consider the experiences of parents whose adult children have Autism Spectrum Disorders (ASD). Here they share their stories of life as their children transitioned to adulthood. The opportunities and challenges of adults with ASDs vary widely, as do the experiences of their parents. Some of the prompts offered to authors to stimulate their stories included the following: • How did available supports or services change during the transition period to adulthood? • Do you think the transition to adulthood has been affected by your child’s level of functioning or other health problems? • What do you or your child disclose to others about their disability? • What advice would you give to parents of younger children with ASDs about the transition? • Did you obtain formal decision–making authority (e.g., guardianship, conservatorship, power of attorney) for your child when they turned 18? Why or why not? • What are the most surprising issues you encounter now? This is our sixth symposium and the first where we have focused on the stories of parents or guardians. As with any set of first person accounts, these are the authors’ stories, but they involve others, including the adult children with ASD featured in the stories and their siblings, the authors’ spouses or partners, the caseworkers, educators and others. It would be impossible to include the perspectives of all those whose lives are part of a person’s story in one journal issue. The stories here are the parents’ stories, and there is much to be learned from parents, many of whom have been involved in creating educational and social opportunities, navigating support services, and planning for the future for many years. We are grateful for their willingness to share these very personal stories with us. We are also excited to present the four commentary articles in this issue and share their insights. The research article and case study turn to the experiences of physicians who care for children. Katherine Boydell et al. report the results of in–depth interviews with pediatric physician– researchers, individuals who both provide health care for children and conduct research on children. The dual roles physicians play when they engage in clinical research and provide care simultaneously generate numerous ethical questions and challenges. This study explored the nature of those challenges and the ways in which physician-researchers manage them. Finally, Mindy Statter offers a case study involving a three year old child raised as a female who, during surgery for an inguinal hernia, was found to be an XY male. In ‘Can we talk about sex?’, she explores a case in which she found testes rather than ovaries while performing surgery. As a young surgeon, Dr. Statter asked a seasoned pediatric endocrinologist whether to tell the mother and [End Page v] was advised not to disclose this information. What parents and patients should be told, when, how and by whom are important ethical concerns. Acknowledgment We would like to thank the contributors to this issue for their willingness to share their experiences and research with us. As we bring volume 2 of Narrative Inquiry in Bioethics to a close, we would like to express our gratitude to the members of our Editorial Board and all those who have served as peer reviewers for the journal. Finally, are most grateful to Susan DuBois, our managing editor without whom there would be no journal, and to the staff at the Johns Hopkins University Press who continue to support this journal with their talents and energy. We are also deeply grateful to the BF Charitable Foundation for continued support and to Mid-America Transplant (MTS) Services for educational gifts that will help support volume 2 of Narrative Inquiry in Bioethics. Both non–profit corporations respect the journal’s need for editorial freedom and neither has previewed any content of any issues of the journal. [End Page...

<div>In Chapter Two, personal stories are shared by people who experienced or</div><div>witnessed a lack of empathy. These stories are not intended to place blame on helpers.</div><div>The goal is to assist practitioners with a better understanding of what it feels like to be</div><div>treated with a lack of care in order to ultimately inform practice. We learn that</div><div>communication is a two-way process and health practitioners can improve their</div><div>capacity for empathy by becoming better listeners and more self-aware. Four specific</div><div>narrative case studies are examined closely, followed by the identification of key</div><div>themes and questions for discussion. The first is a story of what it feels like to be afraid</div><div>to speak up. In the second situation, a patient receives bad news but has no one to turn</div><div>to for comfort. The third involves a Coroner’s investigation that explores what</div><div>happened before someone ended their life. The last narrative tells a story of a patient</div><div>who is treated with a lack of respect. In the Case in Point, a nurse recounts what it felt</div><div>like to be a patient who was treated with indifference. At the end of the Chapter,</div><div>reflective journaling is encouraged to increase self-awareness as a means to improve</div><div>our capacity to act with empathy.</div>

Behavioral patterns as indicators of resilience after parturition in dairy cows

ABSTRACTCulturally-responsive pedagogies require moving beyond blanket assumptions about learners to focus deeply on local meaning-makings. This narrative analysis case study examines the ways a 20-year-old African American man challenges the negative educational identity with which he is forced to contend as he navigates a large and complex urban public school system. The ways in which Jamahl, a seeker of a High School Equivalency, refuses interpellation as an uneducated learner destined to be “nothin'” provides insight as to how formal education might be more responsive to learners' negotiation of deficiency discourses. Embracing agency, specifically through awareness of the ways Jamahl employs (re)positioning practices, this narrative analysis case study highlights paths for researchers and practitioners to tap into learners' resources to recognize and foster powerful learning identities.

Assisted dying remains an emotive topic globally with a number of countries initiating legislation to allow individuals access to assisted dying measures. Victoria will become the first Australian state in over 13 years to pass Assisted Dying Legislation, set to come into effect in 2019. This article sought to evaluate the impact of Victorian Assisted Dying Legislation via narrative view and case study presentation. Narrative review and case study. case study. This legislation will provide eligible Victorian residents with the option to request access to assisted dying measures as a viable alternative to a potentially painful, protracted death. This legislation, while conservative and inclusive of many safeguards at present, will form the basis for further discussion and debate on assisted dying across Australia in time to come. The passing of this legislation by the Victorian parliament was prolonged, emotive and divided not only the parliament but Australian society. Many advocates for this legislation proclaimed it was well overdue and will finally meet the needs of contemporary society. Protagonists claim that medical treatment should not provide a means of ending life, despite palliative care reportedly often failing to relieve the pain and suffering of individuals living with a terminal illness.

Culturally sustaining pedagogies have encouraged scholars to reimagine and rebuild justice‐oriented classrooms across context and disciplines and provide opportunities for students to reclaim their ways of knowing and doing in schools. In this study, we seek to contextualize culturally sustaining teaching practices in integrated science and engineering middle school classrooms. In collaboration with Mrs. Johnson, a veteran science and science, technology, engineering, and mathematics (STEM) middle school teacher from the Midwest, this study draws on culturally sustaining pedagogy to understand the experiences of Mrs. Johnson in teaching a diverse middle school. This study also brings sociotransformative constructivism into our conversation to situate Mrs. Johnson's positional identities, the ways in which she enacts her reflexivity, and power in considering how culturally sustaining classrooms are cultivated. Using a narrative inquiry and case study approach, we utilized narrative interviewing to generate stories in making meaning of Mrs. Johnson's lived experiences. We applied thematic narrative analysis to develop three narrative threads, highlighting Mrs. Johnson's intentionality nurturing space for students to cultivate multiple epistemologies and disrupting the status quo in science classrooms. Our study illuminates a complex narrative such as the intentionality of making multiple epistemologies explicit in learning science and engineering and the required racial reflexive work for cultivating a culturally sustaining and student‐focused STEM classrooms. We also highlight challenges Mrs. Johnson faces as she integrates students' lived experiences and alternative ways of knowing and doing in science and STEM teaching.