Creative Analytical Practices Research Articles

Telling tales in sport, exercise, and performance psychology: The how, what, and why of creative analytical practices.

Telling tales in sport, exercise, and performance psychology: The how, what, and why of creative analytical practices.

Supplemental Material for Telling Tales in Sport, Exercise, and Performance Psychology: The How, What, and Why of Creative Analytical Practices

Supplemental Material for Telling Tales in Sport, Exercise, and Performance Psychology: The How, What, and Why of Creative Analytical Practices

Turning Older Women’s Life Stories into Hypermedia: Reflections on the Production of Feminist Creative Analytic Practices

This article discusses our development of a new form of feminist Creative Analytic Practices (CAP) by creating knowledge through interactive video installation and web-based interactive re-storytelling ( https://kimchoi.net/a-story-of-ones-own/ ). Since the 1990s, qualitative social researchers have been developing alternative methods and forms to capture and represent the complexity of lived experiences. Through referencing feminist postconstructionist CAP, Deleuzian rhizomatic narrative inquiry, and feminist film theories and films, our project – consisting of reflexive writing experiments and re-enactment of 43 older Hong Kong women’s life stories in hypermedia – contributes to this expansive knowledge. Specifically, we describe our writing and production processes, including the strategies and tools considered, medium specificity and cinematic apparatuses used, and challenges encountered when attempting to create a nonlinear, multi-layered, polyphonic, and interactive narrative. Our main concerns are: How can researchers produce a self-conscious, research-based creative work that highlights women’s agency under socio-cultural constraints, whilst acknowledging selfhood as rhizomatic, knowledge as situated, and “truths” as partial and multiple under conditions of its own making? How can we produce alternative social science research practices that carry both logic and affect? How can we engage the audience to open up and interpret older women’s life stories in embodied and experiential ways?

O038 Families’ Experiences of Having a Child/Sibling with Down Syndrome and Sleep Difficulties

Abstract Introduction This qualitative study investigates the experiences of families of children with Down Syndrome (DS), with a focus on siblings’ experiences. Methods We conducted semi-structured interviews with 34 parents (fathers n=4 and mothers n=30), and ten siblings. Data analysis was informed by a sociological interpretivist approach and consisted of reflexive Thematic Analysis (TA) and Creative Analytical Practices. Interviews covered: what it was like to have a child/sibling with DS and sleep difficulties, and implications for their family members’ well-being, functioning, and sleep. Results Parents’ and siblings’ accounts had congruences and divergences; however, overall, there was consensus that siblings of children with DS encounter challenges that are often unnoticed. Parents feel guilty for not paying ‘enough’ attention to these children, and children report being bored during their sibling with DS’s medical appointments. Siblings sometimes deliver care to their sibling with DS during the night and provide emotional support to their parents. Siblings experienced sleep disruption, which they reported affecting their functioning at school, which parents had varying degrees of awareness of. Siblings dislike encountering prejudiced attitudes toward their siblings with DS in the community or at school. Discussion This is the first qualitative study to investigate families’ experiences of having a child/sibling with DS and sleep difficulties. Implications include raising health care workers’ awareness of i) the emotional and caring labour that siblings of children with DS engage in, and ii) potential of parents to misreport these children’s experiences, indicating a need for direct consultation with such children.

An exploration of the roles and experiences of SCI peer mentors using creative non-fiction

Purpose Spinal cord injury (SCI) peer mentors are individuals who, through their lived experiences, offer emotional support and empathetic understanding to others living with SCI to foster positive health, independence, and well-being. This study explored SCI peer mentors’ perceptions of their roles and experiences. Materials and methods Six paid or volunteer peer mentors participated in semi-structured interviews. We first explored the data using thematic narrative analysis to identify patterns, themes, and narrative types. Next, we analyzed the narrative types using creative analytical practices to construct and refine the stories. Results Based on our analysis, we developed two stories from a storyteller perspective to present a snapshot of SCI peer mentors’ experiences. The first story focuses on a “discovery” narrative from the point of view of Casey who adopted a person-centered approach to mentoring, focusing their attention on the needs of the mentee. The second story focuses on Taylor’s experiences with the “dark” side of peer mentorship, which focuses on the psychological toll of being a SCI peer mentor, from discussions about suicidal thoughts with clients to struggling with burnout. Conclusions Results provided insights for support services regarding the importance of supporting the mental health of mentors to ensure they continue delivering high quality mentorship. Implications for rehabilitation Peer mentors need to be educated on the significance of their role in the rehabilitation process and how their interpersonal behaviours can influence their mentees, both positively and negatively. Peer mentors should receive formalized and accessible training to ensure they are equipped with effective mentoring skills, but also providing them with tools to cope with physical, mental, and emotional stressors they may encounter as mentors. There is a need to continue diversifying and improving the types of services provided to SCI peer mentors in addition to one-on-one counselling, such as interactive educational workshops, for peer mentors to learn and practice coping skills, including mindfulness, meditation, and action-planning. As with other paid employees, SCI peer mentors should be trained to recognize when they are feeling depleted and be supported in seeking appropriate care from a health professional to provide quality psychosocial services to others.

Creative Analytic Practices: Onto-Epistemological and Theoretical Attachments, Uses, and Constructions Within Humanist Qualitative Leisure Research

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EL MIEDO EN EDUCACIÓN FÍSICA: UNA HISTORIA RECONOCIBLE

O medo condições como viver, aprender e crescer na escola. Com base em dados etnográficos, este estudo explora a experiência do medo em Educação Física (EF) através de uma perspectiva narrativa. Para analisar os dados e relatar os resultados foram utilizadas práticas analíticas criativas. O núcleo do artigo é uma história contada por Eva, uma estudante que enfrenta um exame de EF. Seu olhar evoca que faz ele medo em vários ambientes narrativos. A história é apresentada como um recurso para o pensamento e a experiência do medo em EF.

Aging parents' caregiving and rehabilitating a brain-injured son: an autoethnography of a 10-year journey.

This autoethnography withdraws from information accumulated through a 10-year period of daily-weekly-monthly descriptive observation-recording (triangulated- parents & house-helper) of caregiving and rehabilitating of our brain injured son (survivor/care-receiver). We present it as an interactive voice of verbal conversation, thoughts, insights, and interpretations. It is delivered as a series of articulation intra-pulsated with our interrogation of societal-cultural-religious perspectives, norms and biases, and aligns with the CAP (Creative Analytical Practices) method of Ellis. This autoethnography glows from the richness of information which encapsulates the challenges confronting us the aging parent caregivers, the gradual incremental mind mending achievement of our son, and the interactive verbalizations and thoughts, of the caregivers, care-receiver, and other persons. The overwhelming mental and physical pain and struggle of the survivor and the aging caregivers and their sense of celebratory-satisfaction with rehabilitation progress are highlighted. Interpretation and valuation of positive and negative responses of other persons provide a critical matrix to this autoethnography. We intend to inform other caregivers and relevant healthcare professionals through this autoethnography.

The Work of Art

This essay considers the significance of numerous story forms for engaged communication scholarship. I demonstrate the value of creative analytic practices in two interwoven ways. To begin, I draw on the work of John Dewey to position interpretive inquiry as the work of art. Meanwhile, I reflect on my experiences co-producing an ethnographic documentary on pediatric cancer care to illustrate the methodological strengths of audio-visual storytelling. The essay closes with a call to broaden interpretive inquiry to include more tangible sounds and visions in our attempts to understand all-too-human predicaments.

Integrating Multiple Representations

This article seeks to engage debates about integrating pluralisms regarding multiple forms/representations and how they might function smoothly if they are closely aligned. This article offers, narrative poetry with an artistic impression aimed at seeing how these might interact with each other. Like poetry, visual images are unique and can evoke particular kinds of emotional and visceral responses. By offering narrative poetry together with an artistic representation it is not meant to devalue the importance of either, but it is aimed at seeing how these arts-based methods and creative analytical practices might unite as a narrative to offer knew ways of “knowing” and “seeing.”

Performed Ethnography and Research-Informed Theatre: A Reflective Assessment

Performed ethnography and research-informed theatre scripts can be difficult to evaluate. They are hybrid texts created by practices that have evolved in two different worlds each with multiple ways of evaluating the strengths and limitations of individual projects. In this article, I use Laurel Richardson's five criteria for evaluating “creative analytic practices” as a framework to assess the strengths and limitations of my latest research-informed play Harriet's House. In doing so, I hope to illustrate how the framework might be used by other playwrights and researches to assess both their own and other people's performed ethnography and research-informed theatre projects.

Narratives of Sport Pedagogies

The following article is a messy, performative text that combines the voices of student and professor to tell and show critical (auto)ethnographies. Using multiple biographical, poetic narratives, the student’s voice inscribes sport and its intersections with race, class, and gender. The professor’s theoretical-literary voice precedes the individual narratives, and provides testimony to the pedagogical value of creative analytic practices.

(Re)writing CPD: creative analytical practices and the ‘continuing professional development’ of teachers

This paper explores the concerns which prompted the introduction of an innovative Masters level module designed for practising teachers at a university in the UK. The module was intended to offer an alternative to positivistic modes of reflectivity and to introduce reflective writing practices that acknowledge the constitutive force of writing. Experimentation with writing styles is not usually associated with continuing professional development offered to teachers. We explain why we view writing as a legitimate and valuable reflective research method for practitioners and why we support efforts to challenge the sedimented assumptions that inform teacher training and professional development activity directed at practising teachers. Our adopted pedagogic strategy was to introduce teachers to reflective writing that simultaneously promotes self‐reflexivity and highlights the creative and constitutive power of writing. We sought to challenge pervasive dualisms or binaries (e.g. teacher: student, creative‐analytical, cognition: affect) and featured the work of Laurel Richardson in support of this agenda. It is argued that practitioners may be better served by reflective writing practices that foster ethical sensibility through recognizing the intuitive or affective dimensions of the writing process. Previous contributors to this journal have called for an expansion of the modes of reflectivity that qualify as reflective practice in higher education. The introduction of the module can be read as a response to that call.

A Critique of Current Practice: Ten Foundational Guidelines for Autoethnographers

Any research is potentially compromised when researchers address ethical issues retrospectively rather than by anticipating these issues. In this regard, creative analytical practices (CAP) autoethnography has endemic problems. In Part 1 of this article, I detail a case study of an autoethnography in which journal reviewers insisted that an author gain retrospective informed consent from the 23 persons documented in an autoethnography. Yet the journal reviewers' insistence failed to go one step further-acknowledging that a conflict of interest develops when gaining consent retrospectively. In Part 2, I contrast three leading autoethnographers' justifications for not gaining informed consent with the Position Statement on Qualitative Research developed by successive Congresses of Qualitative Inquiry. In Part 3, I identify resources available for autoethnographers, including ethical issues present when researchers use autoethnography to heal themselves, violating the internal confidentiality of relational others. In Part 4, I question if autoethnography is research and, like journalism, exempt from formal ethics review. Throughout the article, 10 foundational ethical considerations for autoethnographers are developed, taking autoethnographers beyond procedural ethics and providing tools for their ethics in practice.

Narrative analysis in aging studies: A typology for consideration

This article seeks to expand our understanding on narrative and the analysis of stories researchers invite and collect in the domain of aging studies. To do so, we first offer an understanding of what narrative inquiry can be by laying out a theoretical basis for this kind of research, and making a case for the relevance of narrative as an alternative methodology. Painting with broad strokes, narrative analysis as a method is then considered before a typology of different ways in which stories can be analyzed is introduced. Illuminated by the typology are two contrasting standpoints toward narrative analysis—storyteller and story analyst—and three specific methods—structural, performative, and autoethnograpic creative analytic practices—that each standpoint might use to analyse the whats and hows of storytelling. The article closes by suggesting that in order to assist us to understand the complexities of aging researchers might consider using a variety of analyses.

Narrative and its potential contribution to disability studies

This article seeks to expand our understanding of narrative and the analysis of stories researchers invite and collect in the domain of disability studies. What narrative inquiry is and various reasons why researchers might opt to choose to turn to narratives are highlighted. Painting with broad strokes, narrative analysis is then considered before a typology of different ways in which stories can be analysed is offered. Illuminated by the typology are two contrasting standpoints on narrative analysis (storyteller and story analyst) and three specific methods (structural, performative, and autoethnographic creative analytic practices) that each standpoint might use to analyse the whats and hows of stories. The article closes by suggesting that researchers might consider using a variety of analyses in order to assist us to understand the complexities of the social world in diverse ways.