Description Of Lived Experience Research Articles

Modes of Being: Astonishment and openness in Entrepreneurship Education

This paper stems from a two-year phenomenological action research project named Innovative and Entrepreneurial Formation (Bildung) in Professional Bachelor Education. The paper explores an entrepreneurial teaching experiment aimed at combining educational ideals of entrepreneurship education with educational ideals necessary to become a professional nurse. The educational ideals aimed for is sensitivity, imagination and courage to act. Through phenomenological analysis of one teacher`s lived experience description and a phenomenological interview with a student participating in the teaching experiment, the paper inquiries into modes of Being among students participating in the experiment from an ontological perspective. Furthermore, the paper investigates how these modes of Being can relate to entrepreneurial as well as professional purposes. By that, the teaching experiment is an example of a crossfertilization between entrepreneurship education and professional education that allows both to grow. The analysis reveals astonishment as a central existential experience of Being, while participating in the specific teaching experiment. The study also shows a phenomenological association between astonishment and openness, which entrepreneurship educators have searched for pedagogies to establish.

Unlocking the Everdoor: analyzing the serious game Spiritfarer

AbstractThis qualitative research study aims to examine the potential of the commercially available serious game, Spiritfarer. The study focuses on the game's unique approach to serious themes and its ability to facilitate discussions about grief. A grounded theory approach was used to analyze lived experience descriptions from 54 participants. Findings indicate that Spiritfarer can impact gamers' outlook, knowledge, and behaviors, particularly related to grief, empathy, and loss management. The game achieves this through effective game design principles that generate emotional reactions and establish a connection between the narrative, characters, and players.

Raising awareness of anti-fat stigma in healthcare through lived experience education: a continuing professional development pilot study

BackgroundAnti-fat attitudes and weight-based discrimination are prevalent in healthcare settings and among healthcare practitioners and clinical trainees, and can result in immense harm to patients. There is increasing recognition that anti-fat bias in healthcare is a critical issue that must be addressed, but there is a dearth of evidence demonstrating sustained attitude and behavioural change among clinicians, illustrating a need for more innovative educational approaches and rigorous evaluation. We describe the co-design and delivery of a narrative-based continuing professional development curriculum aimed at raising awareness of weight-based bias and stigma.MethodsOur research team of lived experience educators, clinicians and researchers collaboratively developed a series of seven podcast episodes comprised of narrative descriptions of lived experiences with and impacts of weight bias, stigma and discrimination in healthcare settings, as well as a post-podcast workshop to facilitate reflection and discussion between participants. The curriculum was piloted among 20 clinicians practicing at a large urban hospital in Mississauga, Canada. We explored feasibility, acceptability and learning impact by analyzing responses to questionnaires completed following each podcast episode and responses shared during the workshops and follow-up feedback sessions.ResultsWe observed high acceptability and feasibility of the curriculum. Participants experienced the podcast as a practical and convenient learning format and the workshop as a valuable opportunity to collectively debrief and reflect. The learning impact of the curriculum was strong; participants described a range of emotions elicited by the podcasts, engaged in self-reflection, and expressed a desire to modify clinical approaches. Barriers to the application of learnings identified by participants include pervasiveness of the use of body mass index (BMI) as an indicator of risk and a criterion for referral; discomfort with difficult conversations; prevalent biomedical understandings about the association between weight and health; and clinicians’ defensiveness.ConclusionThis pilot study yielded promising findings and demonstrated potential impact on weight bias and stigma among healthcare providers. Necessary next steps include conducting larger scale, rigorous evaluations of the curriculum among broader populations, both health professions trainees and current healthcare providers.

Affective Mediation of Mother Tongue in Grade 9 ELT Classes in Kathmandu

The use of mother tongue (MT) in a target language (TL) class has become a contentious issue for a long time. This paper examines the use of students’ MT in TL classes, focusing on Grade 9 English language teaching (ELT) in community schools of Kathmandu. Community school English teachers’ experiences of using students’ MT for affective mediation were explored through written ‘lived-experience descriptions’ (LEDs) and phenomenological interviews with three purposively selected teachers. Using ATLAS.ti, the collected information was analyzed from a sociocultural viewpoint, emphasizing the affective mediational function of MT in second language (L2) learning. The study reveals how teachers use students’ MT for counseling, attention-grabbing, fostering interest, and making classroom activities enjoyable. The pedagogical implication is that incorporating students' mother tongue for counseling, attention-grabbing, fostering interest, and creating enjoyable classroom activities, particularly when students share a common mother tongue with their teacher and show less interest in learning English, has significant potential for inspiring and guiding students effectively.

Borderline personality disorder, substance abuse and disordered eating: perceptions of treatment and recovery within community mental health

PurposeBorderline personality disorder (BPD) is a debilitating illness characterised by a pervasive pattern of emotional instability, interpersonal difficulties and impulsive behaviour in association with repeated self-injury and chronic suicidal ideation. People diagnosed with BPD also have high rates of co-occurring psychopathology, including disorders associated with disturbed impulse control, such as substance use disorder (SUD) and disordered eating behaviours. The co-occurrence of BPD and impulse control disorders contributes to the severity and complexity of clinical presentations and negatively impacts the course of treatment and recovery. This study qualitatively documents aspects of the lived experience and recovery journeys of people diagnosed with BPD and co-occurring SUD and/or disordered eating. This study aims to identify similarities with respect to themes reported at different stages of the recovery process, as well as highlight important factors that may hinder and/or foster recovery.Design/methodology/approachIn-person, in-depth, semi-structured interviews were conducted with 12 specialist service consumers within a clinical setting. Ten women and two men (22–58 years; mean: 35.5 years) were recruited. Interview transcripts were analysed using thematic analysis principles.FindingsAs expected, participants with co-occurring disorders experienced severe forms of psychopathology. The lived experience descriptions aligned with the proposition that people with BPD engage in impulsive behaviours as a response to extreme emotional states. Key emergent themes and sub-themes relating to recovery comprised three domains: factors hindering adaptive change; factors assisting adaptive change and factors that constitute change. An inability to regulate negative affect appears to be an important underlying mechanism that links the three disorders.Practical implicationsThis study highlights the potential shortcomings in the traditional approach of treating co-occurring disorders of BPD, SUD and eating disorders as separate diagnoses. The current findings strongly support the adoption of an integrative approach to treating complex mental health issues while concurrently emphasising social connection, support and general health and lifestyle changes.Originality/valueThe findings of this study contribute to the burgeoning BPD recovery literature. A feature of the current study was its use of in-depth face-to-face interviews, which provided rich, many layered, detailed and nuanced data, which is a major goal of qualitative research (Fusch and Ness, 2015). Furthermore, the interviews were conducted within a safe clinical setting with engagement facilitated by a clinically trained professional. There was also a genuine willingness among participants to share their stories in the belief that doing so would inform effective future clinical practice. Their willingness and engagement as participants may reflect their progress along the path to recovery in comparison to others with similar diagnoses. Finally, most of the interviewees were engaging in dialectical behavioural therapy (DBT)-style therapies; two were receiving mentalisation-based therapy treatment, and most had previously engaged in cognitive behavioural therapy or acceptance and commitment therapy-based approaches. The predominance of DBT-style therapy may have influenced the ways that themes were articulated. Future studies could supplement this area of research by interviewing participants receiving therapeutic interventions other than DBT for the treatment of BPD and heightened impulsivity.

USES OF THE FIRST LANGUAGE IN THE ENGLISH AS A FOREIGN/SECOND LANGUAGE CLASSROOM: TEACHERS’ VIEWS AND ARGUMENTS

Drawing on the lived experiences of three community school English teachers in Nepal, this article explores the uses of the learners’ first language (L1) in English as a foreign/second language (ESL) classes. As the data, we collected the written lived-experience descriptions from the teachers, observed their classes, and interviewed them. We analyzed the data thematically and interpreted them contextually. As the study found, the teachers have their lived experiences of using the L1 for its cognitive roles – namely, for checking learners’ understanding, facilitating them in task performance, and increasing understanding on the part of the students in various aspects of language learning – including content, vocabulary, grammar, stories, poems, and cultural concepts. Drawing on the teachers’ convictions, we have advanced that the L1 (here, Nepali) does play the role of cognitive bridging in English language learning, particularly when the students have a ‘poor English base’ (as perceived by the participants in this study), and when both the teacher and the students share a common L1. Hence, the general implication could be that the L1 can function as a support in teaching and learning a second/foreign language (L2).

Mother Tongue as an Interactional Mediation in Nepalese ELT Classes: A Phenomenological Study

In this paper, I explore the use of mother tongue (MT) as an interactional mediation in the Nepalese community school English language teaching (ELT) classes within the framework of the lived experiences of the teachers and their Grade 9 students. For this, I observed the classes, collected written lived-experience descriptions (LEDs) from the teachers, and took phenomenological interviews with the teachers (N = 3) and students (N = 5). I analyzed the data thematically using ATLAS.ti 9 from the perspective of the interactional mediational aspect of the sociocultural theory of the second language (L2) learning, which postulates that the mother tongue can have the function of interactional mediator in learning an L2. The study finds the participants have lived the experience of using the MT for its interactional functions. The conclusion is that the interactional function of MT in ELT classrooms cannot be ignored in the context same or similar to the researched one which is characterized by the less interactive students hesitant at speaking in English, and the same MT shared by both the teachers and students.

“Black out or back out”: Understanding the alcohol habits, behaviors, and motivations of generation Z students

Objective: This qualitative phenomenological study explored alcohol habits, behaviors, and motivations of Gen Z students (born 1996-2010). Participants: Thirteen participants met selection criteria: aged 18-24 years (thus, part of Gen Z), enrolled as at either the University or community college, and able to share experiences. Maximum variation was sought for race/ethnicity, Greek life/sorority involvement and hometown regional area. Methods: Semi-structured interviews elicited detailed descriptions of lived experiences. Saldana’s First Cycle/Second Cycle constant comparative method was used for data analysis. Results: Five themes were identified: Motivations to Drink, Know My Limits, Exceeding Limits Leads to Risky Behaviors, Hangover Anxiety (“Hangxiety”), and Greek Life Influence. Additionally, the subtheme Internal Thoughts and Rationalizations was identified. Conclusion: Unique characteristics and unprecedented times contribute to alcohol consumption behaviors of Gen Z students. These findings hold an awareness to assist in the provision of education, support, and needed resources.

Self-determination of people with profound intellectual and multiple disabilities.

Self-determination is a human right that people with profound intellectual and multiple disabilities (PIMD) risk not being granted. Exploration of such topics and research in general has traditionally not included people with PIMD as sources of knowledge; rather, the perspective of others has been sought. Ethnographic methods highlighting descriptions of lived experience have been argued as a way of including such individuals, producing knowledge building on the person's perspective. Exploring the human right to be self-determined through ethnographic approaches can bring novel ways of understanding the concept, both about how to listen and learn from such experiences, and about implications for understanding self-determination. All people have the potential for self-determination, by being understood through embodied communication in caring relationships. By fostering relations with people with PIMD in sensitive, ethical ways, and addressing their profound dependency, their self-determination can be realized. WHAT THIS PAPER ADDS: Attentive engagement with people with lived experience of profound intellectual and multiple disabilities can inform both researchers and clinicians on self-determination. Through real-life descriptions, self-determination is demonstrated to move beyond independence and choice-making.

You can't report your feelings: The hidden labor of managing threats to safety by women in global public health fieldwork.

Increasing job market demand for and availability of Canadian and U.S. global academic health programs in post-secondary education increases student demand to participate in internationally based fieldwork, while supportive resources remain weakly developed. Previous studies indicate provisions to protect the health, safety, and well-being of women students remain inadequately addressed during training, while more research to identify needs, expectations, gaps, and best practices would inform policy and practice to improve conditions for women working off-campus on global public health studies. One approach, reported here, is to document and better understand the lived experience of U.S. or Canadian women graduate students participating in global public health fieldwork. Participant in-depth phenomenological interviews and guided writing exercises aimed to capture lived experience descriptions for 25 women. A phenomenology of practice was applied throughout the research process, following Max van Manen's qualitative methodology approach. Loss of environmental familiarity, combined with graduate students' lack of power, created considerable hidden labor described by women in working to keep themselves safe from sexual and gender-based violence (SGBV) while participating in global public health fieldwork. Women shared specific experiences exemplifying how this can be both alleviated and/or intensified through a range of negotiated strategies, coping styles, and management techniques. Additionally, women recalled laboring as students to avoid or reduce instances of SGBV, that then, precluded them from having any material "of substance" to report once returned home. These findings offer new meaning structures, language for a foreign experience, or ways to describe, conceive of, and respond to global public health fieldwork that hold the potential to positively affect individuals' experiences, institutional understanding, and thus practice, of future women students in global public health.

When she clicked the microphone, you could hear background chatter and banter

Overview: When she clicked the microphone, you could hear background chatter and banter is a poem giving a voice to patients’ lived experience of magnetic resonance imaging (MRI) in their own words. Each line is a verbatim quote selectively extracted and arranged with poetic licence, from a collection of qualitative research interview transcripts exploring the lived experience of distress in MRI. Hermeneutic phenomenology was the research methodology employed for this PhD project guided by van Manen's framework [[1]van Manen M. Researching lived experience: human science for an action sensitive pedagogy. Routledge, New York2016Google Scholar]. Phenomenology provides the description of lived experience (phenomenon) by transforming participants’ lived experience into a textual expression, which are then analysed through the process of hermeneutics to “mine the meaning” of the phenomenon [[1]van Manen M. Researching lived experience: human science for an action sensitive pedagogy. Routledge, New York2016Google Scholar,[2]van Manen M. Phenomenology of practice: meaning-giving methods in phenomenological research and writing. Left Coast Press Inc, Walnut Creek, CA2014Google Scholar. A central tenant to this methodological approach is the concept of giving a voice to the participants’ perspectives. There is increasing use of art-based health research (ABHR) to create and disseminate health and social research through a range of art mediums [[3]Boydell K. Hodgins M. Gladstone B. Stasiulis E. Ineffable knowledge: tensions (and solutions) in art-based research representation and dissemination.J Appl Arts Health. 2017; 8: 193-207https://doi.org/10.1386/jaah.8.2.193_1Crossref Google Scholar]. This creative work presents empirical research findings via the medium of poetry with the aim to engage medical radiation science practitioners through this non-traditional format to stimulate dialogue and critical reflection. The original research project was approved by Charle's Sturt University's Human Research Ethics Committee. The extracted quotes shared in this poem are deidentified to maintain the privacy and confidentiality of the research participants. This poem is dedicated to the resilient individuals who graciously gave their time to the project by sharing their personal experiences. My body was sore and vulnerable from surgery the day before. ‘Just take this one hour before, that will settle you down.’ There was nothing gentle about it shoehorned me in this is hurting Is it going to be ten more minutes or twenty? ‘Here's some earplugs, it will be noisy.’ They close that door and you are on your own check your dignity at the door. They changed staff halfway through when she clicked the microphone, you could hear background chatter and banter. Another job another tick off the list she was just going through the motions just another body through the machine She said, ‘Oh it's not that bad’ and she brushed it off it's like a house of cards, it's going to fall apart. The fact that I was overweight was an inconvenience to them. She said, ‘You're doing well, you're fine.’ There's no one on the other side buried alive came out feeling indignant and discarded apologising for inconveniencing them minimal interaction an absolute failure they've got the next number to rush in I hope they don't ask me to do another one. About the authors: Johnathan and Nicola live together close by the sea on the beautiful Mid North Coast of Australia with their two young boys. Johnathan is a Senior Lecturer in Medical Imaging and PhD candidate passionate about researching user experience within medical radiation science. Nicola is an English teacher and fine arts graduate with experience within the publishing sector. She is passionate about teaching literature and helping her students explore its real-life relevancy. Johnathan would like to thank Associate Professors Rachel Rossiter and Marguerite Bramble for their research supervision and guidance for the original research study underpinning this creative works.

From Generative Models to Generative Passages: A Computational Approach to (Neuro) Phenomenology

This paper presents a version of neurophenomenology based on generative modelling techniques developed in computational neuroscience and biology. Our approach can be described as computational phenomenology because it applies methods originally developed in computational modelling to provide a formal model of the descriptions of lived experience in the phenomenological tradition of philosophy (e.g., the work of Edmund Husserl, Maurice Merleau-Ponty, etc.). The first section presents a brief review of the overall project to naturalize phenomenology. The second section presents and evaluates philosophical objections to that project and situates our version of computational phenomenology with respect to these projects. The third section reviews the generative modelling framework. The final section presents our approach in detail. We conclude by discussing how our approach differs from previous attempts to use generative modelling to help understand consciousness. In summary, we describe a version of computational phenomenology which uses generative modelling to construct a computational model of the inferential or interpretive processes that best explain this or that kind of lived experience.

Bodily Alienation and Critical Phenomenologies of Race

The concept of bodily alienation is promising for critical phenomenologies of race because it marries description and evaluation. With this concept, we can go beyond mere descriptions of lived experience and provide arguments for challenging the status quo. In fact, we can steer clear of another danger: an overly “objective” form of theorizing about race that is unresponsive to the lived experiences of the subjects whose lives it aims to reimagine. By contrast, phenomenologies founded on the concept of bodily alienation teach us which social interactions and spaces alienate people of color. In turn, this knowledge can help us envision a more hospitable world for all.

Experiential Intensity of Exploring Place Abandoned

There is a growing global shift towards urbanization resulting in diminishing connections with the traditional rural placescape. Newfoundland and Labrador (NL) has a long history of out-migration and internal migration between communities in coastal areas within the province. Resettlement programs initiated by the NL government between 1954 and 1975 accounted for the internal migration of approximately 30,000 people from 300 communities. Modern-day encounters with these abandoned communities are relevant to understanding the loss of place and home, as significant numbers of students in NL today are affected by migration. This paper is a phenomenological study of the experiences of educators as they explored the remnants of an abandoned community. The participants of the study were six experienced public school educators with teaching experience at the primary, elementary, intermediate, and secondary levels. The study took place in eight abandoned communities located on the western shore of Placentia Bay, where mainly the remnants of Isle Valen, St. Leonard’s, St. Kyran’s, and Great Paradise were explored. Data collection consisted of two personal interviews and one group hermeneutic circle, with the aim to answer one fundamental question: What is the experience of educators exploring the remnants of an abandoned community? Data in this study are represented by lived experience descriptions, which were interpreted hermeneutically and guided by four phenomenological existentials: temporality, corporeality, spatiality, and relationality. The results of this study not only provide deeper insight into intense experiences in communities abandoned through resettlement; they also reveal the significance of place in our lives, place as heuristic teacher, the pedagogical power of place, the need for local, meaningful place-based experiences in a curriculum as lived, and their potential for furthering personal and educational insight no matter where in this world we live or dwell.

The shame of welfare? Lived experiences of welfare and culturally inflected experiences of shame

This article concerns the relationship between shame and lived experiences of welfare in Australia, a multicultural settler colony. References to shame abound in the literature dealing with lived experiences of welfare in the Global North. Scholars point to the corrosive effects of shame on the lives of welfare recipients, and the ways they resist shame. This article interrogates the relationship between shame and lived experiences of welfare anew, foregrounding the cultural specificity of welfare shame. Through two case studies—one of which deals with the receipt of social security in hyper-diverse urban Sydney and one of which deals with a punitive welfare reform experiment targeting Aboriginal Australia— we show that shame is a multi-faceted phenomenon implicated in the production of boundaries and self. We argue that the shame or, in some cases, the striking absence of shame associated with welfare is best understood by appreciating that shame is a culturally inflected and historically conditioned phenomenon. Through close description of lived experiences of welfare, we show how a psychosocial and situated conception of shame offers a complex perspective on the making of social bonds and culturally specific, spatially inflected and historically contingent conceptions of self-worth and meaning.

Calories and control: Eating habits, behaviors, and motivations of Generation Z females

Objective This qualitative phenomenological study explored eating habits, behaviors, and motivations of Gen Z females (born 1996-2002). Participants Ten participants met selection criteria: female aged 18-24 (thus, part of Gen Z), enrolled full-time at the University and able to share experiences. Maximum variation was sought for race/ethnicity, Greek life/sorority involvement and hometown regional area. Methods Semi-structured interviews elicited detailed descriptions of lived experiences. Data consisted of five face-to-face interviews and five Internet-based teleconferenced interviews. Saldana’s First Cycle/Second Cycle constant comparative method was used for data analysis. Results Four themes and four subthemes were identified: Blurred Lines (healthy versus disordered behaviors), Rationalizing Behaviors (Denial), Technological Influences (Social Media; Self-Worth), and Pandemic Influence. Conclusion Gen Z represents a pivotal population with diverse characteristics. These findings are helpful to health professionals, faculty, academic administrators, and others with vested interests in promoting healthier living, learning and work environments for this population.

Illustrating a novel methodology and paradigm applied to Emergency Department research.

To provide a practical example of how a novel methodology and paradigm was applied to a mixed methods study exploring the healthcare experiences of Australian adults who frequently use emergency department services. Discussion Paper. We explored published literature discussing philosophical and methodological issues related to mixed methods research. Literature searches were performed between July 2019 and February 2021. Phenomenology is a powerful methodology to explore the lived experience of research participants, but it is not without limitations. Mixed methods phenomenology allows nurse researchers to bring further clarity to their research phenomena, however, including phenomenology in mixed methods studies may be seen to be philosophically incompatible. The philosophical metaparadigm of dialectical pluralism provides nurse researchers with a new coherent methodological and philosophical framework for combining participants' descriptions of lived experience with a variety of data collection methods. It is effective when working with transdisciplinary research teams, and stakeholders representing diverse values and disciplines. Complex healthcare environments require sophisticated, flexible research approaches. This paper presents mixed methods phenomenological research combined with the metaparadigm of dialectical pluralism providing a methodological framework that can support multifaceted nursing research. The combination of mixed methods phenomenology and dialectical pluralism represents a novel solution for nurse researchers to articulate a research methodology and philosophical paradigm reflecting the complexity embedded in everyday nursing practice. This methodology offers a unique approach to exploration of challenging clinical and patient scenarios with multifaceted elements, and overcomes theories of philosophical incompatibilities between divergent methods.

A phenomenological reflection on women's lived experience of giving in circumstances of material scarcity.

There is a robust body of research that examines problems women with criminal-legal system involvement face, the support they need, how they get it, from whom, and how they use it. Rarely do we pause to consider what resources such women already have, the support they give, or what those experiences teach us about how to support them. In this study, my purpose was to reflect on the phenomenon of giving as experienced by women who have few material resources and whose lives have been disrupted by repeat incarcerations. I analyzed four lived experience descriptions of giving from interviews conducted in 2016-2017 with 10 women who had significant histories of criminal-legal system involvement, unstable housing, and little or no income. Using concepts from hermeneutic phenomenology and the practice of phenomenological study described by Max Van Manen, I analyzed giving wholistically, selectively, and in detail. I discerned that the women's experience of giving was relationally structured as exchange, with both past and future aspects. In selective and detailed analysis, themes of "taking in" and "being there" and a gem or essential feature of automaticity/personhood presented themselves. Women found meaning, value, and a sense of belonging in giving to others even when they struggled to meet their own needs. The findings suggest potential directions for nursing practice, research, and advocacy, including work to recognize, build on, and remunerate women's affiliative care-giving and support-while also putting pressure on community health and social services delivery systems to better serve those in need.

Non-Verbal Interactions Between Music Therapists and Persons with Dementia. A Qualitative Phenomenological and Arts-Based Inquiry

Abstract When music therapists are supervising caregivers in how to apply music in their interactions with persons with dementia, we may term this as indirect music therapy practice. Musical interactions are mostly happening through nonverbal, implicit, and embodied knowledge, and, therefore, there is a need for exploring and verbalizing such interactions for music therapists to be able to disseminate to caregivers and other professionals. In this qualitative study, we examine how 6 music therapists with clinical experience in dementia care experience nonverbal interaction with persons with severe dementia living in nursing homes. Explorative focus groups were conducted to study the music therapists’ lived-experience descriptions about their nonverbal interactions with persons with dementia. Focus group transcripts were analyzed by a phenomenological approach, and the findings elaborated and peer validated by the use of musical improvisation as an arts-based analytic approach. The findings included five themes: vitality, disciplined subjectivity, attunement, therapeutic presence, and validation. The music therapists were guided by the vitality of the person with dementia, were aware of their own reactions, and sensed the needs of the person through disciplined subjectivity. They attuned to the person’s nonverbal musical parameters (e.g., tempo pitch and volume) and cocreated an open and mutual field through therapeutic presence and validation. The findings are relevant for future development of direct and indirect music therapy practice but contain limitations due to a homogenous and small group of participants. This study highlights the challenges of exploring nonverbal and musical interactions with the use of language-based methods of inquiry.

Migrating Children Experience of their Body: Phenomenological Perspective

Migration for children is a very challenging period. In the article children migration is looked through the phenomenological lens and expressed through the existential of lived body. Therefore, the purpose of article is to describe the nature of child migration through the existential of the lived body. In the lived experience descriptions or anecdotes the examination of human experience is presented. In such stories lies the essence of the children migration phenomenon. The results are presented in four three sections: unmanageable fear; otherness as abnormality and dissonance of body and language.KEYWORDS: children migration, phenomenology, lived body.JEL CODES: I20, I21, I29.