Role In Negotiations Research Articles

The meaning of co-production for clinicians: An exploratory case study of Practitioner Trainers in one Recovery College.

Analysis of co-production in mental health and specifically Recovery Colleges has not previously considered the impact on clinicians and their clinical practice. Co-production as a concept is open to multiple interpretations. Core components of co-produced work are as follows: a focus on assets, mutuality, peer support and the use of a facilitative approach. WHAT THIS PAPER ADDS TO EXISTING KNOWLEDGE?: Senior clinicians who have chosen to become Practitioner Trainers describe the experience of collaboration with service users in an educational rather than clinical context. Working together in this educational environment led to some shifts in their perceptions of professional power and authority, in some cases leading to personal disclosures about their mental health. This study suggests the mechanisms by which co-production may transform professional practice: being in an educational rather than clinical context, the experience of being supported, the challenge of negotiating multiple roles (including that of being a colleague to someone with mental health needs) and experiencing a gradual shift of role emphasis as co-trainer relationships develop. The practical challenge of holding a simultaneous role as clinician for and co-trainer with Peer Trainers has been articulated, with the caveat that mental health support may be a feature of collegiate as well as clinical roles. WHAT ARE THE IMPLICATIONS FOR PRACTICE?: Being a Practitioner Trainer could be a professionally transformative experience. Ground rules for how to support colleagues' mental health needs should be established and refined during co-produced working. Negotiating personal disclosure and professional role identity must be explored further in both co-production research and practice. Introduction Co-production between service users and clinicians is a desirable element of recovery-oriented practice in mental health, but the effect of co-production on clinicians has not been explored thoroughly. Aim To explore the meaning of co-production for clinicians based on their experience of co-production in a Recovery College. Method Thematic analysis of eight semi-structured interviews with clinicians who have co-produced and co-delivered workshops with a Recovery College Peer Trainer. Results The "meaning of co-production" had four themes: definitions, power dynamics, negotiating roles and influence on practice. Clinicians' experience of co-production meant a reassessment of their expert role and power. They said that this altered their clinical practice, particularly the language they used and the personal information they shared. Discussion Role negotiation between Practitioner and Peer Trainers is an iterative process, whereby clinicians may revise their perspectives on personal disclosure, professional identity and collegiate support. The Peer and Practitioner Trainer relationship is characterized by reciprocity and mutuality, and there is some evidence that Practitioner involvement in a co-produced activity has the potential to transform service user and provider relationships beyond the Recovery College setting. Implications for practice Engaging in co-produced educational workshops can alter clinicians' perspectives on roles, power and clinical expertise. Findings from this case study must be tested against research on other Recovery Colleges.

“She is very illusive”: Substance abuse, gender roles and motherhood among the teenage girls of the Sioux Lookout Zone, 1969-1996

From 1969 to 1996, the Indigenous teenage girls of the Sioux Lookout Zone of Northern Ontario grew up surrounded by poverty and rapid societal change. Substance abuse, vandalism, and suicide rates were rising, and families and health care providers were worried about the health of adolescents in their communities.1-3 This paper examines the instances teenage girls were mentioned in the collection of documents about the Sioux Lookout Zone Hospital at the University of Toronto Archives in order to analyze the challenges that these girls faced in gender role negotiations, substance abuse, and teen motherhood.

From Shame to Dignity: Elderly Women, Depression, and the Feminine Self

The experience of depression is diverse based on social locations and context. This analysis is based on 45 interviews with primarily working-class depressed elderly women who were recruited in primary care clinics in northern central California. They explain their emotional distress by referencing biological and social factors associated with losing a productive self based on domestic labor and the caregiving of others. Some women redirect the trajectory of their distress by resisting hegemonic femininity. However, their efforts lead to a pariah femininity that they are neither fully at ease with nor that resolves their emotional distress. For a few women an alternative discourse of a dignified feminine self emerges in the context of friendships and faith. Depression in working-class elderly women can be characterized by an ongoing negotiation of limited statuses and roles in which control over one’s self is paramount.

Open for business

Open for business

Negociación de roles en grupos escolares de facebook: Estudio de caso

Fil: Godoy, Lucia Francisca. Consejo Nacional de Investigaciones Cientificas y Tecnicas; Argentina. Universidad de Buenos Aires. Facultad de Filosofia y Letras; Argentina

Educating Negotiators: Using Theory, Practice, Case Studies, and Simulations in an Integrated Learning Experience

AbstractIn the past 40 years, negotiation studies have become increasingly available and sought after across college campuses. While there is widespread agreement on the prominent role negotiation plays in education, in the workplace, in public policy, and in other fields, there remains a lack of consensus on pedagogies and teaching models that effectively train students and practitioners in the various aspects of negotiation, ranging from pre‐intervention assessment, to effective bargaining, dialogue, and facilitation, to evaluating procedural and distributive outcomes. In order to synthesize distinct disciplinary approaches and skill/content areas into an integrated pedagogical model, this article describes a negotiation simulation designed to incorporate skill building, process management, conflict analysis, and conflict management tools. The model incorporates equal emphasis on theoretical frameworks and understanding, self‐awareness training for facilitators, social network and stakeholder analysis for negotiation preparation, participatory analytical and discursive process management, and developing metrics for monitoring, evaluation and impact assessment.

Re-imagining family and gender roles in Aminatta Forna's Ancestor Stones

This paper examines the interplay between polygyny and gender by exploring the way in which family structure and gender roles are negotiated, imagined and exercised in fiction. Aminatta Forna's Ancestor stones (2006) is read in order to explore how the institution of polygyny changes over time and how it influences gender role negotiation. Using an African feminist approach, the paper juxtaposes the historical and contemporary institution of polygyny in relation to gender role negotiation and how contemporary writers build on their literary precursors in re-writing the history of polygyny and gender according to the socio-cultural needs of twenty-first century Africans. These changes in socio-cultural, economic and political spheres in Africa have played a pivotal role in altering family structure and arrangements. I therefore argue that the changes in familial structure and arrangement necessitate gender role negotiation.

Contextualising street sexual harassment in Morocco: a discriminatory sociocultural representation of women

ABSTRACTThis article aims to contextualise gender-based violence through the phenomenon of sexual harassment in public space in Morocco. This will be achieved by exploring the discriminatory social, cultural and political representation of Moroccan women, and discussing their status, image and treatment in a patriarchal social order. The study seeks to reveal the relationship between the stereotypical images of Moroccan girls and women and the violence that is likely committed against them. It suggests that women’s location in the power structures of the family, school, media and the law, as well as their access to the economic and political spheres, all contribute to the construction and negotiation of gender roles, relationships and inequalities, and consequently participate in fostering violent attitudes and practices against women in the public arena. The evolution of the status of women will be primarily guaranteed by changes in their freedom-of-movement, security and emancipation. However, regularising gender inequalities and naturalising women’s oppression remain obstacles that will encourage further harassment against women. Future research should address women’s discourse and experiences of street harassment as well as its social meaning, prevalence, severity and impact in order to better define the phenomenon and thus contribute to improving the image of women in the Moroccan context.

Role Negotiation as Role Enrichment: A Study of Working College Students

Research in role negotiation emphasizes how organizational members and supervisors negotiate specialized arrangements involving flexibility or variety within a single job. The role enrichment perspective suggests that positive resources generated in one role can benefit performance in complementary roles as well. This study examines the relationships among role negotiation and role enrichment with a sample of employed college undergraduates (N = 146). Survey measures assessed the communication dimensions of role negotiation (i.e., information exchange and mutual concessions), flexibility and task arrangements, and instrumental and affective enrichment of the student role. Task-based arrangements at work fully mediated the effect of information exchange, and partially mediated the effect of mutual concessions, on instrumental enrichment.

Ward social workers\u2019 views of what facilitates or hinders collaboration with specialist palliative care team social workers: A grounded theory

BackgroundInpatient, generalist social workers in discharge planning roles work alongside specialist palliative care social workers to care for patients, often resulting in two social workers being concurrently involved in the same patient’s care. Previous studies identifying components of effective collaboration, which impacts patient outcomes, care efficiency, professional job satisfaction, and healthcare costs, were conducted with nurses and physicians but not social workers. This study explores ward social workers’ perceptions of what facilitates or hinders collaboration with palliative care social workers.MethodsGrounded theory was used to explore the research aim. In-depth qualitative interviews with masters trained ward social workers (n = 14) working in six hospitals located in the Midwest, United States were conducted between February 2014 and January 2015. A theoretical model of ward social workers’ collaboration with palliative care social workers was developed.ResultsThe emerging model of collaboration consists of: 1) trust, which is comprised of a) ability, b) benevolence, and c) integrity, 2) information sharing, and 3) role negotiation. Effective collaboration occurs when all elements of the model are present.ConclusionCollaboration is facilitated when ward social workers’ perceptions of trust are high, pertinent information is communicated in a time-sensitive manner, and a flexible approach to roles is taken. The theoretical model of collaboration can inform organisational policy and social work clinical practice guidelines, and may be of use to other healthcare professionals, as improvements in collaboration among healthcare providers may have a positive impact on patient outcomes.

The psychological significance of play with imaginary companions in early childhood.

Although social play is common to many species, humans are unique in their ability to extract some of the benefits of social play through imagination. For example, in play with imaginary companions (ICs), children often practice skills that might be useful for later adaptive social, relational, and emotional functioning. While play with ICs does not provide the same immediate feedback that play with real others affords, this imagined, quasisocial context allows children to experiment with or rehearse events that might occur in real relationships. This symbolic enactment of social relationships might afford opportunities to experience not just social situations but all manner of positive and negative emotions in a risk-free way. In addition, children's interactions with real others around their ICs allow for negotiation of social roles in real relationships. ICs also provide a forum for psychological distance that might help young children manage their real relationships and engage in processes such as negotiation and cooperation, which are needed for successful social adaptation. Although play with ICs is clearly not of adaptive value in an evolutionary sense, for the children who create them, ICs might hold psychological significance for adaptive social development.

Eye gaze and viewpoint in multimodal interaction management

AbstractIn this paper, we present an embodiment perspective on viewpoint by exploring the role of eye gaze in face-to-face conversation, in relation to and interaction with other expressive modalities. More specifically, we look into gaze patterns, as well as gaze synchronization with speech, as instruments in the negotiation of participant roles in interaction. In order to obtain fine-grained information on the different modalities under scrutiny, we used the InSight Interaction Corpus (Brône, Geert & Bert Oben. 2015. Insight Interaction: A multimodal and multifocal dialogue corpus.Language Resources and Evaluation49, 195–214.). This multimodal video corpus consists of two- and three-party interactions (in Dutch), with head-mounted scene cameras and eye-trackers tracking all participants’ visual behavior, providing a unique ‘speaker-internal’ perspective on the conversation. The analysis of interactional sequences from the corpus (dyads and triads) reveals specific patterns of gaze distribution related to the temporal organization of viewpoint in dialogue. Different dialogue acts typically display specific gaze events at crucial points in time, as, e.g., in the case of brief gaze aversion associated with turn-holding, and shared gaze between interlocutors at the critical point of turn-taking. In addition, the data show a strong correlation and temporal synchronization between eye gaze and speech in the realization of specific dialogue acts, as shown by means of a series of cross-recurrence analyses for specific turn-holding mechanisms (e.g., verbal fillers co-occurring with brief moments of gaze aversion).

DISCURSIVE CONSTRUCTION OF POWER IN STUDENTS’ ANONYMOUS FEEDBACK

This study was conducted on more than 400 negative anonymous comments, in which students convey some complaint or express discontent about their teachers. The study takes a poststructruralist approach to discourse analysis, positioning that power is contructed and negotiated through discourse (Foucault, 1972; Fairclough, 2010; Mills, 1997). The study aims to find out how students actually do their power through linguistic choices by looking at some pragmatic aspects such as speech acts, addressing terms and politeness strategies (Yule, 1996). The study found that students explicitly do power in this discourse; besides, negotiation of traditional roles was also present. This reflects the complexity of the teachers – students power relation in a comtemporary Vietnam, in which there exist both market economy’s definition of education and traditional perception of teaching and learning.

How ‘flexible’ are careers in the anticipated life course of young people?

Bridging literature that addresses the work–family interface and the changing nature of careers, this article examines, from a life course perspective, the extent to which, and why, young people anticipate careers as ‘flexible’. Drawing on 123 interviews with men and women engaged in different post-secondary education pathways in Australia, the study draws attention to the role of gender and to some extent class in shaping careers in a network of social relations. Three dimensions of flexible careers are examined: temporal, that is, through imagined possibilities in various stages of early adulthood; structural, including opportunities and constraints afforded by different industry sectors and workplaces; and relational, in terms of household-level role negotiations. The findings revealed that women continue to adapt their career goals to accommodate care, but that both men’s and women’s careers are shaped by contingencies including household income, home ownership, access to flexible work and ideological expectations of market/family work roles. These contextual dynamics directly impact on decisions in the present. The article underscores the need for an expanded research focus on work and care from a life course perspective in order to promote career flexibility in ways that align with young people’s broader aspirations for gender equality.

The Integration of Emotional, Physiologic, and Communication Responses to Medical Oncology Surveillance Appointments During Breast Cancer Survivorship.

Breast cancer survivors regularly interact with providers during routine surveillance medical oncology visits, discussing uncertainty and anxiety about potential cancer recurrence for many years after treatment. Physiologic alteration can also occur as a stress response, triggered by an upcoming surveillance visit. Survivor-provider communication can theoretically allay emotional distress. The aim of this study was to evaluate associations between emotional (uncertainty, anxiety, concerns about recurrence) and physiologic responses (cytokine levels, lymphocyte counts), and survivor-provider communication (women's plans for their visit, negotiation of decision-making roles). Twenty-seven community-dwelling breast cancer survivors participated. Blood specimens, and self-reported data focusing on the previous month, were collected immediately before and the morning after a regularly scheduled medical oncology visit. Global concerns about cancer recurrence and acute anxiety and uncertainty were associated with changes in immune status before and after the visit. Postvisit natural killer cells increased in 70% of women, and uncertainty/anxiety decreased. Thirty-three percent of women reported a previous minor illness. Most women had a visit plan; 66% successfully negotiated decision-making roles with providers. Triggered by an upcoming medical oncology visit, women experience uncertainty, anxiety, and altered immunity, potentially placing them at risk of disease exacerbations. Not all women respond similarly to a routine surveillance visit; thus, providers must determine who may be at increased risk of emotional distress and physiologic alteration. Survivor-provider communication facilitates immediate resolution of concerns. Explanations of symptom meaning reduce anxiety and uncertainty and by extension may help resolve immune alteration. Between visits, this could be done by nurse-operated telephone-based "help lines."

School-going teenage mothers and fathers: Gender, challenges and the negotiation of learner-parent roles

•Voices of teenage mothers and fathers•Competing and conflicting learner-parent roles•Structural dimensions of teen parenthood•Dominant gender discourses and practices on parenthood•Negotiation of dual learner parent roles

Understanding How Lifelong Learning Shapes the Career Trajectories of Women with STEM Doctorates: The Life Experiences and Role Negotiations (LEARN) Model

Understanding How Lifelong Learning Shapes the Career Trajectories of Women with STEM Doctorates: The Life Experiences and Role Negotiations (LEARN) Model

Mary Howitt and the Business of Poetry

Mary Howitt served as the principal poetry editor of Howitt's Journal from 1847 to 1848. This article focuses on her understanding and practice of publishing poetry, as well as her approach to the many poems published under her oversight. Approaching Howitt's editorship as a social practice that encompassed networking, standards of poetic quality, and the negotiation of gender roles, I also consider the range of poems in Howitt's Journal and explore their political orientation as indicators of Howitt's editorial preferences. To illuminate her day-to-day editorial decisions and oversight of individual poems, I also draw upon her unpublished editorial correspondence.

ASEAN as the ‘regional conductor’: understanding ASEAN's role in Asia-Pacific order

ABSTRACTThis paper analyses ASEAN's prominence in regional order negotiation and management in Southeast Asia and the Asia-pacific through the lens of social role negotiation. It argues that ASEAN has negotiated legitimate social roles as the ‘primary manager’ in Southeast Asia and the ‘regional conductor’ of the Asia-Pacific order. It develops an English School-inspired role negotiation framework and applies it to three periods: 1954–1975 when ASEAN's ‘primary manager’ role emerged from negotiations with the USA; 1978–1991 when ASEAN's role was strengthened through negotiations with China during the Cambodian conflict; and 1991-present when ASEAN created and expanded the ‘regional conductor’ role. Negotiations during the Cold War established a division of labour where great powers provided security public goods but the great power function of diplomatic leadership was transferred to ASEAN. ASEAN's diplomatic leadership in Southeast Asia provided a foundation for creating its ‘regional conductor’ role after the Cold War. ASEAN's ability to sustain its roles depends on maintaining role bargains acceptable to the great powers, an increasingly difficult task due to great power rivalry in the South China Sea.

Using our whole selves: our experiences with reflexivity while researching a community arts-based leisure program

ABSTRACTAlthough reflexivity is commonly used in qualitative research, how it is used is rarely acknowledged. Multiple definitions and approaches result in a lack of clarity regarding reflexivity. We actively engaged in a reflexive process as we explored the transition of an arts-based leisure program from public to private service provision. We journaled about our positions, thoughts, and emotions throughout the research process. We analyzed our journals through initial and focused coding. Emerging themes included the impact of our positions on the research, the impact of our experiences with the program on our research, role negotiation, emotions related to role blending, and challenges with reflexivity. We report our experiences with reflexivity and explore how it affected our collaborative research process. We offer several recommendations for researchers to consider when embarking on their own reflexive processes.