Situated Experiences Research Articles

The use of virtual reality in human training: trends and a research agenda

Traditional classroom training sessions can negatively impact participants’ engagement and knowledge retention. In response, several organisations are moving towards innovative and more engaging approaches, such as virtual reality (VR). By using VR, participants can immerse in a simulated environment, acquiring experiences in rare and hazardous situations that cannot be experienced in the natural environment without risk to the participants. VR has been applied in several areas, and this study aims to understand the applicability and impact of VR simulators on human training and perspectives of this emergent area. Drawn on a rigorous systematic literature review of 82 articles, the study presents findings from the thematic analysis. First, descriptive results outline the VR literature and its applications as an innovative training and learning tool. Second, a prescriptive thematic analysis has identified emerging themes related to behavioural, technological, and organisational benefits. The results also show the VR challenges related to technological limitations, restricted resources, and academic research. This study demonstrates the development of VR in human training, presenting contributions to theory and practice. The study presents some limitations related to the scope and focus of the study, and future pathways to address these limitations are suggested. For instance, the research protocol did not consider conference papers or articles that were not in English, and it was limited to a search period. Furthermore, emergent topics such as artificial intelligence and VR technology's physiological-emotional and sensory aspects in training should be addressed. Therefore, future studies should address these topics and use the research agenda suggested in this study.

Selected determinants of anxiety and depression symptoms in adolescents aged 11-15 in relation to the pandemic COVID-19 and the war in Ukraine.

The ongoing COVID-19 pandemic, which began in early 2020, and the outbreak of war in Ukraine in 2022 (a country bordering Poland on the east) have significantly impacted the mental health of young people in Poland, leading to increased rates of depression, anxiety, and other mental health issues. The rising number of individuals struggling to cope with daily stressors, as well as non-normative stressors, may indicate a decrease in the individual's potential, specifically in skills, attitudes, and competencies required to overcome difficulties that they encounter. It can be assumed that for young people, maintaining mental health under the influence of social stressors, such as the pandemic and the ongoing war in Ukraine, depends on the ability to adapt positively, which is the ability of young individuals to adjust to situational demands in a way that allows them to effectively manage those situations. The aim of the conducted study was to determine whether social stressors, namely the pandemic and the war in Ukraine, and intrapsychic factors such as beliefs about oneself, others, life, and the world, influence the occurrence of anxiety and depression symptoms in Polish youth. An attempt was made to assess the significance of external stressors and internal potential resources for maintaining psychological balance among young people. The study was conducted using the Revised Children's Anxiety and Depression Scale (RCADS), the Questionnaire of Intrapersonal, Interpersonal, and World Attitudes (QIIWA), as well as a survey created by the researchers containing questions about well-being in relation to the pandemic, remote learning, and the ongoing war in Poland's neighboring country. Ethical approval for the planned research was obtained from the Bioethics Committee. The study included 945 adolescents aged 11-15 years (M = 13.10; SD = 1.11), representing a sample of youth from 14 regions of Poland. The results and analyses are presented from three perspectives: (A) the occurrence of anxiety and depression symptoms in relation to the gender and age of the respondents, (B) the significance of situational experiences, such as the COVID-19 pandemic (Q1), remote learning (Q2), and the outbreak of the war in Ukraine (Q3) for the occurrence of anxiety and depression symptoms in Polish youth, and (C) other determinants of anxiety and depression symptoms in Polish youth, such as intrapsychic variables including self-esteem, satisfaction with relationships with others, and views on the world and life. It can be concluded that in the case of young people, maintaining mental health under the influence of social stressors such as the pandemic and the ongoing war in Ukraine depends mainly on intrapsychic variables, including the beliefs and attitudes of young people towards themselves, toward other people, the world and life.

상담 전공자의 질적 연구 수행 경험에 관한 자문화기술지

Objectives The purpose of this study is to explore and understand the research performance experiences of counseling majors as the importance of research performance capabilities expands in the professional development of counselors. In particular, we sought to in-depth explore what meaning it could have for counseling majors by focusing on the experience of conducting qualitative research. Methods For this purpose, the autoethnography research method of looking at and interpreting individual experiences in socio-cultural situations was applied, and the researcher's diary data, reflection data, thought data, and conversation data were mainly used accordingly. This data was analyzed through theory and prior research based on the scientist-practitioner model, research performance, and counselor professional development. Results As a result, ‘Introduction as a Qualitative Researcher: An Autoethnography Journal’, ‘Change and Growth Process through Qualitative Research’, and ‘Road to a Differentiated Counseling Expert’ were derived. The researcher experienced changes in herself as she encountered qualitative research for the first time, conducting research on her own experiences, and conducted research to prove herself as a doctoral student. Afterwards, I continued to conduct qualitative research and went through the process of finding internal motivation. And in the process of finding the essence in the uncertainty that only qualitative research has, I felt my own growth, and this extended to my life and professional field. Conclusions The results of this study provided a discussion on the meaning of the process of conducting qualitative research on the development process of counselors. This can be provided as evidence for the research performance of the scientist-practitioner model, which is the axis of counselor professional development, and is expected to be a material that can promote counselors' motivation to conduct research.

"(Un)known Parenthood" – On the Process of Becoming a Parent of a Child with Intellectual Disability

Introduction: The appearance of a child with intellectual disability significantly impacts the existing model of the family and the parental, fraternal and marital roles assumed by its members. The experience of new situations filled with fears, anxiety and ignorance determine the direction of the actions taken by parents in order to regain the lost balance. Research Aim: The research project focused on the situation of parents of children with intellectual disability, especially the process of ‘becoming used to’ (coping with) the child’s intellectual disability, at an early stage of diagnosis. Research Method: Personal experiences of parents collected in the form of unstructured interviews served as research material. Data analysis was performed in accordance with procedures of grounded theory. Results: Based on the conducted research we were able to present and reconstruct coping process of parents of children with intellectual disability, at an early stage of diagnosis. Within it, we identified strategies for coping with the new life situation in which our research participants found themselves. Conclusion: The following considerations are centred around the Polish perspective, and take into account the political, cultural and social contexts. The coping process of parents of children with intellectual disabilities consists of the following stages: experiencing a crisis, seeking control, trying, discovering potentials, familiarization.

The Versatility of Temporalis Muscle Flap in Reconstruction of Maxillofacial Region

Background: The temporalis muscle !ap (TMF) is a very versatile and valuable axial flap, which could be used in various reconstructive procedures in and around the maxillofacial region. The surgical anatomy, vascular pattern and technique of elevation of the flap are described, associated with our experience in different reconstructive situations. Patient and Method: There were two patients, one case of TMJ ankylosis and one case of facial paralysis. The TMF was used as an interpositional arthroplasty for TMJ ankylosis, as a dynamic facial reanimation for facial paralysis. Result: In the first patient, he was able to open his mouth 4 cm in 2 weeks following the surgery. There was no pain or other complication complained. In second patient, in two weeks follow up after the surgery, we found the edema was decrease gradually. The contraction on the right nasolabial sulcus was slightly seen. Summary: These report described the reliability, versatility and reproducibility of temporalis muscle flap. The rich vascularized tissue and its proximity to the reconstruction site make this flap reliable. TMF should be taken into consideration before deciding on more extensive reconstructive procedures.

Detangling experiences of agency in welfare technology use by home care recipients and their staff

Welfare technology (WT), defined as digital technology enabling individuals to live securely, actively and independently at home, is often viewed as a solution to care resource shortages. This solution discourse has increasingly been problematised, and ethical issues specifically connected to WT have emerged, e.g., regarding quality of care. The existing array of WT is developed with limited user involvement; primary user perspectives are thus inadequately voiced in research. This study aimed to disentangle how older adults and their homecare staff experience and influence WT use in homecare situations. The qualitative approach encompassed individual semi-structured interviews with homecare staff (n = 26) and older adults (n = 26) receiving homecare as well as utilising WT. Interviews were conducted in five Swedish municipalities, transcribed verbatim and analysed using thematic analysis. Three main themes were developed: (1) Lack of agency in WT obtainment, in which a lack of influence in the receiving of WT is illustrated. (2) Contradictory user perspectives regarding WT and agency, in which staffs’ perceptions of specific WT are contrasted to older adults’, highlighting how WT perceived positively by staff often detract from older adults’ agency. (3) Agency and WT use inextricably linked with time, in which it is illustrated how influence over time is intricately connected to experienced agency in WT use. Our findings demonstrate a problematic lack of agency in WT use. Further improvements to current WT, aided by stronger user involvement, as well as certain municipal routines, are necessary if user agency is to be strengthened in relation to WT use.

Transference of Knowledge in Interlinguistic Communication: A Teaching and Learning Experience in Classroom Situations

In this study, the writer, through her own twenty-four (24) years of teaching experience at a non-English University, discusses how challenging the transference of knowledge in interlinguistic communication is, that is, when non-English students, researchers, academics want to transfer knowledge from their local knowledge-based environment to a wider knowledge-based environment that uses English as a means of international communication (<em>lingua franca</em>). During her discussion, the author of this study shows that in order for the transference of knowledge in interlinguistic communication to be successful there must be three support systems: (1) a Human Intelligence (nous) who functions as a helper and/or mediator; (2) Artificial Intelligence (AI) in various forms; and (3) a mnemonic knowledge management tool (TDB) in an electronic form so that human knowledge acquired is not lost.

Where inquiry-based science learning meets gamification: a design case of Experiverse

ABSTRACT Inquiry-based science learning is an educational strategy to enable students to actively engage in science learning concepts through inquiry activities such as experiments and observations. Gamification demonstrates a promising potential to engage children in learning contexts. In this regard, this paper presents Experiverse as an exemplar along with its associated six key design considerations to illustrate how to develop an application based on the concept of gamification and inquiry-based science learning for children. This paper reports on our experience evaluating Experiverse with 25 children (aged 9-13) in an informal setting based on data collected from log data, surveys and interviews to explore the feasibility of engaging children in science learning outside their classroom. Results indicated that children’s motivation (MO) significantly correlates with their enjoyment (PE) and perceived learning outcome (LOA) from using Experiverse. While children’s perceived learning outcome is significantly positively correlated with the number of view visits on Experiverse (EVV), the number of experiment view visits (EVV) is also significantly positively correlated with children’s perceived easiness of the app. Finally, this paper discusses the key findings of this study and points out the design implications for future research, like combining in-app experience and hands-on experimentation in real-life situations.

Exploring Students’ Feelings in the Initial Phase of a Community-Based Research Service-Learning Course: A Qualitative Approach Using Content Analysis

The emotional experience of situations and interactions with other people plays an important role in teaching and learning processes and interacts with cognitive as well as motivational and intentional factors in the acquisition of knowledge. In our qualitative investigation, we explored participants’ experiences in the initial phase of a community-based research service-learning project that dealt with issues of social inequality, poverty and homelessness. We were particularly interested in the affective processes in the project’s planning phase and during the first meetings between community partners, homeless people and the participating students. After completing the course, we conducted guided qualitative online interviews with the course participants. The interviews were fully transcribed verbatim. We then coded and analysed the data using qualitative content analysis approach. It became apparent that the students were particularly anxious and apprehensive about working with vulnerable groups of people. This manifested itself in uncertainty, nervousness, fears and negative feelings. Regarding the collaboration with the community partners, the emotional situation varied among the students in the initial phase. We conclude that students’ fears, anxieties, and uncertainties in the planning phase of a service-learning or community-based research project should be taken seriously. A relaxed and positive atmosphere at the first meetings can be viewed as particularly important for project progression and the students’ future learning success.

“I Was Born!”: Personal Experience Narratives and Tree-Ring Marker Years

This essay, co-written by a dendrochronologist (Nick) and a narrative theorist (Erin), considers how these two disciplines can meet to illuminate alternative narratives in tree rings. At the basis of our conversation is a desire to tease apart tree experience and the signification entangled within human practices of storytelling. First, Nick explains recent developments in dendrochronology and critical physical geography (CPG) that call attention to the ways in which tree-ring sciences often naturalize imperial narratives and demand alternative methodologies. Second, Erin dives into the imperial narratives of two case study tree bodies, throwing light upon the human and vegetal stories that these dominant narratives obscure and silence. Third, Nick turns to an experiment in critical participatory action research (CPAR) to suggest an approach to tree-ring dating—material dating—that takes its cues not from imperial histories but from a simultaneous interest in community engagement, anticolonial scholarship, and tree agency and signification. Fourth, Erin explains how material dating, via foregrounding personal experience, stands to produce a narrative more sensitive to a particular tree’s situated experience and better able to foment understanding among tree body viewers for the tree as a living and communicating organism. Finally, Nick and Erin use material dating to produce an alternative narrative for one of our case studies and provide directions for other scholars to replicate our process.

Depicting truth and transition at national memorial museums in Chile and Peru

Comparative analysis of Peru’s Place of Memory, Tolerance, and Social Inclusion and Chile’s Museum of Memory and Human Rights reveals different perspectives on how to represent past truth commissions and processes of transitioning from violence in national memorial museums. Chile’s Museum of Memory and Human Rights displays a foundational truth about state violence established through the work of the country’s truth commissions. Peru’s Place of Memory, Tolerance, and Social Inclusion was conceived as a space for presenting locally situated experiences of the country’s internal war; it is also characterized by subtle efforts to distance the museum from the narrative of the Peruvian Truth and Reconciliation Commission. Owing in part to such departures, Peru’s Place of Memory, Tolerance, and Social Inclusion offers material for questioning the country’s post-transition present that has generally been absent in the human rights-focused exhibition of the Museum of Memory and Human Rights. An assessment of these contrasts, evident in the museums’ institutional histories and permanent exhibitions, potentially unsettles assumptions about the role of official memorialization in the aftermath of truth commissions.

Tell me why: the missing w in episodic memory's what, where, and when.

Endel Tulving defined episodic memory as consisting of a spatiotemporal context. It enables us to recollect personal experiences of people, things, places, and situations. In other words, it is made up of what, where, and when components. However, this definition does not include arguably the most important aspect of episodic memory: the why. Understanding why we remember has important implications to better understand how our memory system works and as a potential target of intervention for memory impairment. The intrinsic and extrinsic factors related to why some experiences are better remembered than others have been widely investigated but largely independently studied. How these factors interact with one another to drive an event to become a lasting memory is still unknown. This review summarizes research examining the whyof episodic memory, where we aim to uncover the factors that drive core features of our memory. We discuss the concept of episodic memory examining the what, where, and when, and how the why is essential to each of these key components of episodic memory. Furthermore, we discuss the neural mechanisms known to support our rich episodic memories and how a why signal may provide critical modulatory impact on neural activity and communication. Finally, we discuss the individual differences that may further drive why we remember certain experiences over others. A better understanding of these elements, and how we experience memory in daily life, can elucidate why we remember what we remember, providing important insight into the overarching goal of our memory system.

From trait affect to situated performance of change-oriented organizational citizenship behavior: the pathway through situational construal and emotion utilization

Prior studies indicate that fostering change-oriented organizational citizenship behavior (OCB-CH) among employees, wherein they actively contribute to the collective welfare of modern organizations, correlates positively with their positive affect. However, the precise mechanisms linking trait positive affect with OCB-CH remain unclear. This study used aggregated 5-day daily diary data from a sample of 236 full-time employees in Greece to examine positive affectivity differences in the characteristics of situational experiences and how these differences relate to employee OCB-CH via the use of emotions to facilitate performance. Employing multilevel structural equation modeling, the findings revealed a positive association between trait positive affectivity and the situation characteristics of duty, intellect, and positivity, from the DIAMONDS taxonomy. Furthermore, it was determined that perceptions of situational characteristics and emotional utilization sequentially mediated the relationship between positive affectivity and OCB-CH. This study enhances our understanding of how employee trait positive affectivity influences the manifestation of positive change in the form of OCB-CH within organizations.

Phenomenal Eros: For a History of Sensuality

Forty years of scholarship in the history of sexuality and gender studies have delivered a considerable amount of knowledge, framed by an encompassing premise: power is paramount. A preferred object of this kind of attention are the erotic cultures of ancient Greece and Rome. The focus on power leads contemporary scholars to adopt binary thinking, namely the attribution to ancient writers and thinkers of dichotomies such as domination versus subjection, or activity versus passivity. This is a fixist view that obliterates the dialectic of desire and, therefore, its fundamental mobility. Desire aims at the other person’s desire; roles are exchanged; age and social status can play in surprising ways; hyperactivity can become subjugation. It is time for a change. It is time to look at what mattered for the Ancients themselves: the subjective experience of sensations, bodies and situations; the felicitous, ironic, or tragic reversals of intersubjective games. More importantly: the quest for pleasure, rather than the use of pleasures. The Greeks thought the sexual experience as sensuality. And sensuality inflects what they thought about gender. In poetry, narrations and philosophy, concrete details draw our attention to the felt phenomena of lived bodies – in the plural. When we look for the logic of gender, we discover that bodies can be compared, not as totalities, but as bundles of multiple discreet qualities, ready to be combined and recombined, allotted and exchanged. Qualities can be bits and pieces of anatomy, manners and garments; but also fragments of experience, moments of sensory awareness. The logic of the concrete meets the phenomenal body. For the body is a challenge, to be taken up – as a cinematic life, frame after frame. Sensations can be shared across the boundaries of female and male, which are adjectives, not substances. A granular, corpuscular, pointilliste redistribution of traits, distinctive – or not. Sensuality is queer. Like Plato’s pharmacy, erotic materialism can deliver us, beautifully, cathartically, refreshingly from the modern strictures of binary thinking. This is what the Greeks have to tell us. Let us listen!

Nurses' justifications for morally courageous acts in ethical conflicts: A narrative inquiry.

Background: Moral courage is defined as the courage to act in ethical conflicts based on individual or professional values despite the personal risks involved. Nurses justify their decisions to act morally courageously as part of their ethical decision-making. Objective: To describe registered nurses' justifications for acting morally courageously, or not, in ethical conflicts where they needed moral courage. Research design: A narrative inquiry with a holistic content approach was used. Individual, in-depth interviews were conducted in January-February 2023. The data were analysed using holistic content analysis. Participants and research context: Fourteen registered nurses with experience in situations where they needed moral courage participated. The nurses came from the somatic, palliative, mental health, and substance abuse care fields in Finland. Ethical considerations: Good scientific practice was followed. Ethical approval was obtained before data collection from the university's ethics committee. Findings: The nurses needed moral courage in ethical conflicts with patients present and between professionals. Individual responsibility, professional ethics, and emotions were identified as bases of nurses' justifications for morally courageous acts. The justifications for acting morally courageously, or not, had individual, contextual, and organisational perspectives. Morally courageous acts included starting a discussion about the conflict with other professionals and reporting the situation in writing within one's organisation. Discussion and conclusions: The identified bases and perspectives of justifications illustrate the complexity of nurses' decision-making in ethical conflicts, either leading to morally courageous acts or not. These results can inform nursing practice and research in developing processes to strengthen nurses' moral courage and examining relationships between moral courage and other concepts, such as moral resilience.

Cognitive Representations and Personal Experiences of COVID-19 Using Social Virtual Reality

Abstract In the wake of the global COVID-19 pandemic, understanding its psychological and social impacts has become a critical area of scientific inquiry. The pandemic's far-reaching consequences have been felt across diverse populations, prompting a need for innovative research methodologies to capture the breadth of individual experiences. This study addresses the challenge of articulating personal narratives during the pandemic by leveraging the capabilities of social virtual reality (VR) and digital storytelling, a method yet to be fully explored in pandemic-related research. Here, we show that by integrating photogrammetric 3D media with social VR technology, we can obtain a nuanced understanding of individuals' experiences during the COVID-19 lockdowns. Our analysis reveals distinct themes related to health, life events, environment, technology, and employment, illustrating a complex interplay of factors influencing personal experiences during the pandemic. These findings contrast with and expand upon previous research by providing a more immersive and participant-centric perspective on the pandemic's impact. They highlight the value of using VR to capture and analyze personal experiences in unprecedented global situations. By situating these results within the broader context of pandemic research, this study underscores the potential of VR as a transformative tool for social science research. It opens new avenues for understanding complex human experiences, offering valuable insights across scientific disciplines, thereby enhancing our collective knowledge of the pandemic's multifaceted effects on society.

Mental processes in professional football players.

Clear connections have been found between mental processes and performance in elite level football. Yet, few studies have investigated how professional football players' experience the influence of mental processes on performance. This study used a qualitative research design and in-depth interview of six Norwegian professional football players at elite level with a mean age of 28, 3 years and represented five professional clubs. The aim of the study was to investigate how they perceived the importance of arousal regulation, mental toughness, and self-confidence, and that of the sport psychologist in developing these skills. The results revealed a complex and multifaceted link between mental processes and performance. All players, demonstrate a conscious awareness of how mental processes influence their performance. The use of a sport psychologist in working with mental processes emerges as a crucial factor for developing their mental skills. Another important aspect is the need for increased knowledge about mental training's effect in elite football. Mental toughness emerges as the most significant mental process for players' performance because it makes them capable of coping with challenging situations and periods. This study shows that mental processes are important for performing, both related to arousal regulation, and self-confidence, and especially mental toughness. However, mental toughness was also considered a product of age and experience, where older players tend to have experience of more situations that enable them to handle adversity better than younger players. Interestingly, the youngest players seem to be most aware of the use of a sports psychologist.

Capability as a concept in advanced practice nursing and education: a scoping review.

The objective of this review was to map the literature about the concept of capability in advanced practice nursing education and practice to achieve greater clarity on the concept and its application. Advanced practice nursing roles make up a growing segment of the global nursing workforce. Capability has been proposed as an overarching description of the attributes of advanced practice nursing roles within complex workplace environments. Capability includes knowing how to learn, and the ability to creatively integrate prior knowledge, skills, judgment, and experience in both new and familiar situations. This review looked at the literature about capability applied to advanced practice nursing in any setting globally. We were guided by the International Council of Nurses' definition of advanced practice nursing, which includes nurses with both graduate education and an expanded scope of practice. Drawing from an initial review of the literature, we used a working definition of capability, which was a combination of knowledge, skills, experience, and competencies that enables advanced practice nurses to provide appropriate care for patients in both known and unfamiliar clinical settings. We included literature about individual capability as a concept in any setting related to advanced practice nursing and education. We searched 18 electronic databases and included qualitative, quantitative, and mixed methods study design methodologies, reviews, and reports. The gray literature search included policy and practice documents from the World Health Organization, the International Council of Nurses, and websites of 48 nursing and health organizations. Two reviewers independently completed title and abstract screening prior to full-text review and data extraction. Conflicts were resolved via discussion or with a third reviewer. Extraction was completed by 2 reviewers using a piloted data extraction tool. Articles published in English from 1975 to the present were included. Sources in languages other than English were not included in the review due to the difficulties in accurately translating the concept of capability. Thirty-five sources were included in the review with publication dates from 2000 to 2023. Most sources originated from Australia, the United Kingdom, and the United States. Sources included frameworks and clinical guidelines, peer-reviewed articles, and gray literature. Capability was discussed in a range of settings, including specialized clinical roles. Applications of capability in educational settings included the use of capability frameworks to guide nurse practitioner education, nursing practice doctorates, and postgraduate nurse practitioner training. Definitions of capability, where provided, were relatively consistent. Capability was proposed as a distinguishing characteristic of advanced practice nursing, as a descriptor of clinical proficiency that moved beyond competency, and as a framework that accounted for complexity in health care settings. Capability was used as a concept and framework to describe advanced practice nursing within complex practice environments that necessitate flexible approaches. Capability frameworks were applied holistically and to specific areas of practice or education, including in pregraduate and postgraduate advanced practice nursing education. Strategies for teaching and learning capability focused on flexibility, student-directed learning, and development of flexible learning pathways. A Norwegian-language version of the abstract of this review is available: http://links.lww.com/SRX/A58.

Volitional imagining and religious dramatizing

ABSTRACT Prompted and resolved by acts of volitional imagining, dramatizing figures a situation in which actors share in having something important at stake such that imminently some of their actions will be momentous (making great differences) and fateful (defining of lives). Religious dramatizing does this very ambitiously. In amplifying the stakes of action there is a danger of being inappropriately dramatic, as in Don Quixote’s fantasies or Chicken Little’s ‘The sky is falling!’ But dramatization can be validated by successfully enacting the dramatic heightening of a situation, by conventionally instituting heights of importance, and by having convincing experiences of situations as dramatic. Kant worries about an inappropriately romantic dramatizing of the moral life; Lucretius warns that religious visionaries will make people crazy with fear of divine retribution. The issue is taken seriously within religious dramatizing. For example, apocalypticism seems to entail an irresponsible termination of care for continuing life. Correctives are offered by Hans Urs von Balthasar’s theory of ‘theo-drama’ and (Francis’s, 2015) encyclical ‘On Care for Our Common Home’. These examples show how the modulation of dramatizing is no less a religious concern than the dramatic heightening of human life.

A Poetic Inquiry Into Journalists’ Experiences of Covering Institutional Child Sexual Abuse

This article introduces a spectrum of poetic approaches that have emerged in the analysis of research interviews with journalists who covered Australia’s Royal Commission into Institutional Responses to Child Sexual Abuse and related stories. Six poem excerpts, from two of the poets involved in the project, are presented to explore how engaging with a spectrum of approaches—from found poetry transcription to generative methods—can be used to shed light on the situated experiences of research participants. Considering the various functions of “poetry” in this context—as container or vehicle for data, as tool for analysis, or as artistic/affective expression—the article not only explores the multiple outputs and their roles for a variety of audiences but also how these poems can evoke/ provoke/ excavate alternative perspectives—both expected and surprising—on the data.