Theoretical Perspective Of Symbolic Interactionism Research Articles

Heroes, Victims, and Resisters: Agentic Vulnerability and Techniques of Identity Talk in Digitalized Job Centers

This article explores vulnerable clients' techniques of identity talk, drawing on interviews with clients in Danish job centers. We combine the theoretical perspective of symbolic interactionism with the sociology of nothing to explore techniques of disidentification from the nonworker identity. The study demonstrates how the actors perform agentic vulnerability to resolve their identity dilemmas. We identify three techniques of identity talk: (1) hero‐talk to reassert their hard worker identity, (2) victim‐talk to excuse their current positions, and (3) resister‐talk through commissive and omissive responses to digital demands and requirements. The latter involves different forms of negational action: doing something, nondoing, and doing nothing.

Co-constructing conversations about suicide: the Meeting Space Framework.

This article draws on research conducted for the author's doctoral thesis. It presents the development of the Meeting Space Framework to address what is needed to engage in meaningful conversations about suicide, from the perspective of student nurses. An interpretive methodology of constructivist grounded theory was used, underpinned by the theoretical perspective of symbolic interactionism. The core category of Meeting Spaces resulted; engaging in meaningful conversations about suicide is co-created in illuminating space within the context of a human pivotal encounter (positive) as opposed to an unceremonious pivotal encounter (negative). A certain kind of space is required to support engagement in meaningful conversations about suicide. It requires humanness and an intention and ability to see the whole person beyond the limiting word of 'suicide'.

Professionals' views and experiences in supporting decision-making involvement for people living with dementia.

The provision of supported decision-making for people living with disabilities is an emerging area of practice and rights-based law reform, and is required under international law. This qualitative study aimed to understand how Australian health and legal professionals conceptualised their professional roles in the practice of providing decision-making support for people living with dementia. The methods were informed by grounded theory principles. In-depth, semi-structured interviews were conducted with 28 health and legal professionals involved in providing care or services for people with dementia. Interviews explored how professionals described their practice of providing support for decision-making and how they conceptualised their roles. The analysis was underpinned by the theoretical perspective of symbolic interactionism. Participants described providing support across a range of decision domains, some of which were specific to their professional role. Four key themes were identified: 'establishing a basis for decision-making', 'the supportive toolbox', 'managing professional boundaries' and 'individualist advocacy versus relational practice'. Participants identified a range of generic and specialised techniques they used to provide support for people with dementia. These techniques were applied subject to resource limitations and perceived professional obligations and boundaries. A continuum of professional practice, ranging from 'individualist advocacy' to 'relational practice' describes the approaches adopted by different professionals. Professionals conceptualised their role in providing support for decision-making through the lens of their own profession. Differences in positioning on the continuum of 'individualist advocacy' through to 'relational practice' had practical implications for capacity assessment, engaging with persons with impaired decision-making capacity, and the inclusion of supporters and family members in decision-making processes. Further progress in implementing supported decision-making (including through law and policy reform) will require an understanding of these inter-professional differences in perceived roles relating to the practice of providing decision-making support.

Patients' perception and adherence to vaginal dilator therapy: a systematic review and synthesis employing symbolic interactionism.

BackgroundVaginal dilator (VD) therapy is often recommended for women receiving pelvic radiation therapy or experiencing pain and discomfort during intercourse, as well as for women with a congenital malformation of the vagina. VD use has both physical and psychological benefits; however, it often causes pain, discomfort, and adverse emotions, including embarrassment and loss of modesty, which often result in low adherence to therapy.ObjectivesThe aims of this study were to explore the use and adherence of VD therapy in women, identify barriers and facilitators of therapy adherence, and suggest improvement strategies from the theoretical perspective of symbolic interactionism.MethodsA systematic review of the literature was conducted using PubMed, CINAHL, and Scopus databases, with no year restrictions. Articles addressing the experience of women using VD therapy, as well as barriers and facilitators of therapy adherence were selected and analyzed. Then, the theoretical perspective of symbolic interactionism was introduced and applied to synthesize the results.ResultsA total of 21 articles were selected for the review. Most of the reviewed studies explored VD therapy in women who had undergone pelvic radiation therapy for gynecological cancer. Women’s adherence to the therapy ranged between 25% and 89.2%, with great variance in definitions and methods for assessing therapy adherence. Among the five categories of identified barriers to therapy adherence, “unhelpful circumstances” and “negative perceptions toward the VD” were the two most frequently mentioned. The two most frequently reported facilitators of adherence among the six identified categories were “supportive interactions with health care providers” and “risk perception and positive outcome expectancies”. On the basis of the perspective of symbolic interactionism, strategies for strengthening interactions with others (eg, health care providers, significant others, and support groups) are discussed in detail.ConclusionStrategic intervention regarding the decisive factors identified in the review can benefit women by enhancing their experience and adherence to VD therapy.

Preschool teachers’ insights about web-based self-coaching versus on-site expert coaching

Implementation science defines training and coaching as two important competency components to support fidelity of implementation of evidence-based practices. The present study explores the perspectives of 21 preschool teachers, located in the United States, about the professional development (PD) they received, which included training and coaching. The PD was designed to support their planning, implementation and evaluation of embedded instruction practices for young children with disabilities. The PD involved: 16.5 hours of workshops distributed across four to six weeks; the provision of job-aids; and 16 weeks of on-site coaching or 16 weeks of prompts to engage in self-coaching using a project-developed website. An interpretivist theoretical perspective of symbolic interactionism using grounded theory methods was adopted to guide the analysis of focus group data obtained from teachers following their participation in the PD. We describe the components of the PD that teachers characterized as effectively transcending the web-based and on-site coaching, the challenges they experienced with embedded instruction implementation and their recommendations for enhancing coaching. Implications are offered for considering individual and environmental factors that influence knowledge acquisition and practice implementation in the classroom and sustaining teacher learning through follow-up implementation support.

A Qualitative Study Exploring Mothers’ Perceptions of Child Neglect

This research explores the experiences and perceptions of mothers receiving services for child neglect. Incidents of child neglect are reaching alarming rates in the United States, now representing 78% of all child maltreatment reports. Although risks factors associated with child neglect are well known, there continues to be uncertainty about how to proceed in assessing and intervening with families. The epistemological stance of constructivism and the theoretical perspective of symbolic interactionism guided the qualitative methods of this research. Four overarching themes emerged focused on daily struggles, protecting my child, feeling trapped, and mutual trust. Implications for practice are discussed.

Direct Care Worker’s Perceptions of Job Satisfaction Following Implementation of Work-Based Learning

The purpose of this study was to understand the impact of a work-based learning program on the work lives of Direct Care Workers (DCWs) at assisted living (AL) residences. The research questions were addressed using focus group data collected as part of a larger evaluation of a work-based learning (WBL) program called Jobs to Careers. The theoretical perspective of symbolic interactionism was used to frame the qualitative data analysis. Results indicated that the WBL program impacted DCWs' job satisfaction through the program curriculum and design and through three primary categories: relational aspects of work, worker identity, and finding time. This article presents a conceptual model for understanding how these categories are interrelated and the implications for WBL programs. Job satisfaction is an important topic that has been linked to quality of care and reduced turnover in long-term care settings.

An exploration of the value of social interaction in a boys' group for adolescents with muscular dystrophy

Engagement in peer-based social activities is a normal and important aspect of adolescence. Adolescent boys with muscular dystrophy typically lack opportunities for participation in peer-based recreation and socialization activities. 'MD Mafia' is a group which aims to reduce social isolation and offer social and recreational opportunities for adolescent boys with muscular dystrophy. This research is a qualitative exploration of the value of 'MD Mafia' and seeks to answer the question: "what does the experience of participating in 'MD Mafia', a group for adolescent boys with muscular dystrophy, mean to the boys and their parents?". This research sought the views of the boys who participate in MD Mafia and their parents. The sample included seven boys and four mothers. Data collection methods included creative group activities, specifically chosen to match the participants' age, interests and skills, and online data collection. The theoretical perspective of symbolic interactionism guided the theoretical analysis of the data. Analysis of the data provided a description of the meaning and value of 'MD Mafia' from the participants' perspective. MD Mafia has a strong collective identity, which reflects ideals of masculinity and common interests. The group provides much valued opportunity for socialization in a safe and familiar environment, but parents also felt that MD Mafia could offer greater opportunities for skill development by increasing the challenge level of the activities and social environment. The theoretical analysis provides insight into the value of social interactions between participants in a group which has had positive implications for the boys as individuals and for MD Mafia as a group. The research supports a group model of service delivery for boys with muscular dystrophy and has implications for the development of the group into the future.

Assessment of students' learning when working in groups

Background: The overarching interest in this project is to gain knowledge about what happens in the meeting between group work and assessment in pedagogical practice. There seems to be a tension between the demand for individual assessment of students' knowledge and abilities and the demand to teach students collaboration abilities through group work. A previous study concerning teachers' management of group work as a classroom activity reveals that assessment is a highly relevant factor. In addition, teachers seem to experience difficulties and acknowledge some challenges and problems as regards assessing students working in a group. Purpose: The main purpose of this study was to obtain not only increased knowledge of how teachers assess individual learning occurring in group work, but also explore how teachers manage the emerging challenges. An additional purpose was, with support from previous research within the area, to provide a means of handling these challenges. Sample: Data were gathered by means of three focus group interviews. The informants were 11 teachers. They taught students aged 11–16 years in compulsory education in Sweden during the spring of 2009. Design and method: Grounded theory methodology, together with the theoretical perspective of symbolic interactionism, was used to increase comprehension of the teachers' problems when assessing learning outcome in group work. The transcribed discussions in the focus groups were analysed by means of theoretical sampling, and a number of categories emerged. Results: The results show that teachers primarily used informal approaches when they assessed students' knowledge and abilities in group work situations. The teachers used a general level when talking about assessment and the descriptions about what they assess were vague. In the teachers' accounts of what is assessed it is possible to distinguish both the product and the process carried out at an individual as well as at a group level. Furthermore, the results reveal two different assessment strategies, that is how the assessment was carried out – by teachers (from outside the group) or by students (from inside the group). Additionally, the results disclosed that the teachers have difficulties in concretising and verbalising what and how they assess. The teachers also experienced uncertainty and contradictory demands concerning assessment of students in group work. They were concerned about this difficulty. Conclusion: The teachers were of the opinion that group work is used foremost to develop group work abilities and not as a means of acquiring academic knowledge. This influenced the teachers' mode of using assessment, that is, they focussed on assessing the collaborative abilities. This article elucidates some of the teachers' problems concerning assessment in group work and some pedagogical implications based on empirical findings. Research-based theories and models within these areas could increase teachers' confidence, which, in turn, could increase good practice, their ability to use group work as a mode and also their competence in assessment.

Opting in and opting out: a grounded theory of nursing’s contribution to inpatient rehabilitation

Aim: To develop a grounded theory of nursing’s contribution to patient rehabilitation from the perspective of nurses working in inpatient rehabilitation. Design: Grounded theory method, informed by the theoretical perspective of symbolic interactionism, was used to guide data collection and analysis, and the development of a grounded theory. Setting: Five inpatient rehabilitation units in Australia. Participants: Thirty-five registered and 18 enrolled nurses participated in audio-taped interviews and/or were observed during periods of their everyday practice. Findings: The analysis revealed a situation whereby nurses made decisions about when to ‘opt in’ and when to ‘opt out’ of inpatient rehabilitation. This occurred on two levels: with their interaction with patients and allied health professionals, and when faced with negative system issues that impacted on their ability to contribute to patient rehabilitation. The primary contribution nurses made to inpatient rehabilitation was working directly with patients, enabling them to self-care. Nurses coached patients when their decisions about ‘opting in’ and ‘opting out’ were based on assessment of the person in their particular context. In contrast, the nurses mostly distanced themselves from system-based problems, ‘opting out’ of addressing them. They did this not to make their working lives easier, but more manageable. Conclusion: System-based problems impacted negatively on the nurses’ ability to deliver comprehensive rehabilitation care. As a consequence, some nurses felt unable to influence the care and they withdrew professionally to make their work lives more manageable.

Valuing practice over theory: How beginning teachers re-orient their practice in the transition from the university to the workplace

This paper is about the experiences of beginning teachers in turning theory learned in universities into practice in the workplace. The research is situated in the context of a pre-service teacher education programme that explicitly and deliberately seeks to bridge the theory-practice gap in teacher education. The paper argues that, despite long-standing awareness of the theory-practice gap as a central issue faced by beginning teachers, attempts by teacher educators to address this issue remain thwarted. The argument draws on interview and focus group data collected via a study of 1st year graduate teachers of an Australian pre-service teacher education programme. The theoretical perspective of symbolic interactionism is used to focus on the meanings that graduates have of their experiences of turning theory into practice. The data suggest that prospective teachers during pre-service training value both the theory that they learn on campus and the practice that they observe in schools. However, once they become practitioners, they privilege the latter. Upon entry to the workplace, graduates come to associate good practice with that of the veteran teacher, whose practice and cache of resources they seek to emulate.

A nursing perspective on the relationship between nursing and allied health in inpatient rehabilitation

Purpose. To generate a deeper understanding of contextual factors influencing nursing's contribution to inpatient rehabilitation units in Australia.Method. Grounded theory informed by the theoretical perspective of symbolic interactionism. Data were generated by interviews with nurses and observation of their everyday practice.Results. Nursing and allied health work in inpatient rehabilitation was segregated by divided and dividing work practices. Several contextual conditions contributed to the segregation. These were ‘limited acknowledgment of nursing's complex role’, ‘divisive work practices’ and ‘discontinuous teamwork’. Segregation limited the extent to which nurses could contribute to patient rehabilitation.Conclusion. The delivery of multi-professional inpatient rehabilitation is complex. By focusing efforts to ameliorate segregation, progress can be made towards optimizing the contribution of all disciplines to patient rehabilitation.

Maternal Emotion, A Qualitative Study

At present, our scientific community forges onward upholding the value and contribution of scientific research and its voluminous significance to our healthcare environment. The scientific community of practitioners provides evidence based medicine through clinical trials. The necessity for investigation is preceded at the time when a severe need for intervention and information presents itself. As the neonatal population develops into a sub_population within our healthcare system, so does the scientific research base. The goal of positive outcomes remains the expectation, yet there are always exceptions to the rule. Researchers are continuously attempting to obtain key evidence to improve the lives of our extremely low birth weight infants (ELBW). As researchers propel the process of discovery into the minutest entities within the premature body, knowledge is gained pertaining to valuable therapies and treatments for optimal health within this population. The maternal state is one of the most significant factors involved in fetal development. Research has demonstrated that the physical health of the mother has a direct correlation on an infant's health outcome. The healthcare environment provides multitudes of screening and preventative measures to assist with a healthy gestational development. Within the premature population new and imperative scientific studies are conducted on a continuum of infinite forefronts. In this era of new technology one must take pause and recognize not only quantitative, scientific evidence, but the human emotion. A qualitative trial was performed in order to assess the women's experience at a time when all is supposedly well. Given the common screening event of the fetal ultrasound, the expectant mother, providing no previous knowledge, typically views this experience as a reassurance that her infant is physically sound. The impact of an event in which all is not well, is, in the best case scenario, profound. This study is qualitative and focuses on women's interactions with their caregivers at the point of initial findings that indicate an abnormal development within the fetus. The theoretical perspective of symbolic interactionism was utilized as a guide for the study. This theory is one in which as human behavior

Improving leadership by nurturing moral consciousness through structured self‐reflection

Purpose – The purpose of this research is to report on research that explores the use of structured self‐reflection to nurture moral consciousness as a means of enhancing the moral leadership capacity of existing school principals.Design/methodology/approach – Given that this research focuses on each participant's subjective reality, the epistemology of pragmatic constructivism was chosen to guide this qualitative study supported by the theoretical perspective of symbolic interactionism. Furthermore, a case study was chosen as the appropriate orchestrating perspective and an opportunistic sample of six school principals formed the participants in this case study.Findings – Data from this research support the view that the moral consciousness of each of the participating principals in this study was clearly enhanced by their experience of structured self‐reflection.Research limitations/implications – Due to the demanding nature of structured self‐reflection this approach takes a considerable amount of time...

Unexpected Diagnosis of Fetal Abnormality: Women’s Encounters with Caregivers

It is acknowledged that health professionals have difficulty with breaking bad news. However, relatively little research has been conducted on the experiences of women who have had a fetal anomaly detected at the routine pregnancy ultrasound examination. The study objective was to explore women's experiences of encounters with caregivers after the diagnosis of fetal anomaly at the routine second trimester ultrasound scan. The theoretical perspective of symbolic interactionism guided this study design. A purposive sample of 38 women, at low risk of fetal abnormality, who received a diagnosis of a fetal abnormality in a tertiary referral center in Ireland, were recruited to participate. An in-depth interview was conducted within 4-6 weeks of the diagnosis. Data were collected between April 2004 and August 2005 and analyzed using the constant comparative method. Six categories in relation to women's encounters with caregivers emerged: information sharing, timing of referral, getting to see the expert, describing the anomaly, availability of written information, and continuity of caregiver. Once an anomaly was suspected, women wanted information quickly, including prompt referral to the fetal medicine specialist for confirmation of the diagnosis. Supplementary written information was seen as essential to enhance understanding and to assist women in informing significant others. Continuity of caregiver and empathy from staff were valued strongly. The way in which adverse diagnoses are communicated to parents leaves room for improvement. Health professionals should receive specific education on how to break bad news sensitively to a vulnerable population. A specialist midwifery or nursing role to provide support for parents after diagnosis is recommended.

Communicating the Occupational Self: A Qualitative Study of Oldest-Old American Women

This paper reviews continuity theory as it applies to the field of ageing and reports the findings of a qualitative study aimed at understanding the personal meanings of ageing and well-being from the perspective of oldest-old women. Transcribed ethnographic interviews of 23 Caucasian and African-American community-dwelling women over the age of 85, who live in the midwestern United States, were analysed through the combined theoretical perspective of symbolic interactionism [1] and continuity theory [2, 3]. The women's communication about ageing and well-being leads the researchers to conclude that personal competence in the "feminine sphere" is key to understanding older women's health beliefs and behaviours in late life. Findings also point to the importance of occupational competence as a predictor of well-being in late life. This study underscores the importance of public communication of self and the role of occupational therapists in facilitating alternative visions of a meaningful occupational self.

Psychotherapy and Religious Problems

In the Netherlands religion on the one hand and mental health care on the other, have grown apart in the process of secularisation. Nowadays however one can witness a growing need amongst counselors and psychotherapists to be educated in the field of religion, meaning giving and world views (Van der Lans, Pieper, Van Uden, 1993; Raaijmakers, 1994). That religion is back in the focus of attention can also be concluded from the fact that in the latest version of the diagnostic bible, the DSM IV, a separate code (code: V 62.89) has been included for religious or spiritual problems (Lukoff, Lu, Turner, 1992). The case study of a patient with an obsessive-compulsive disorder, which we will present is meant as a contribution to this educational process. We will show how important it is to look at the religious frame of reference of a patient and how this can be handled in the psychotherapeutic treatment. The case will be put within the theoretical perspective of symbolic interactionism (Mead, 1934).