Phenomenology. The second phase of this study was a series of in-depth interviews co/nducted to explore the meaning of burden and the experiences of discrimination from a qualitative perspective. Phenomenology was the specific qualitative approach selected to guide this phase of the study. Xxx Xxxxx eloquently describes phenomenology as a project in which the phenomenologist “directs the gaze toward the regions where meaning originates, xxxxx up, percolates through the porous membranes of past sedimentations – and then infuses us, permeates us, infects us, touches us, stirs us, exercises a formative affect” (Van Manen, 2007, pg.11). Phenomenology strives to illuminate – through a rich description – the lived experience of a particular phenomenon (Sokolowshi, 2000) and rediscover the actuality of that experience. Phenomenology has also been described as a way of unfolding the dimensions of human experience; how we exist in, live in, our world (Xxxx & Xxxxxx, 2001). The assumptions of a phenomenologist are that the experiences of another can be made known and our job, as researchers, is to make those experiences visible to others (Xxxx & Xxxxxx, 2001). It examines both the distinct essence of an experience and what is common. The goal of the qualitative component of this project was to gain insight into individual experiences as well as shared experiences of a group of caregivers. Complex constructs like burden, racism, and culture can best be understood through an iterative process of examining and re-examining propositions. Xxxxxxxxx (1962) believed as researchers we are integral parts of an external reality that causes us to be in a state of being-in-the-world. That said, this project aligned more closely with the interpretive approach. The interpretive approach is distinct from other approaches in phenomenology in that the researcher is a central part of making sense of the participant’s experiences (Xxxxx, 2009). Rooted in psychology, this interpretive strategy involves a two-stage interpretation process that explores the individual’s perceptions and experiences. Researchers using this approach go beyond what is obvious and typically search for richer meanings (Xxxxx, 2009). Another distinct feature of interpretative phenomenological analysis is that there is not a goal to seek one single answer or truth, rather coherent accounts with a particular attention to the words of the participants (Xxxxxxx, Xxxxxxxx, XxXxxxxxxx, & Xxxxxx, 2011). In order to have in-depth and ...
Phenomenology. Major depressive disorder (MDD) is a highly prevalent mental disorder characterised by a broad symptomatology, with a multifactorial aetiology. According to the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Text Revision (DSM-IV-TR; American Psychiatric Association, 2000), a diagnosis of MDD is rated if an individual has suffered from at least one core symptom of (i) depressed mood or (ii) diminished interest or pleasure in activities, and at least three of the following symptoms: (iii) significant weight change or change in appetite; (iv) insomnia or hypersomnia; (v) psychomotor agitation or retardation; (vi) fatigue or loss of energy;
Phenomenology. Symptomatology Major Depressive Disorder (MDD) 1 is a common mental health disorder, with a multi-factorial causality, a broad range of severity, and a high risk of relapse. According to the Diagnostic and Statistical Manual of Mental Disorders 5th Edition (DSM-5) (American Psychiatric Association, 2013), MDD can be diagnosed when an individual has experienced a single Major Depressive Episode (MDE), or has suffered from two or more MDEs (recurrent MDD) separated by an interval of at least 2 consecutive months without clinical symptoms. The diagnostic criteria for MDE include: depressed mood (representing a change from the person’s baseline), or a loss of interest or pleasure in daily activities for more than two weeks. In addition, a MDE includes five or more of the following specific symptoms, present nearly every day, and causing impairment in social, occupational or educational functioning: (1) depressed or irritable mood most of the day; (2) decreased interest or pleasure in most activities, most of each day; (3) significant change in weight or appetite; (4) insomnia or hypersomnia; (5) psychomotor agitation or retardation; (6) fatigue or loss of energy; (7) feelings of worthlessness or excessive or inappropriate guilt; (8) diminished ability to think or concentrate, or indecisiveness; (9) recurrent thoughts of death or suicide, or suicide plan. Moreover, DSM-5 (APA, 2013) proposed that anxiety symptoms (such as irrational worry, fear that something awful might happen, and preoccupation with unpleasant 1 The terms Major Depressive Disorder (MDD) and depression will be used synonymously and interchangeably. worries) may also be indicative of depression. MDD severity is determined by both the number and severity of symptoms and the degree of functional impairment (National Institute for Health and Clinical Excellence, 2009). Burden of disease MDD is one of the primary causes of disability worldwide, and has high social, emotional, and economic costs (Xxxxxx & Xxxxx, 1997). It can be associated with a range of structural impairments, including low educational achievement or poor marital outcomes, and with day-to-day impairments, such as reduced performance in productive and social roles (Xxxxxxx & Xxxx, 2009).
Phenomenology. Phenomenology is a qualitative methodology that “describes the common meaning for several individuals of their lived experience of a concept or phenomenon” (Xxxxxxxx, 2013, p.76). Theoretical Framework Andragogy, or adult learning theory, was used in this research study as the theoretical framework in supporting teachers as learners as they implement change in the classroom as a part of their professional development. Croft et al. (2010) asserted that “research-based knowledge about how adults learn...should inform the design of any effective professional development effort…” (p. 8). In addition to supporting implementation, the approach to supporting and working with teachers as adult learners in their professional development must be considered. The methodology used in working with professional adult learners throughout the study was based on the six theoretical principles of andragogy (Knowles, Holton, & Xxxxxxx, 1998). The six principles are: The Need to Know, The Learner’s Self Concept, Role of the Learner’s Experience, Readiness to Learn, Orientation to Learning, and Motivation.
Phenomenology. Childhood abuse is a term that covers a wide spectrum of phenomena. Xxxxxxx identifies 4 categories of abuse – physical, emotional, sexual abuse and neglect. Physical abuse is “defined in terms of hitting by parents or other older household members. A range of attacks is reflected by those rated severe are usually repeated attacks where implements such as belts or sticks are used, or punching or kicking occurs with the possibility of causing harm” ((Xxxxxxx et al., 2005), page 567). Emotional or psychological abuse is caused by the failure of parents to provide a safe, caring and loving environment for their children. It is concerned with cruelty demonstrated by verbal and nonverbal acts, repeated or singular, intended or not, from a close other in a position of power or responsibility over the child. Such acts have the potential for damaging the social, cognitive, emotional, or physical development of the child and are demonstrated by behaviours which are humiliating or degrading, terrorising, extremely rejecting, depriving of basic needs or valued objects, inflicting marked distress or discomfort, corrupting or exploiting, cognitively disorientating, or emotionally blackmailing (Xxxxx et al., 2002). Sexual abuse is defined as an act that “involves physical contact or approach of sexual nature by any adult to the child, but excludes willing sexual contact with peers. Severe sexual abuse (marked or moderate severity) includes all repeated sexual contact with an adult or single incidents of a serious nature, such a rape or sexual contact with a family member” ((Xxxxxxx et al., 2005) page 567). Neglect has been defined as the “parents disinterest in material care (feeding and clothing), health, school work and friendships” ((Xxxxxxx et al., 2005), page 567).
Phenomenology. Antenatal depression is a major depressive disorder (MDD) that occurs in pregnancy. As studies published today use DSM-IV criteria and I use these same DSM-IV criteria for my Thesis, I will refer to these rather than to the more recent DSM-5 criteria, which are in any case virtually identical. According to the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Text Revision (DSM-IV-TR; (American Psychiatric Association, 2000), a diagnosis of MDD is rated if an individual has suffered from at least one core symptom of (i) depressed mood or (ii) diminished interest or pleasure in activities, and at least three of the following symptoms: (iii) significant weight change or change in appetite; (iv) insomnia or hypersomnia; (v) psychomotor agitation or retardation; (vi) fatigue or loss of energy; (vii) feelings of worthlessness or excessive or inappropriate guilt; (viii) diminished ability to think or concentrate or indecisiveness;
Phenomenology. Phenomenology studies involve exploring the living experiences of individuals in regard to a certain phenomenon and provides a greater understanding and enlightenment into the meaning that such individuals attribute to their experiences (Kalu, 2017, p. 47). The purpose of phenomenology as described in Xxxxxxxx (2007, p. 58) is to reduce individual experiences with a phenomenon to a description of universal essence. Another interesting explanation is van Manen (2007, p. 12) who views phenomenology as a sober reflection on the lived experience of human existence, which should be free from theoretical, prejudicial, and intoxications.
