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Dissertations / Theses on the topic 'Self-narrative'
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Newman, Jeremy Philip. "Self, narrative and community." Thesis, Birkbeck (University of London), 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.401692.
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Stephenson, Susan Jane. "Narrative, self and political theory." Thesis, University of Southampton, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.242510.
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Hannen, Elaine. "Narrative therapy with self-cutting adolescents." Thesis, University of Manchester, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.506261.
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This qualitative study assesses the use of narrative therapy with self-cutting adolescents. The researcher, formally trained in narrative therapy, delivered a six to eight week narrative intervention separately to two self-cutting adolescent girls referred by their schools to an Educational Psychology Service. The study addressed four research questions. Pre- and post intervention self-report measures and parental reports were used to investigate research question no. 1: 'What effect does narrative therapy have upon the mental health of self-cutting adolescents?' Pre- and post-intervention narrative assessment interviews, and information from the intervention session transcripts, were used to compare the adolescents' pre- and post- intervention 'self-stories' and address research question no. 2: 'How does narrative therapy affect the self-stories of self-cutting adolescents?' The adolescents' views of the helpfulness, or otherwise, of several narrative practices, including outsider witness groups, were elicited using a post-intervention semi-structured interview and questionnaire. Narrative processes were explored and the adolescents' responses mapped using maps of narrative practice (White, 2007) to address research question no. 3: 'What narrative therapy practices do self-cutting adolescents consider to be helpful?' The study also examined how the researcher, working as an EP, used narrative therapy. This information was used to address research question no. 4: 'How might EPs use narrative therapy in their work?' The study findings indicated that narrative therapy may be a promising intervention for improving the mental health and emotional well being of self-cutting adolescents. A model for the use of narrative therapy by EPs is proposed.
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Jacobs, Ilené. "Performing the self : autobiography, narrative, image and text in self-representations /." Link to the online version, 2007. http://hdl.handle.net/10019/356.
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Jacobs, Ilene. "Performing the self : autobiography, narrative, image and text in self-representations." Thesis, Stellenbosch : University of Stellenbosch, 2007. http://hdl.handle.net/10019.1/1552.
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Thesis (MA (VA)(Visual Arts))--University of Stellenbosch, 2007.<br>Thesis received without illustrations at the time of submission to this repository.<br>This research follows the assumption that the notion of performativity can be applied to the visual construction of identity within art-making discourse in order to explore the contingent and mutable nature of identity in representation. My interest in performativity, defined as the active, repetitive and ritualistic processes responsible for the construction of subjectivities, lies within the process of production. I indicate how this notion, within the context of self-representation, can provide the possibility for performing identity as a process. I investigate the extent to which gender, the gaze, memory and narrative contribute to the performative construction of self-representations and reveal, through the exploration of my practical research, that these concepts are themselves performative.
Although agency to construct the self can be regarded as problematic, considering the role of language and discourse in determining subjectivities, this research suggests that it is possible to perform interventions from within language. I suggest that the notion of inscription provides a means through which identity constructions can be performed differently; and that my art-making process of repetitive inscription, erasure and re-inscription of image and text and the layering of paint not only reflect the notion of performativity, but also enable me to expose the multiple and fragmented nature of identities.
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Patsiopoulos, Ariadne Theodora. "Becoming a self-compassionate counsellor : a narrative inquiry." Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/13750.
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Current literature suggests that the compassion that even seasoned counsellors offer to their clients is often unavailable for themselves. It also recommends that counsellors practise self-compassion to promote self-caring behaviours. Yet, the emerging quantitative research on self-compassion does not inquire into counsellor development. To fill this gap, in this study I explored how experienced counsellors have developed self-compassion and how they practise it professionally. Using a narrative research design, I interviewed individuals who counsel in Canada and analyzed their narrative accounts using holistic-content and content-categorical approaches (Lieblich, Tuval-Mashiach, & Zilber, 1998). The resulting 15 narratives provide compelling perspectives on the developmental trajectories of the participants, practical applications of self-compassion in the workplace, and an array of meanings attributed to self-compassion. Seven developmental themes emerged, which are “Ongoing Journey”-ing; Learning Through the School of “Hard Knocks”; “Who Am I?”: Understanding Self/ves; Influences of Spirituality and/or Religion; Therapy and “Complementary” Healing Practices; Opening to Compassionate Beings and/or Role Models; and Being a Compassionate Presence and/or Role Model. The ways in which the participants practise self-compassion in the workplace fell into three domains: in session, relationally in the workplace, and through the implementation of self-care strategies in their personal lives. The findings of this study reveal important information for counsellor training and education in the areas of self-care and burnout prevention, and enhanced counselling practice.
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Hayler, Mike. "The self-narrative character of teacher educators pedagogy." Thesis, University of Brighton, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.506470.
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Damico, Kylie. "Improving Inclusion Teacher Self-Efficacy Through Narrative Inquiry." Otterbein University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=otbn15923120276927.
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Cake, Susan A. "Narrative comedy screenwriting: Facilitating self-directed, transformative learning." Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/116355/8/__qut.edu.au_Documents_StaffHome_StaffGroupH%24_halla_Desktop_Susan_Cake_Thesis.pdf.
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This creative practice-led research examines the author's transformative learning experience that was facilitated by writing narrative comedy screenplays. Critical reflection on experiences of change management informed the themes and characters in the proposed television series titled Fighting Fit. Critical feedback from a professional script editor, as an industry mentor, was incorporated into the writing process as part of the action research cycle. The exegesis examines the self-directed, transformative learning journey which revealed how parody can perform creative resistance to the corporatisation of education. This thesis contributes new knowledge to screenwriting practice and screenwriting as creative practice-led research.
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Perkins, Zalika. "Embracing Identity And Narrative In Art For Self-empowerment." Digital Archive @ GSU, 2013. http://digitalarchive.gsu.edu/art_design_theses/138.
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This arts-based thesis will explore ethnic identity and narrative in symbolic self-portraiture as themes for a body of work. This paper will discuss how identity and narrative play an important role in the empowerment of the artist and viewer. It will also show how this can be incorporated into an art classroom engaged in multicultural learning and the study of visual culture to empower students and give them opportunities to narrate their life stories.
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Tasman, Marc Andrew. "Performance of self, postmodern narrative, and Jewish physical difference." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1318952269.
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Liliene, Giedre. "Rediscovering self: attempts to communicate personal narrative in art." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1327947785.
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Geesey, Patricia. "Writing the decolonized self : autobiographical narrative from the Maghreb /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487694389394768.
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Fabro, Dakota. "From Self-Doubt To Inner Peace: An Ethnographic Narrative." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cgu_etd/116.
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In the midst of honing my craft as an educator, this ethnographic narrative was done for the purposes of taking an introspective look at the many moving parts of becoming an effective educator as well as developing an ethnographic view of the students who will pass through my classroom during my tenure as an educator. This ethnographic narrative examines my individual background, the educational spaces within which I find myself, communities I serve, and the students I was given the privilege of building relationships with within the classroom. This project serves as an in-depth analysis of the implicit biases one might hold as a teacher and a vehicle for continual introspection on my part as an effective and culturally-aware educator.
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Davis, Andrew. "Symptoms of Self-Image: Medical Diagnosis in Contemporary Narrative." Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:108086.
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Thesis advisor: Laura Tanner<br>Illness touches all of us, both directly and indirectly, and to respond to a reality with physical and psychological ramifications, we turn to diagnosis for answers. The role of diagnosis is to place a name upon a bodily disorder, giving a patient some idea of what has gone wrong in his or her body, and how life may change. At its essence, diagnosis renders a mysterious set of symptoms into a tangible, understandable disease that can, ideally, be recognized and treated. Yet this perspective can seem strangely simplistic. How can a single word or phrase encapsulate the variable and far-reaching effects of illness on the complicated lives we live? And what are the effects of the application of the phrase to a patient’s life: a comforting awareness, an estrangement from healthy society, or something in between?<br>Thesis (BA) — Boston College, 2018<br>Submitted to: Boston College. College of Arts and Sciences<br>Discipline: Departmental Honors<br>Discipline: English
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Rau, Philipp. "The author, not the tale : memory, narrative, and the self." Thesis, University of Sheffield, 2016. http://etheses.whiterose.ac.uk/14336/.
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There is a confusing diversity of conceptions of ‘the self’ in philosophical, psychological, psychiatric, and neuroscientific discourse. To remedy this, I propose and defend a naturalistic view of the self: the system view. The self is here conceived of as the complex and dynamic system of our higher-level self-monitoring functions, including our capacities for self-representation over time. These are grounded in more basic self-representational capacities that are widespread among different species. On the system view, the self is not to be confounded with the attributes of personhood, as it often has been in philosophical discourse. Nor is the self over time a product of memory, as philosophers in Locke’s tradition, and some popular intuitions, seem to take it to be. I discuss the complex nature of autobiographical memory and argue that, given that much of our autobiographical remembering is already a reconstructive process, the self is not produced by our memories, but is the system that produces them. The system view is also opposed to currently fashionable views of the self as ‘narrative’. Narrative constructionism about the self has an authorship problem: it does not account for the processes that enable and subserve narration about oneself in the first place. I argue that it is in these processes, rather than in their productions, that we should conceptually locate the self. Neither should we take narrative capacities to be essential for a self. To illustrate the advantages of the system view, I discuss autism spectrum conditions and other defects and disorders such as dementia, dissociative disorders, and schizophrenia. In these conditions, particular self-representational capacities are differently configured, impaired, or absent, but this does not entail a wholesale loss or lack of self. Instead, such conditions are better characterized as specific system malfunctions. I conclude by suggesting directions for future research.
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Wells, Lynn Susan. "Allegories of telling, self-referential narrative in contemporary British fiction." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq21321.pdf.
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Chandler, Amy. "Pain incarnate : a narrative exploration of self-injury and embodiment." Thesis, University of Edinburgh, 2010. http://hdl.handle.net/1842/5843.
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This thesis comprises a narrative exploration of the lived experience of being someone who has self-injured. Self-injury, like pain, emotions, sensation and social life, is understood and examined as inherently embodied. The thesis is intended to contribute to sociological approaches to the study of embodiment and to sociological understandings of self-injury. Twelve participants were recruited in non-clinical sites. The sample was heterogeneous in terms of their experience of self-injury, contact with medical and psychiatric services, socio-economic background, household type, age and sexuality. Both men and women were interviewed in an attempt to counter the relative neglect of men in previous research. Two interviews were carried out with each participant: the first was a life-story interview, while the second explored self-injury more directly. The approach to data collection and analysis was intended to be collaborative, and comprised both narrative and thematic techniques. The thesis demonstrates the importance of studying self-injury as an embodied, socially situated and socially mediated behaviour. An embodied approach underlines the importance of the visibility of self-injury. The existence of visible marks and scars created by self-injury were important aspects of the lived experience of participants. The ways in which these marks were negotiated in social life represented a key focus of analysis. My analysis reveals the importance and utility of attending to the practical and material aspects of self-injury in attempting to understand the behaviour. I highlight the diverse ways in which self-injury is practised, and the equally various meanings and understandings it holds for practitioners A variety of complex and contradictory justifications for self-injury are critically examined. These justifications share a concern with pain, incarnate, suggesting that self-injury is: a method of transforming emotional pain into physical pain; a way of relieving emotional pain; painful; painless; attention-seeking; private. A sociological, narrative analysis illuminates the ways in which these understandings and justifications can be located within biographical, interpersonal and socio-cultural contexts. By locating these justifications within socio-cultural contexts, the complexities and contradictions of the accounts become understandable. My analysis confirms the importance of attending to socio-cultural understandings of bodies, emotions, authenticity and morality in exploring narratives about self-injury.
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Soltanian, Behrooz. "Narrative, self and power in Arthur Conan Doyle's early fiction." Thesis, University of Reading, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.541963.
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Patel, Ian Sanjay. "Narrative accountability : self-narration, testimony and the call to account." Thesis, University of Cambridge, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.607818.
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Hardy, Jules. "The unicorn is driving a Mustang : self, memory and narrative." Thesis, Bath Spa University, 2006. http://researchspace.bathspa.ac.uk/1464/.
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Ord, Melanie Jane. "Narrative self-presentation in English representations of Italy, 1570-1611." Thesis, University of Leeds, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.424872.
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Chiu, Wei-Chen, and 邱惟真. "Self-narrative of Sexual Offender’s Group:An Narrative-constructive Approach." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/67858331920618525715.
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博士<br>輔仁大學<br>心理學系<br>97<br>This thesis attempts to begin from ' sexual offender’s group ', in a self-narrative manner, to understand ' self ' how to construct each other? Divide three into research this, first carry on researcher ' self-narrative '. The second is discussing methodology of research. The third carry on the narration of the group's course.
The result of study reveals, the whole page thesis is basically the efforts of one kind ' intersubjectivity ', we can distinguish three levels in this thesis out ' intersubjectivity '. Study to intersubjective course at first, researcher launch his own life intelligence to the experience first, and on the such basis, going to accompany, pay close attention to, clarify, and appreciate the subjectivity of the member of group, construct out ' I and we in the group ' finally. Second level is intersubjectivity of the group’s course. The group leader on the basis of to his own clarification and understanding of professional knowledge, try to offer a kind of group atmosphere with ' supporting ' in the group, and in a basic ' group structure ', promote, wait for the growth of the member of group ' spontaneity '. The third level is the 'intersubjective narrative thinking' that the empathy training wanted to reach. These are telling one’s own life story, and enter a section of journey of others' life experience.
Finally, we think the ' self ' that can really be passed ' narrative ' course (it included self-understanding, interpreting, introspecting and progressing greatly) , should be facing toward ' the environment ' and finish the ' self-construct '. And the course of this practice, including my own practice, and practice of our group.
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Chu, I.-Ling, and 朱儀羚. "Self-narrative and Self-identity of Juvenile offenders." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/78874137492715610362.
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碩士<br>國立中正大學<br>犯罪防治研究所<br>91<br>The present study originated from a desire to investigate and seek understanding: From the juvenile offenders’ perspectives, how do they perceive themselves? To answer this question, I adopt qualitative research paradigms informed by constructivism, and using self-narrative method to examine how juvenile offenders look at themselves during different critical periods, and what kind of roles they tend to play. Furthermore, the present study inspects how life experiences shape and affect oneself. I will do crossed-validation with relevant research findings.
With the help of Chiayi District Court and Ming Yang High School, we have invited five juvenile offenders whom were sentenced to correctional educations or on probation to participate in our study. Through the research participants’ personal narrative, we have obtained the extensive information about self-identity of the subjects in the past, the present and the future. Data collected by the interviewing were analyzed by means of narrative analysis. After comparing the present findings with the available literature, we found that:
1.On the form of personal narrative: The entire narrative form is related to their relationships with the significant others and self-identity states during the interview.
2.On the content of personal narrative: All the research participants began with narration of family aspects occupying with numerous unpleasant experiences. They have encountered the biggest change during the stage of junior high school. During this period, most of them have been involved in adult social activities and joined the gang. Each transaction in the environment drives a shift in self-identity. Several imageries can be seen in their narrative contents, like inappropriate fostering and beaten by their parents, craving for money, treated the hard core of the gang as their role model, etc.
3. On the significant others: Peer groups, parents, and teachers all can alter the research participants’ self-identity shaping process. Among them, teachers have the strongest positive impact on participants obliged to correctional educations. The interaction of relationships is dynamic, some of the relationships have become closely, some are the source of stress, or behavioral model, or the force to induce changes.
4. Life experiences that can affect self-identity: a). lack of psychological support or positive behavior guidance in one’s family experiences. b). violent experiences─doers or victims. c). experiences of being accepted. d). working experiences. e). emergence of behavior model.
5. Self identity of research participants: Self-annotations of their life processes of the research participants under the correctional educations revealed that they concerning their life processes embodied paradoxical past and present self. For instance, Chapfallen (past) to goal hunting (present). This implicates that the turning of self-identity, and fullhearted goals. And the ones of the participants on probation are confused and willy-nilly.
6. On the model of self-identities formation in 5 research participants:
(1). Starting point: low self-esteem, or negative self concepts.
(2). Encouragement: incidental successful experiences or satisfaction.
(3). Persistently reinforcement.
(4). shaping the self-identity.
(5). New starting point: environmental changes.
(6). Different encouragements
(7). Gradual formation of new self-identity.
(8). Persistently reinforced of new self-identity.
(9).Distinct self-identity portrays distinct future blueprints.
(10). The process of self-identity formation has become a persistent cycle.
Finally, the researcher has focused on the discussion of limitations of the research proposing a direction for future study.
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Chen, Cheng-Hsin, and 陳正馨. "Research on Educator's Self-transmutation through Self-narrative." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/14080827910179968065.
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碩士<br>國立臺灣師範大學<br>教育心理與輔導學系在職進修碩士班<br>96<br>This study aims to explore the process in which educators accomplish their self-transmutation through the individual self-narrative. To meet the ends, the following questions are raised: 1. what kind of family education the educators are exposed to in their childhood, 2. how the family education influences the educators in their self cultivation and, 3. which opportunity the self-narrative provides for educators in the course of their self-transmutation. In addition, the abovementioned three questions will be approached via narration methodology as well as within the historical content analysis. The answers to the very questions thus lead to the conclusion of this study as follows.
In the first place, four models of the educator’s original family education, featured of the undeserved love, the ambivalent parent-child gap, as well as the wrong family education through the generational hand-down, are closely examined: A. domination, B. over-protection, C. accusation and, D. ambivalence.
Second, the four models will result in a variety of disadvantages in educator’s self cultivating process which cover: A. inconfidence, B. non-autonomy, C. frustration, D. incapacity of problem-solving, E. negative thinking, F. ambivalence, G. the replica of original family model, H. patriarchal panic, I. unhappiness and, J. the craving excess due to emotional poverty.
Third, when educators live up to their parents’ expectation, they by no means get rid of the family education influence and image afterwards. It involves four major reasons that account for how family education influence and image take roots in memories. In the beginning, the educators, unaware of the family influence and image in the early days, get easily caught in the trap of passing their past memories unconsciously. In the middle stage, educators, despite the awareness of the family influence and image, still feel hard to escape from them due to their setting limitations on self-transmutation. In the course of self-transmutation, educators have been through struggles of “self-disguise” from time to time. Moreover, educators bear the heavy moral burden of disobedience or betrayal in the patriarchal society.
Through self-narrative, educators, however, will be equipped with abundant resources and opportunities for self-transmutation, which consist of A. consciousness, choice and action, B. solution-tendency thought, C. psychological displacement and self-writing, as well as D. the power of religion.
Finally, this study will provide a wider platform for further discussions on the very issue and reflect on the potential limitations during the research. Meanwhile, it will also pave way for further researchers.
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HUI-CHUN, WEN, and 溫惠純. "Through theTyphoon Morakot ~ Self-Narrative." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/g29vz5.
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碩士<br>國立新竹教育大學<br>人資處教育心理與諮商碩士專班<br>101<br>Abstract
The thesis is a self-narrative which tells the psychological process after Typhoon Morakot (August 8th, 2009) from a point of view as a victim. Typhoon Morakot became an unsuspected disaster in Xinfeng Vil., Gaoshu Township, Pingtung County. The thesis describes the auther’s experience and loss during the trauma experience, and then left and came back home again, the psychological process over more than three years in different time frame. Regarding the trauma experience, the impact, the changes and the recovery process is divided into three periods, which called "Not awareness and repressed traumatic period", "Perceived trauma", "Coexistence with traumatic period", respectively. Each period consists of the reaction of state and key events of different emotional intensity which contributed to the influence and the change.The response during the "not awareness and repressed traumatic period" contains "denial, depression and numbness, guilt, anger, love conflict, dissociation, dichotomy, fear the floods coming again, losing hope for the future and tired sleepy". The response to "Perceived trauma" contains "emotional find the export and see their needs again". Lastly, the response during the "coexistence with traumatic period" consists of "anger and helplessness, feel at ease, emotional catharsis, swing mode, family support, accept their status and turned positive beliefs".
Keywords: Typhoon Morakot, 88 flood, trauma, self-narrative, psychological process
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LI-YING, CHEN, and 陳麗英. "Self-narrative of life images." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/7694y9.
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碩士<br>國立高雄師範大學<br>美術學系<br>106<br>Abstract
This paper focuses on the author’s artistic work. I simply enjoy drawing and marriage did not hinder my creative work. After starting a family, I enrolled in a master’s of fine arts program and continued my established interest in drawing. The birth of my child changed my life. I confronted psychological challenges in the process of childrearing, but these challenges were overshadowed by the joy of brining a new life into the world, which became a new thematic dimension in my work. During the processes of watching my child grow, managing family relations, and deliberating on the relationship between society and family, I realized that I do not exist for myself alone, but rather am responsible for and connected to others.
In a society in which women are subject to objectification, women ease their existential anxieties by adopting roles constructed around the identities of woman, mother, and wife. I researched Carl Jung’s theory of the persona to understand these roles and adapt myself to these roles instead of playing a fake character.
I investigated the similarities and differences of several noted female artists by studying the methods, rationales, and life experiences from which they created their work. For example, I determined that these artists’ life experiences provided ideas that informed the creation of their works and influenced their manners of thinking. Additionally, creating artistic works enabled them to express their opinions, address their psychological afflictions, and improve their senses of self-worth. These examples inspired me.
The purpose of the work presented in this paper was to enhance my self-understanding, identify reasons for my existence, and convey a sense of vitality and happiness, that is, to fulfill my long-standing intention to manifest positive energy. I also aim to depict an exploration of the process of living, interpersonal relations, and the love-imbued nature of life.
Keyword : Persona, Female art, Positive energy, Existence
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Beiter, John W. "Self-forgiveness a narrative phenomenological study /." 2007. http://etd1.library.duq.edu/theses/available/etd-02262007-152648/.
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Lin, Mei-Miao, and 林美妙. "Embrace the Imperfection---The Self Narrative." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/73838404210270027559.
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碩士<br>朝陽科技大學<br>社會工作系<br>104<br>Abstract
The thesis is about how a professional helper describes her frustration and shock in a mother-in-law/daughter-in-law relationship. She finds out that her resistance to imperfection only blocks the flow of vitality in life. By self-narration and reflection of her past, she accepts herself and conquers her fears, transforming the anger at her mother-in-law into mutual understanding. She finally reclaims her essential courage and freedom.
Key Words：professional helper、mother-in-law/daughter-in-law relationship、imperfection、self-acceptance、
self-narration、courage、freedom
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Jhuang, Huai-Cin, and 莊懷親. "A Male Preschool Teacher’s Self-narrative." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/37271927833789239515.
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碩士<br>國立臺北教育大學<br>幼兒與家庭教育學系碩士班<br>100<br>As a male preschool teacher, from the college, internships, and officially joined into the early childhood education career so far, there always was different sound to remind me: “Ah! You are a male teacher…”, in which the punctuation of “!” and “…” stands for surprise and wordless interpretation.
Actually, except the gender, I am exactly the same as other female preschool teachers. However, due to the gender, my personal thinking mode, behavior, and the pressure of social perceptions and expectations were all along with a subtle change in the workplace of early childhood education.
The context of this study were mainly focus on the professional development experiences of a male preschool teacher. The self-narrative was used to describe the rescarcher’s inner voice of a male preschool teacher. The inverview and seflection journal were the major data of the study. The rescarcher participants include the researcher’s college classmate, teaching partners, children and their parents.
As a preschool teacher, I was not the first one, and not the only one. From the microscopic point of view, this study was the researcher’s story; from the macroscopic point of view, it was the experience, conflicts and balance of a man in the early childhood workplace with huge gender segregation.
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Wei-Tung, Chen, and 陳威彤. "Self-narrative of a counseling teacher." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/c2saru.
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LIN, YING-LING, and 林映伶. "Narrative and Transformation in Trauma:A Self-Narrative Analysis for Exploring Myself." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/57622959557934010595.
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碩士<br>國立屏東大學<br>教育心理與輔導學系碩士班<br>103<br>This is a story to re-recognize myself in trauma. It is also to deconstruct and then reconstruct who "I" am.
Before telling my story, I always felt there was a kind of tragedy to my life, but as my research progressed, this tragedy gradually turned into tragicomedy. In writing my story, I look back at the trauma in my life and try to “speak out” what previously was “unspeakable,” thereby creating a new understanding of myself. While this understanding may not immediately solve all of the suffering, it gives me the courage to accept these experiences. By mitigating doubts of how I could survive, it makes it possible for me to continue living my life.
What follows is a brief outline of how I told this story:
In chapter 1, I discuss the origins of telling these types of life stories.
In chapter 2, I discuss how I chose self-narrative analysis as a research tool and clarify my motive, purpose, and actions.
In chapter 3, I describe the experiences that brought about these ruptures in my life and how they made me feel divided. This chapter is divided into two parts: my early experiences living in two households and what for me was an unspeakable death. By telling these stories, I describe what made me feel trapped.
In chapter 4, using contextualized understanding I gain new outlooks on the relationship between myself and my mother and my own self-understanding. An encounter as an intern acts as a trigger to reexamine what traps me. By telling these stories, I reunite my divided self.
In chapter 5, as this story approaches an end, I reflect on the storytelling process.
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Tsai, Yun-Ru, and 蔡韻如. "A Graduate Student’s Self-Awareness : An Insight from Self-Narrative." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/44640088259257405167.
Full textAbstract:
碩士<br>東海大學<br>社會工作學系<br>102<br>I’d like to tell you a story, a story about myself, about the beginning thought, the experiencing, the rethinking of helping others, and finally how I became a social worker. As I look into myself, I realized that I’ve been helping others while carrying stereotypes and wounds without being dealt with. As soon as I saw this, I chose to face it. Although it’s hard to share my own pains and tears with others, it made me realize how much courage it takes for someone to willingly share his or her life story with me, and that makes me cherish every opportunity to listen to them.
I’d like to start my story from the pains of being compared with others since my childhood, and then the experience of breaking up with my boyfriend. Those experiences made me look down on myself; whenever I am unable to achieve perfection, I always sink into a loop of sadness and force myself to act strong. Yet, I never cry in front of others and forbid myself from sharing my feelings. In the end, I figured out that all I need is unconditional love and acceptance.
After being trained in social works for a couple of years, I have changed from an idealistic social worker into a humble and caring one, cherishing the moment when accompanying others in need. I’ve rediscovered my enthusiasm through writing my thesis: that it’s not about how many professional knowledge and skills you have but about how much are you willing to give help to those in need. I also learned to embrace my past, whether the good experiences or the bad ones.
It’s important for us to understand our own limits and weaknesses before helping others. We are all but human. We have feelings too. No one has ever taught us to love ourselves first; instead, we are asked to be patient and loving before we have the energy to be able to do so. Therefore, we need to find that energy and enthusiasm of helping others back. Through this thesis, I hope to be an honest helper.
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HE, SIH-YU, and 何思妤. "The Self-narrative in Suffering-A Female Christian’ Self-reframing." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/k8k4s3.
Full textAbstract:
碩士<br>國立屏東大學<br>教育心理與輔導學系碩士班<br>107<br>During the research of self-narrative in suffering, researcher retrospect the change of mental and physical after Alopecia Areata episode from May, 2010 to July, 2019. Researcher has been cured for four years, but it had no effect. Researcher searching for help from religion, then researcher had gone through a series of mysterious experiences of grace. And the self-conception is reframed; also, the standpoint and attitude of suffering are changed.
The study tries to analysis that how the religion influences the self of researcher and the progress of mental reaction to regards suffering as a blessing.
Jesus has ever said that “These things have I spoken unto you, that in me you may have peace. In the world you have tribulation: but be of good cheer; I have overcome the world.” It’s true and the study is real. Researcher wishes that the self-narrative study can bring the people who are suffering a different seeing and hope.
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CHIANG, HUI-CHUAN, and 江慧娟. "The Journey in Witch's hometown - The Self Narrative of Narrative Curriculum Praxis." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/23691034105593555352.
Full textAbstract:
碩士<br>國立臺北教育大學<br>課程與教學研究所<br>95<br>In this self-narrative, I take narrates as the main axle which praxis for the curriculum, narrates as the research orientation, and community as the cultural context of narrative curriculum. I integrated the “narrative curriculum”, proposed by Lauritzen & Jaeger (1997), and Drake’s standpoint of "story model" (1998) to say a curriculum story that a teacher and the students take "witch's hometown-Beitou" as a field.
The narrative curriculum is the students experience the curriculum through the story and understand that the rich situation context is the source of the curriculum. The teachers and students investigate the questions, appeared during the curriculum, and start the consultative dialogue under the objective guidance. They can construct the significance from the inquisition process and show the achievement of study in multi-dimension. It encourages the student to join the real life and the story which happened in the classroom. The students provide their own story and experiences of life to produce the new inquiry, new text, and new curriculum story. These experiences will influence the context of the curriculum.
I gain experience through reflexivity and praxis in this self-research. In advance of the time when the curriculum starts, we must distinguish who is the subject of the curriculum. The curriculum couldn't be the object or independent from the teachers and the students' experience. The classroom is the field that teachers can communicate with the students. The curriculum is the medium, teachers and the students learn to construct self. The learning lies in making the students’ voice heard. The dialogue, inconsistency, and conflict between the teachers and the students are the medium to trigger the learning and the important text that the teacher wants to convert into the curriculum.
I find that the curriculum theory, no matter the modern view of Tylor Model or the narration course of reconceptualization, is not the purpose, but the praxis is. The purpose of praxis is not imbedding a new system into an old system, but in order to promote the constructing the subject consciousness and reconstruct the reality of the instructional site. Turning the instructional model into praxis is the process of reflexivity, we must think about what is our position in this curriculum.
In the journey of this curriculum, I realize that the praxis is not a kind of conformance, completely accept the arrangement of the theory, but take actions to solve the practical problems of the curriculum and pedagogy by experience
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Tsai, Chien-Kung, and 蔡健功. "Overlord Resurrection : Self-narrative of the Victim." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/rwrp63.
Full textAbstract:
碩士<br>國立臺中教育大學<br>諮商與應用心理學系碩士班<br>104<br>This research probes the effect of bullied experience for the victim as well as the coping strategies, and organizes the adjustment of self-identity for the victim by telling the bullied stories. Research method is self-narrative; using the first person angle, and tells my own stories chronologically, from the early time until my graduate school life. This research includes the bulling experiences in my growing process and my reflections of attending the narrative group in graduate school. This study is based on the holistic content analysis of narratives raised by Lieblich, et. al(1998). The result shows three theme stories from the text, which are pursuing self-identity by myself and others; seeking sense of belonging, and the factors of violence in environment. It also shows the other six key events which may cause the story to pause and transfer, including bankrupt, confessing love to somebody in junior high, suffering from the tumor, car accident, military service and the experiences of attending narrative group in graduation life.
From the text and the key events, there are two coping strategies of victim, one is weighing up somebody’s words and observe their facial expression, and the other one is pleasing other people. As the effect of bulling experiences and coping strategies, the victim gradually shows the declination of self-worthy and the chaos of self-identity. There are three types of self-identity, including incapable victim, pleasing clown, and the repressed violence. The state of self-identity move and fro in these three characteristics. In the same time, the victim loses his connection to others; he can’t truly interact with others in reality. During attending narrative group, the victim tells being bulling experience, let the trauma emerge and re-experienced the emotions, to feel the repressed feelings.
In the process the self-narrating, the victim gradually clarifies and reorganizes these self-identity, and retrieves different parts of identities. Hence, the victim can show up the brand-new interactive mode, not only just to react the emotions but also can use the rational and objective thoughts to realize the conflict between interaction, not fight or flight reactions anymore.
Based on the research result, suggestions were given to the victim, the helper and the researcher. Besides, three points of reflection, including the characteristics of victim, the perfect life story narrating and co-existence of love and harm, were given to follow-up researchers as reference.
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WANG, TZU-CHI, and 王姿琦. "Beyond Gender Identity Disorder,A Self-Narrative." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/85805932884170449730.
Full textAbstract:
碩士<br>國立高雄師範大學<br>教育學系<br>101<br>I am a Transgender, a term used to describe someone who has Gender Identity Disorder. Ever since the age of 13, I have fronted the difficulties of self-acceptance and encountered the obstacles of self-adjustment in the society. There were times that I could not find the meaning and the value of life while I went through the low points in my early existence. Nonetheless, along my life journey, I have found the support and the encouragement from people significant to me. I have received the companionship from my peers, the sense of achievement from work, the gratification from romantic love, and, moreover, the comfort and the personal growth from my Christian family and my religion belief.
From reading DSM-IV, The Diagnostic and Statistical Manual of Mental Disorders IV, particularly the section of Gender Identity Disorder, I realized how my gender identity had affected my life. The description vividly reflects my own situation. I was inspired by what I learned from the reading to start contemplating how my religion belief in Christianity interprets the gender issues, how other people judged me, and how I had been judging myself. It also motivated me to ponder how I could learn about the lives and the minds of persons with Gender Identity Disorder from a different angle.
The lessons I learned from several memorable events that occurred throughout my school years and my career built the foundation of how I see the value of life. Furthermore, some people I have encountered have helped me greatly on my path to self-acceptance. Although the encounters might be short while we crossed our paths, their words of wisdom engrave deeply in my mind. All of these experiences are crucial to my self-adjustment into the society, that sees genders as two categories.
Being in love is the most wonderful thing in life. I have been in several romances. Some are memorable, while some are better forgotten. In some I got hurt; in some I played the other role. For some everything ended when it ended; for some a new friendship began when the romance was gone. On the other hand, the best friend of mine, who I cherish with all my life, happens to be a transgender too. Although the love we share is not romantic by nature, it is as valuable as the romantic one.
Life is not easy. On top of satisfying the basic physical needs, I wonder how I could find the meaning and the value of life without the supports of my friends, family, colleagues, schoolmates, teachers, and even people who enter my life ever so briefly. I believe the essence that allows me to live with meaning and to attain the value of life originates from love. I exist because love exists. Because of love, I, being a transgender, can adapt myself immensely in this society, that divides genders into two categories. I am still alive...
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Genot, Santjie. "Narrative theory, post-modernism and the self." Thesis, 1996. http://hdl.handle.net/10500/16837.
Full textAbstract:
The current vast sociocultural shift from Modernism to PostModernism forms the backdrop to this study. Whenever paradigm shifts occur, the metaphors which depict human experience and identity also change. The mechanistic metaphors of Modernism are giving way to metaphors derived from art and literature, in particular narrative theory. Self, as one of the most pivotal notions in philosophy, literature, and psychology, should not be excluded from this process of reconceptualisation. As the point of intersection between the personal and the cultural, the notion of Self now needs to bereformulated to become more coherent with Post-Modernist ideas. Within this framework the Modernist notion of a Self which is unified, substantial, and stable across all contexts,
is deconstructed in this study to reveal the linguistic and ideological codes and conventions which are used in its
construction. It is proposed that the Self can be viewed as embedded in relationship with others and as inscribed by the prevailing cultural ideologies regarding personhood. As such the Self can be regarded as held together reflexively by narrative codes and conventions. These ideas are demonstrated in an analysis of two written self-narratives and applied to the conventions and practices in psychotherapy.<br>Psychology<br>D.Litt. et Phil. (Psychology)
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CHANG, EN-LIN, and 張恩遴. "The Self-narrative of a Pastor's Daughter." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/54623515057903139078.
Full textAbstract:
碩士<br>玄奘大學<br>應用心理學系碩士班<br>105<br>This study adopted narrative inquiry to explore the process of self- narrative for a pastor’s daughter. A preliminary review of overseas studies revealed that pastor’s children have unique experiences in terms of childhood, family atmosphere and rules, privacy, living habits, social ethics, culture, resources they are exposed to, values, occupation, and beliefs (Stoffels, 2004).
However, these studies have not investigated the actions of pastor’s children and the implications behind these actions, nor can they be applied to describe the rich experience of a Taiwanese pastor’s child who lives in a family immersed in the parallel cultures of Christianity and Chinese culture. Therefore, this study adopted self-narrative to delineate the unique life experience of a preacher’s child.
The research objective was to present the life story of a pastor’s daughter and explore her inner self. The narrative-based writing was divided into four stages: childhood years living in Grandmother’s house, becoming a capable assistant in her father’s services, losing herself and searching for a way out, and redefining belief after recovery.
Special topics on pastor’s children include the following: the identity as pastor’s children becomes a source of stress, feeling like an orphan because parents concentrate excessively on church affairs, A lot of reflecting substantially on belief and values, evading the true self, balancing morals and desires, dependence on group relationships, and effects of mutual interaction between relationships with God, others, and self.
This study can serve as a reference for conducting research on local topics such as the children of ethnic Chinese preachers.
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YUAN, HUI-YING, and 袁慧英. "Professional Self-growth Path: A Self-narrative of a Small Teacher." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/37803851813925492683.
Full textAbstract:
碩士<br>國立屏東大學<br>教育心理與輔導學系碩士班<br>105<br>This is a small education in the country to teach more than ten years of teachers to grow the road, hoping by their own students and parents interactive story, to explore the internal needs of teachers, and the formation of professional self, but also hope to Aroused a similar life experience of teachers, the hearts of ripples.
The first chapter explores how I am exploring the process, purpose, and how do I find the internal multiplicity of "I" in the process of inquiry. The second chapter is to explore the educational scene of the "I" and the relationship between teachers and students in the social changes in the changes. Through Chapter 3, I explain the process and reason of my choice of self-narrative, and further explain my research background.
The fourth chapter is my story with the students, I collected the past photos, CDs, read through the teaching before leaving to teach the file, so that I can not forget the story of interaction with students can be close to the status of the show Explore my change. Chapter 5 from the study of my appearance and construction, hoping to establish their own future education direction, but also hope that through the conclusions and recommendations in Chapter VI, look forward to their own people can become a person.
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YE, YU-HAO, and 葉育豪. "A Narrative Inquiry: Self-awareness of Overseas Self-service Tour Adversities." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/v874cz.
Full textAbstract:
碩士<br>銘傳大學<br>教育研究所碩士在職專班<br>107<br>The purpose of this study is to demonstrate the possibility of a whole new style of living discovered through being aware of myself, accepting new experiences, and by narrating my own adversities through the narration of several overseas self-service tour that I didn’t wish to disclose at the cost of personal comfort. The method this study employs is the self-narrative inquiry approach, and describes not only the travelling adversities I encountered myself but also the interview of the partners who went through the adversities together. These interviews also included others who are deemed as backpacking travel experts. In the process of narrating the travel experiences, I found myself beleaguered with strong perfectionist personality tendencies. This observation derived from realizing that I strived for admiration and identification while carrying out my travel plans, and also cared too much about the comments from others. I was also too preoccupied by the so called “the perfect itinerary” and hid my true feelings from my travelling companions while travelling overseas. In addition, I couldn’t feel at ease about my weaknesses so I evaded facing the real problems by erecting a metaphysical armor around myself to alienate my true self from others. During the endeavor of the research, it showed that if we could embrace the fact that the yearning for perfection as an imperfection is a natural part of us and lead our lives honestly, we will have much more empathy toward others and ourselves. This will in turn make use feel peace in mind even though we aren’t perfect.
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Tsai, Wei-Min, and 才煒民. "Family identity and self-becoming：A self-narrative inquiry for an accident survivor." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/427d73.
Full textAbstract:
碩士<br>國防大學政治作戰學院<br>心理碩士班<br>102<br>This is a story about me and my family, describing how do I return to my family and put my life back toghter during the depression period.After I suffering from an accident, my whole life changed.Because of the love that come from my family when I really needed it, I started to understand my family.
During the process of writing the life story of my family, I got touched and our feeling flow over into each other. This condition break through the alienation between each other due to the busy. We enjoyed our life together even sometimes it was hard, but we were linking.
Thinking through the story, I found a balance between personal, family and career. Those experiences help me live without perplexity, and accompanied with me on the way to the professional of helping people.
Life story isn’t working on myself, but also linking some people in the same culture as me. I wish everyone read the story can find the meaning of their own life. Becoming the one they want to be.
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Hsia, :. Mei-Ling, and 夏美玲. "Home for Me：A Self-Narrative of Searching forAutonomy." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/kz3yma.
Full textAbstract:
碩士<br>樹德科技大學<br>兒童與家庭服務系<br>102<br>I never reasoned that my mother was important even if I was almost forty years old when mother passed away. At that time, mother was as a portion torn off me and subsequently I lived like a zombie with wounds. One afternoon, four years after my mother passed away, I suddenly felt heartbroken and extremely wanted to cry when my colleagues were talking about mothers. It was that year that I attended a learning group for life education and perhaps which was the cause that made me feel the existence of the wound that my mother was not still alive.
And then I thought such a wound healed. But oppositely it was torn again in self-narration class in 2010 when I studied in graduate school for master degree. At the age of almost fifty, I reviewed my life comprehensively: What kind of family had shaped such a mother-daughter relationship? Why had my life been for my mother only? From the first day after my son was born, I always ridiculously regarded that I would need to depart from my son after he grew up. And I thought that taking care was love and that I did not have the ability to love. The contradiction between “would like to love” and “cannot love” was explored through the learning process in self-narration class during the graduate school life for four years. Consequently, I found that there in my inner self lived a child, who refused to grow up and still waited to be loved by mother. Additionally, I observed that I did my best to take care of this family for my son owing to being afraid of losing him, which resulted that we could not be close to each other.
How bitter it was during the pursuit in my life! The sense of sadness appeared last year frequently, which I disliked. All the way, I always avoided to set up emotion links with others, but finally found that I was so far away from myself. Through self-narration, I talked about my life story from my point of view repeatedly, which was like an onion that made my eyes water; however, I was more close to myself.
Life begins from the moment of fertilization; nevertheless, I never really understood what life was until I was almost fifty years old. Subsequently, I observed that life education was found everywhere and then I began to talk to my life.
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楊雅婷. "From fear to freedom:The self-narrative of relationship." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/kuhpz4.
Full textAbstract:
碩士<br>國立新竹教育大學<br>教育心理與諮商學系碩士班<br>103<br>In the beginning, contradiction with authorities in my relationship made me lose myself. After cutting off relation, the meaninglessness from freedom led me to the self-narrative. I attempted to explore why I always feel anger, sad, and imprisoned. Texts contained the relationships among authorities, death, interpersonal relationships, family and me. Story from the relationships with pain and losing myself, I faced to freedom and meaninglessness accompanied with cutting off relations. To confront them was extremely painful, but also it is the beginning of the rebirth. Deciding to find my own way, I reviewed the positive and negative experiences from my past to know how to become who I am, and thought about what
I want. I finally knew what I want is the authentic relationship. Fortunately, I touched my fear and inner child in a corrective relationship. I tried to take care of the inner child, show myself authentically, and let the others close to me. Finally I was healed in relationships and grew gradually. When I was stronger, I went back to explore my family, then I acted and transformed in family. At last, the situations of my development were understood and I try to accommodated it. Texts were analyzed by “existential analysis” and “system theory”. It is not only let me know that the entanglements in variety of relationships are derived from the “insecurity”, but
also see the process of fighting the death anxiety to become a person and the meaning of pain. Moreover, I realized that the boundary disturbances in family members might cause collective shame and hurt. I can more freely live in the moment. Finally, the insights and originalities of counseling psychology were raised by my own understanding of experiences and research.
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Hsien-Pao, Chen, and 陳賢寶. "A self-narrative of the second generation mainlanders." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/se4tqh.
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SHIH, HUI-WEN, and 施惠文. "Family Resilience – Self-narrative Research of a Practitioner." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/s99445.
Full textAbstract:
碩士<br>國立暨南國際大學<br>社會政策與社會工作學系<br>105<br>This is a self-narrative research of a practitioner’s family experience. The purpose of this study is to explore the family image, family adversity, and the strength to overcome difficulties. The researcher sorts out the formation of violence, conflict, and emotional disturbances among three generations of the original family and the family of procreation. The study finds out how the unique family resilience has developed under the oppression of social culture, the enmeshed family system, and the strict family beliefs. In addition, the conversation between the researcher and family members has aroused some new understanding of each other and also made some progress. Through the process of writing, the researcher has re-accepted herself and developed the strength of advancing.
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Wen, Jin-Jen, and 溫錦真. "A Narrative Approach To College Students'' Self Identity." Thesis, 1995. http://ndltd.ncl.edu.tw/handle/00649394676522527441.
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Lin, Ying-Chen, and 林盈辰. "Shape the basketball player style by self-narrative." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/23107790507873581037.
Full textAbstract:
碩士<br>臺北市立大學<br>休閒運動管理學系碩士班<br>103<br>Abstract
Recalling the past basketball career, I always changed and grew through each period from junior high school to university. I continuously search for my own sport style to realize the self-fulfillment of becoming an excellent player. This study should start from the story of being a bench player as in high school, the narrative about a player suffering from the frustration and adversity was vividly written. My own player story was analyzed and interpreted by thematic analysis. The style type could change from cowering, drudgery, defensive type to noontide of a shooter, and you would been through the stage process of encountering the ruffle, carrying out a task, transforming, bumping against the wall, groping, imitating and fining. We could clarify the sport style track of self-modeling. We could discover that modeling the sport style is not just the training of skill. A player would grow up in both inner psychological and outer physical with the growing age, and this growing is helpful on modeling the sport style as well. In addition, it is quite important to have their own positioning for a player. Positioning could give the player a definite goal and direction to execute their task, and they could break through and maturate during the process of exercising and attempting. Grasping your own basketball skill and knowledge could model your own sport style and have even more outstanding performance on the court.
Key Words: Narrative Inquiry, Sport Style, Basketball
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Chen, Cheng-Bin, and 陳乘斌. "Self-narrative of Being a Social Work Supervisor." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/38969917232998795249.
Full textAbstract:
碩士<br>國立臺灣師範大學<br>社會工作學研究所<br>103<br>The processes and experiences of becoming a supervisor for social workers were wonderful and abundant, with many things occurring unexpectedly, which is why the feelings in the process are so profound, and changed the author’s views towards himself and his professional role. As far as the author is concerned, he adopts himself as the subject for this research, as he is most qualified of expressing his own feelings and ideas. Although his expressions may not be completely accurate, the author can at least understand his choices and actions from his personal context, and why he has such responses, in order that he can know himself and situations via this opportunity.
As a result, the author stated some important events occurring in the process of becoming a supervisor for social workers in the form of stories, which explored how to learn to become a supervisor for social workers, then the influences and understanding of these events had on the author himself were recorded, and he narrated and shared these events from the perspective of an experienced person.
The author’s understanding as a supervisor is that it is an internal dynamic of a specific organization, and a kind of interactive relationship in a broader cultural context.
The author hopes that his reflections of his previous supervisory behavior can react and correspond to his practical works in order to practice his supervisory activities with a broader and wiser viewpoint. It is believed that this paper can provide a different reference for the supervisors of social workers, or persons with the dream of becoming a supervisor, and guide them to reflect on their works, experiences, and practice modes. Perhaps they reflect on their own stories, retell their story regarding their professional development, or the extracted practical wisdom will help the theoretical construction of supervision.
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Chang, Hsiu-Lien, and 張秀蓮. "A Self-Narrative of a Nurse After SARS." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/30701063307876330175.
Full textAbstract:
碩士<br>南華大學<br>生死學系<br>102<br>2003 SARS outbreak in Taiwan, due to the closure of Peping Hospital , Taipei City Government measures carried out , resulting in physical and mental health workers suffered a major shock. Researchers from the hospital to stay out of the presence into peace, after the hospital stay of patients in stages batch transferred to a hospital to a comprehensive peace clearance disinfection stage after the task is completed, the river country house retreat at the base to receive 10 days isolation. Municipal Yang-Ming Hospital, originally isolated from the return service, the next day received a command to enter the SARS area again, because without him, Municipal Yang-Ming Hospital services unit also suffered SARS crisis, until the World Health Organization on July 5 after removal of the list of infected areas, waiting for the final one patients discharged before the end of the task.
After the self-narrative proposed by nurses experienced SARS, by memories, notes , audio-visual media and web content , structure belonging to the researcher 's own experiences and reflections of life stories , in response to diverse difficulties, actively trigger a dynamic process of self-awareness , and narrative analysis of this unique life experience. The main topics of concern to the researchers : Understanding exposure situation during the SARS epidemic experienced nurses to understand the experiences of nurses during the SARS epidemic in inner feelings and coping experiences , learn nursing experience after the SARS epidemic war feelings .