When considering how to promote dialogue during our class facilitation, my goal was to encourage myself and my classmates to draw connections from our case study articles to the overarching themes of the week. In order to be an effective action researcher you need to be able to understand the main idea from a research article, but unless you are aware of the varying theoretical worldviews and their implications on an researcher’s methodology, ethics, and area of focus, you risk lacking full comprehension of the author’s perspectives and the perspectives of the research project’s participants and other stakeholders. Due to the fact that a major aspect of this class, as well as future action research, is developing an in-depth understanding of research articles, this activity seemed valuable for both ourselves and our classmates.
I believe that overall we succeeded in facilitating a discussion about how the quotes demonstrated different theoretical worldviews, and promoted interesting discourse about the influences of various theoretical frameworks, and clarified each aspect of a research delineated by Mills, G. E.
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L. (2012). They would point to the fact that the students were able to acknowledge the power shift, through their agency in their environment through their part in the counseling interventions. Although the power dynamics were evident in this quote, the keywords that a participatory researcher would focus on are ‘co-researchers and change their own environment’ the participatory researcher would point to the fact that the reason that the students felt so empowered was because there were part of the process, being referred to as ‘co researchers’ and provided with the information and the platform to impact change on an issue they chose that was important to them and their
...al additions to the discourse. Furthermore, by challenging the previous scholarly notions they critique, they invite other scholars to employ the same concepts to gain a more thorough understanding of their individual fields.
Mills starts off the chapter by talking about how an average individual is bounded by a “private orbits” in which they live. Their opinions, actions and influences are limited to their individual orbit or a closed box. Many of us are unable to see the bigger picture of why we are the way we are. Mills explains we live our daily life thinking we have a total control of our lives but in fact, it’s not us who controls our lives, it’s the society and its historical events that do. (Mills 1959, 1) He thinks that in order for individuals to understand this concept, they do not need more information or detail. Instead they need a quality of mind to be able to best interpret the information and be able to understand how the world events effecting their individual lives. (Mills 19...
Group therapy is considered one of the most resourceful forms of therapy. The benefits to group therapy can be both cost-effective and a great means of support (Corey, Corey & Corey, 2014). The process of experiencing ideas and viewpoints expressed by your peers allows group members to become more susceptible to the counseling procedure. Group counseling also helps individuals to feel a sense of belonging due to similar situations and experiences shared by the group. The sense of support from group members can be an excellent means towards developing long-lasting relationships and developing communication skills needed to move forward during the counseling phase. In this paper, I will discuss my experiences throughout the group-counseling phase.
I then asked him if the youth center has ever considered asking for donations to go towards their funding, and if so what came as a result? He responded by stating that the youth center has indeed received donations in the past from various individuals, none of which though are large enough to have a lasting impact on the organization. Although “they did help ease some of the problems at the time being.”
Therapy Analysis The purpose of this paper is to examine the efficacy of my work as a co-therapist during the fifth session with the simulated couple Katy and Michelle. I will discuss our therapy agenda and the goals we hope to attain during the session. It is prudent to begin by giving a brief outline of the couple’s present problem and the patterns of dysfunction that I have identified within their relationship. In my opinion, it is the therapist’s job to recognize patterns and behaviors that disrupt the intimate bond between the partners.
When speaker Brené Brown was about to give a talk, the event coordinator struggled with calling her a “researcher,” saying that people might not want to come because they would think she was “boring and irrelevant.” Instead, she wanted to call her a “storyteller” since she thought Brene´Brown’s story-telling abilities were a highpoint. Brown’s academic insecurity was not satisfied in simply being called a “storyteller.” She decided her qualitative research was, in actuality, collecting stories and concluded, stories, were “data with a soul.” She then embraced the title “Researcher-Story-teller,” which combined her unique abilities (Brown, 2010). Building our own personal brand is a combination of strengths; its “what makes us
After completing all of your coursework, what jumps out as having a significant impact on your learning?
Using the author’s field research I felt that many of them tried to enter their situation as an outsider looking in as most researchers do. Given time most of them were able to some what be accepted into their social surroundings. No matter what role or relationship the researchers developed along the way they still had to make choices to would affect their data in different ways. They just had to pick the correct approach and apply it. Finally all stories proclaimed different discussions of social science by using different forms of "objectivity" and "subjectivity."
Merriam, S. B. (2009). Being a careful observer. Qualitative Research: A Guide to Design and Implementation. San Francisco, CA: Jossey Bass.
Babbie, E. (2007) The Practice of Social Research. Thomson Higher Education. Belmont. (USA) Eleven Edition.
Mills starts out in his first argument by being concerned that people were being silenced when voicing their opinions. He voices that by saying: “First, if any opinion is compelled to silence, that opinion may, for aught we can certainly know, be true. To deny this is to assume our own infallibility”(50). Mills means that when someone’s opinion is being silenced by another, the latter will assume that their believes are to be true.
The term reflection means the examination of personal thoughts and actions. For nurses this means focusing on how they interact with their colleagues and with the environment to obtain a clearer picture of their own behaviour. This means it is a process in which a nurse can better understand themselves in order to be able to build on existing strengths and take appropriate future action (Somerville, 2004). Reflection is a way to bring your own intuition along with empirical knowledge together. Reflective practice in nursing is guided by models of reflection. Reflective practice model serves as a framework within which nursing or other management professions can work. Reflective practice model is also a structural framework or learning model that serves the purposes of a profession and is particularly applicable to health related professions. Reflective practice enables practitioners to learn to value themselves as significant people with values and feelings that are important factors in giving care. Whilst reflective practice allows the nurse to recognise the value of their experiences, they may also need support to work through a difficult situation. This is where reflection aids nurses in dealing with these challenging experiences (Johns, 1995). Reflection on experience offers nurses the opportunity to reflect on caring in practice in ways that its nature can be understood, where the skills necessary for effective caring can be developed and most significantly, where the values of caring for people can be highlighted, both to the individual nurse and the world in general (Johns 1996)
Action research proceeds through a process of planning, action and reflection upon action. This can be thought of as an action-reflection ‘cycle’.
Practitioners who engage in action research inevitably find it to be an empowering experience. Action research has this positive effect for many reasons. Obviously, the most important is that action research is always relevant to the participants. Relevance is guaranteed because the focus of each research project is determined by the researchers, who are also the primary consumers of the findings.
In this course I experienced an important change in my beliefs about teaching; I came to understand that there are many different theories and methods that can be tailored to suit the teacher and the needs of the student. The readings, especially those from Lyons, G., Ford, M., & Arthur-Kelly, M. (2011), Groundwater-Smith, S., Ewing, R., & Le Cornu, R. (2007), and Whitton, D., Barker, K., Nosworthy, M., Sinclair, C., Nanlohy, P. (2010), have helped me to understand this in particular. In composing my essay about teaching methods and other themes, my learning was solidified, my knowledge deepened by my research and my writing skills honed.